Gleaning hope in a vacillating DACA sociopolitical context: undocumented Latinx students’ systems of support and success in K-16 education

References

• Allen, A. (2015). Leveraging the cultural wealth in family and friend networks: An examination of undocumented Latino college students’ support systems and academic achievement. In D. Mitchell, E. Daniele, K. Soria, & J. Gipson (Eds.), Student involvement and academic outcomes: Implications for diverse college student populations (pp. 219–236). New York, NY: Peter Lang.
   Google Scholar
• American Immigration Council. (2014, June 16). Two years and counting: Assessing the growing power of DACA. Retrieved from http://www.immigrationpolicy.org/special-reports/two-years-and-counting-assessing-growing-power-daca
   Google Scholar
• Arco, J. (2014). A DREAM turned nightmare: The unintended consequences of the Obama administration’s deferred action for childhood arrivals policy. The George Washington Law Review, 82, 493–527.
   Web of Science ®Google Scholar
• Auerbach, S. (2006). If the student is good, let him fly: Moral support for college among Latino immigrant parents. Journal of Latinos in Education, 5, 275–292.
   Google Scholar
• Baker, C., & Robnett, B. (2012). Race, social support and college student retention: A case study. Journal of College Student Development, 53, 325–335.
   Web of Science ®Google Scholar
• Batalova, J., Hooker, S., Capps, R., Bachmeir, J. D., & Cox. E. (2013). Deferred action for childhood arrivals at the one-year mark: A profile of currently eligible youth and applicants. Issue Brief Migration Policy Institute, No. 8, August 2013.
   Google Scholar
• Bloom, J. R. (1998). Under the sign of hope: Feminist methodology and narrative interpretation. Albany, NY: State University of New York Press.
   Google Scholar
• Brindis, C. D., Hadler, M. W., Jacobs, K., Lucia, L., Pourat, N., Raymond-Flesch, M., … Talamantes, E. (2014, February 1). Realizing the dream for Californians eligible for deferred action for childhood arrivals (DACA): Demographics and health coverage. Retrieved from http://laborcenter.berkeley.edu/realizing-the-dream-for-californians-eligible-for-deferred-action-for-childhood-arrivals-daca-demographics-and-health-coverage/
   Google Scholar
• Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643–1647). Oxford, UK: Pergamon Press.
   Google Scholar
• Cano, M. A., & Castillo, L. G. (2010). The role of enculturation and acculturation on Latina college student distress. Journal of Hispanic Higher Education, 9, 221–231.
   Google Scholar
• Carey, R. L. (2016). Keep that in mind…you’re gonna go to college: Family influence on the college going processes of Black and Latino high school boys. Urban Review, 48, 718–742.
   Google Scholar
• Ceja, M. (2006). Understanding the role of parents and siblings as information sources in the college choice process of Chicana students. Journal of College Student Development, 47, 87–104.
   Web of Science ®Google Scholar
• Chase, S. (1995). Taking narrative seriously: Consequences for method and theory in interview studies. In R. Josselson & A. Lieblich (Eds.), Interpreting experience: The narrative study of lives (pp. 1–26). Thousand Oaks, CA: Sage.
   Google Scholar
• Cook, D. A., & Williams, T. (2015). Expanding intersectionality: Fictive kinship networks as supports for the educational aspirations of Black women. Western Journal of Black Studies, 39, 157.
   Google Scholar
• Contreras, F. (2011). Achieving equity for Latino students: Expanding the pathway to higher education through public policy. New York, NY: Teachers College Press.
   Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Enriquez, L. E. (2011). Because we feel pressure and we also feel the support. Examining the educational success of undocumented immigrant Latina/o students. Harvard Educational Review, 81, 476–499.
   Web of Science ®Google Scholar
• Farinde-Wu, A., Glover, C., & Williams, N. (2017). “It’s not hard work; it’s heart work”: Strategies of effective, award-winning culturally responsive teachers. The Urban Review, 49, 279–299.
   Google Scholar
• Furhman, S. H., Cohen, D. K., & Mosher, F. (Eds.) (2007). The state of education policy research. Mahwah, NC: Erlbaum.
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
   Google Scholar
• Gonzales, R. G. (2010). On the wrong side of the tracks: Understanding the effects of school structure and social capital in the educational pursuits of undocumented immigrant students. Peabody Journal of Education, 85, 469–485.
   Google Scholar
• Gonazles, R. G., Terriquez, V., & Ruszczyk, S. P. (2014). Becoming DACAmented: Assessing the short-term benefits of deferred action for childhood arrivals (DACA). American Behavioral Scientist, 58, 1852–1872.
   Web of Science ®Google Scholar
• Hornberger, N. H. (2006). Nichols to NCLB: Local and global perspectives on US language education policy. In O. Garcia, T. Skutnabb-Kangas, M. Torres-Guzman (Eds.), Imagining multilingual schools: Language in education and globalization (pp. 223–237). Clevedon, England: Multilingual Matters .
   Google Scholar
• Lau v. Nichols, 414 U.S. 563 (1974).
   Google Scholar
• Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.
   Google Scholar
• Liou, D. D., Antrop-Gonzalez, R. & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college-going information networks. Educational Studies, 45, 534–555.
   Google Scholar
• Keely, C. B. (1971). Effects of the immigration act of 1965 on selected population characteristics of immigrants to the United States. Demography, 8, 157–169.
   PubMed Web of Science ®Google Scholar
• Keely, C. B. (1979). The development of U.S. immigration policy since 1965. Journal of International Affairs, 33, 249.
   Google Scholar
• Krogstad, J., & Lopez, M. H. (2014). 5 facts about the Deferred Action for Childhood Arrivals program. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2014/08/15/5-facts-about-the-deferred-action-for-childhood-arrivalsprogram
   Google Scholar
• Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36, 388–400.
   Google Scholar
• Milner, H. R., Delale-O'Connor, L. A., Murray, I. E., & Farinde, A. A. (2016). Reflections on "Brown" to understand "Milliken v. Bradley": What if we are focusing on the wrong policy questions? Teachers College Record, 118, 3.
   Google Scholar
• Mora, J. K. (2002). Caught in a policy web: The impact of education reform on Latino education. Journal of Latinos and Education, 1, 29–44.
   Google Scholar
• Morales, A., Herrera, S., & Murry, K. (2009). Navigating the waves of social and political capriciousness: Inspiring perspectives from DREAM-eligible immigrant students. Journal of Hispanic Higher Education, 10, 266–283.
   Google Scholar
• Nelson, S. (2016, January 19). Dreamers’ nightmare: DACA dies if Obama immigration action goes down. US News and World Report
   Google Scholar
• Nguyen, D. K., & Serna, G. R. (2014). Access or barrier? tuition and fee legislation for undocumented students across the states. Clearing House, 87, 124–129. doi:10.1080/00098655.2014.891895
   Google Scholar
• Perez, W. (2012). Americans by heart: Undocumented Latino students and the promise of higher education. New York, NY: Teachers College Press.
   Google Scholar
• Perez, W., Cortes, R. D., Ramos, K., & Coronado, H. (2010). Cursed and blessed: Examining the socioemotional and academic experiences of undocumented Latina and Latino college students. New Directions for Student Services, 131, 35–51.
   Google Scholar
• Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortex, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31, 149–181.
   Web of Science ®Google Scholar
• Plyler v. Doe, 457 U.S. 202 (1982).
   Google Scholar
• Radoff, S. (2011). Crossing the borders of Plyler v. Doe: Students without documentation and their right to rights. Educational Studies, 47, 436–450. doi:10.1080/00131946.2011.602149
   Google Scholar
• Reissman, C. (1993). Narrative analysis. Newbury Park, CA: Sage.
   Google Scholar
• Richard, M. J. (2013). Deferred action for childhood arrivals: Place a bet or wait on a dream. Southern University Law Review, 40, 293–317.
   Google Scholar
• Rosas, M., & Hamrick, F.A. (2002). Postsecondary enrollment and academic decision making: Family influences on women college students of Mexican descent. Equity & Excellence in Education, 35, 59–69.
   Google Scholar
• Rose, S. (2013). The value of a college degree. Change, 45, 24–33. doi:10.1080/00091383.2013.842101
   Google Scholar
• Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets-based approach to persistence of engineering students of color. Journal of Engineering Education, 105, 93–117.
   Web of Science ®Google Scholar
• Schwandt, T. (2001). Dictionary of qualitative inquiry. Thousand Oaks, CA: Sage.
   Google Scholar
• Schmid, C. L. (2013). Undocumented childhood immigrants, the Dream Act and Deferred Action for Childhood Arrivals in the USA. International Journal of Sociology and Social Policy, 33, 693–707.
   Google Scholar
• Solórzano, D. & Yosso, T. (2001). Critical race and LatCrit theory and method: Counterstorytelling Chicana and Chicano graduate school experiences, International Journal of Qualitative Studies in Education, 14, 471–495.
   Google Scholar
• U.S. Department of Homeland Security. (2018, May 4). Consideration of Deferred Action for Childhood Arrivals (DACA). Retrieved from https://www.uscis.gov/archive/consideration-deferred-action-childhood-arrivals-daca
   Google Scholar
• U.S. Department of Homeland Security. (2017, September 15). Memorandum on rescission of Deferred Action for Childhood Arrivals (DACA). Retrieved from https://www.dhs.gov/news/2017/09/05/memorandum-rescission-daca
   Google Scholar
• Wang, H. L. (2016, January 3). As 2016 elections loom, so does a possible end to DACA. NPR Transcript
   Google Scholar
• Wasserman, J. (1953). Immigration and nationality act of 1952: Our new alien and sedition Law. Temp. LQ, 27, 62.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8, 69–91.
   Google Scholar
• Yosso, T. J., Smith, W. A., Ceja, M., & Solorzao, D. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational Review, 79, 659–690.
   Web of Science ®Google Scholar