"We'll Get through this Together": Collective Contribution in the Lives of Latino Undocumented Undergraduates. Issue 12 (November 2018)

• Record Type: Journal Article
• Authors: Katsiaficas, Dalal; Hernandez, Edwin; Alcantar, Cynthia M.; Samayoa, Erick; Gutierrez, Maria Nava; Williams, Zyshia
• Is Part Of: Teachers College record. Volume 120:Issue 12(2018)
• Page Start: 1
• Page End: 48
• Publication Date: 2018-11
• Subjects: Education -- Periodicals; Enseignement -- Périodiques; Éducation -- Périodiques; Education; Periodicals; 370.5
• DOI: 10.1177/016146811812001201
• Languages: English
• ISSNs: 0161-4681

Abstract

Background: Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources, such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Few studies to date have taken a strengths-based approach to understand the lives of undocumented young adults or examined their normative developmental experiences. Purpose: The purpose of this study was to examine how contribution manifests in the lives of Latino undocumented undergraduates and the extent to which they are engaged in and contribute to their families and communities. Research Design: This study employed a convergent mixed-methods design in which parallel quantitative and quantitative data were collected and analyzed separately. Through mixed methods, this article examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents, along with three portraits of qualitative visual and verbal narratives. Results: Results highlight the value of "collective contribution" in Latino undocumented immigrant families. Through quantitative methods, results reveal that the majority of Latino undocumented undergraduates are contributing to their families and communities in significant ways. Qualitative findings reveal ways in which cultural values manifest as the reciprocal contribution between individuals and their families and communities. Further, results reveal the varied ways that Latino undocumented undergraduates engage with their families and communities, exhibiting the characteristics of ideal citizens, despite being denied a pathway to citizenship. Conclusions: The results suggest that Latino undocumented college students are thriving and contributing to the society that gives them conflicting messages about how to belong. Yet, they enter postsecondary institutions and continue to remain engaged in their families and communities. Their engagement has important implications for what type of society we will become and for the need to build on these social resources to make our democracy and community stronger, recognizing immigrants as a resource to strengthen the social fabric of our society.