Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey
Published by Laura E. Enriquez, Karina Chavarria, Victoria E. Rodriguez, Cecilia Ayón, Basia Ellis, Melissa J. Hagan, Julián Jefferies, Jannet Lara, Martha Morales Hernandez, Enrique Murillo Jr., Jennifer Nájera, Carly Offidani-Bertrand, Maria Oropeza Fujimoto, Annie Ro, William Rosales, Heidy Sarabia, Ana K. Soltero López, Mercedes Valadez, Zulema Valdez, and Sharon Velarde Pierce in the Journal of Latinos and Education
Drawing on descriptive analyses, Enriquez and colleagues examine how undocumented students are faring in California’s relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. They document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. Academic outcomes include GPA, Dean’s list membership, course failure, academic engagement and disengagement, and professional development experiences.
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Disrupted Education?: A Latent Profile Analysis of Immigration-Related Distractions and Academic Engagement among Undocumented College Students
Published by Karina Chavarria, Monica Cornejo, Cecilia Ayón, and Laura E. Enriquez in the Journal of Latinos and Education
Chavarria and colleagues use latent profile analysis to identify undocumented student profiles based on their experiences of immigration-related distractions. They then assess the role of self and family demographics on profile membership, and the relationship between immigration-related distraction profiles and students’ academic behavioral engagement. They find that distractions are consequential as students in more frequently distracted profiles are more likely to report negative behavioral engagement outcomes.
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Legal Vulnerability and Campus Environment: Assessing Factors that Affect the Academic Engagement of Undocumented College Students
Published by Mercedes Valadez, Cecilia Ayón, Laura E. Enriquez, and Julián Jefferies in the Journal of Latinos and Education
Valadez and colleagues examine the extent to which legal vulnerability, campus climate, and resource use are associated with positive and negative academic engagement among undocumented students. They find that the campus environment plays an important role in fostering undocumented students’ academic engagement
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What Helps Students Get Help?: An Exploratory Analysis of Factors that Shape Undocumented College Students’ Use of Academic Support Services
Published by Heidy Sarabia, Laura E. Enriquez, Victoria E. Rodriguez, Laura Zaragoza, and Sonia Tinoco in the Journal of Latinos and Education
Sarabia and colleagues examine how academic performance, situational barriers, campus exclusion, and campus integration shape the odds that undocumented students will use academic support services. They find that campus integration is associated with increased odds of using academic support services, while campus exclusion is not; academic performance and situational barriers have mixed effects.
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