Skip to main content

Amplifying the Voices of Immigrant Students

We continued our discussion of intersectional education issues, this time particularly for undocumented Latinx students.


Ch. 34, “Academic Resilience Among Undocumented Latino Students,” William Perez, Roberta Espinoza, Karina Ramos, Heidi M. Coronado, and Richard Cortes

Undocumented Latino youth face additional risk factors and sources of stress above and beyond the challenges of biculturalism they share with documented Latino youth. Perez et al.’s study examines the role of protective resources in mediating the academic achievement of 110 undocumented Latino high school, community college, and university students across the United States. They found that even in the presence of multiple sources of psychosocial risk (high school employment, low parental education, large family size, and alienation resulting from undocumented status), personal and environmental resources increased resilience and improved academic performance. Students with lower risk factors (protected) and those with high risk factors but also high personal and environmental resources (resilient) had better academic outcomes than those who had high risk factors but who lacked personal and environmental resources (high risk). Environmental resources—high parental value of school, extracurricular participation, and volunteering—were especially found to protect students from risk and create resilience among those with higher risk factors, with extracurricular participation and volunteerism being the strongest predictors of academic achievement among undocumented Latino students. This underscores the importance of environmental opportunities to develop relationships with supportive adults and peers and points toward the potential for schools to serve as organizational bases for mobilizing community resources to enhance resilience for undocumented students.
 


Comments

Post a Comment

Popular posts from this blog

What do stereotypes of immigrant criminalization and mass incarceration communicate about race/gender/class?

42. “The Myth of Immigrant Criminality and the Paradox of Assimilation,” Rubén G. Rumbaut and Walter Ewing Although some of you may not have access to the book, the information in that short reading is available from the American Immigration Council . In a post-9/11 climate of fear and ignorance, assumptions have flourished that immigration and criminality are associated. However, systematic evidence shows that crime is not caused or even aggravated by immigrants to the United States, regardless of their legal status. Crime rates in the nation have declined even at the same time that immigration rates have increased. Among all ethnic groups in the United States, immigrants have lower incarceration rates than those who are native-born. For all ethnic groups, incarceration rates are highest among high school dropouts, yet immigrants who are high school dropouts have lower incarceration rates than other high school dropouts. Although immigrants’ risk of incarceration increases the l...
20 comments
Read more

Controlling Images of Asian and Asian American Women

For today's reading on the "controlling images" and racialized femininities of Asian American Women, you watched a video (included below) to get a historical understanding of early media images. In class we watched the following video for a more modern perspective. To bring the conversation into a current context, an article about  "the Asian mean girl"  might be productive.
Post a Comment
Read more