Though much has been written on undocumented students' access to higher education, few studies have examined the experience of school for the undocumented student in a secondary setting. Their lives continue to remain a largely unexamined area even though many have grown up almost entirely in the United States. This study sought to explore and understand the educational experiences of undocumented immigrant Latino students across three generational cohorts. These students belong to what researchers have called the "1.5 generation" because although they were born outside the United States, they have much in common with children of immigrants born in the United States (second generation). This study expands the 1.5 generation category to include 1.25 and 1.75 to explore differences within the group. The study finds that undocumented immigrant Latino students undergo a "youthful or parallel" version of their parents' adult migration narrative with its own immigrant experiences of displacement, rejection, and discriminatory treatment. The study resulted in a conceptual model of a shared immigrant narrative that illustrates the youth's movement forward despite facing legal and social contradictions. The research has implications for practitioners and policymakers in addressing undocumented students' needs and concerns in educational settings. Recommendations include increasing faculty and staff knowledge on undocumented students by creating safe zones or AB-540 Allies for undocumented students, and developing a broad-based interdisciplinary coalition of support to advance the California State and federal DREAM Acts.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education, Hispanic American studies|
|Keywords:||Latinos, Public schools, Undocumented immigrants|
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