Almon, C. (2014). College persistence and engagement in light of a mature English language learner (ELL) student’s voice. Community College Journal of Research and Practice, 39(5), 461–472. https://doi.org/10.1080/10668926.2013.850757CrossRefGoogle Scholar

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206. https://doi.org/10.1111/1467-8624.00273CrossRefGoogle ScholarPubMed

Bartlett, L., Oliveira, G., & Ungemah, L. (2018). Cruel optimism: Migration and schooling for Dominican newcomer immigrant youth. Anthropology & Education Quarterly, 49(4), 444–461. https://doi.org/10.1111/aeq.12265CrossRefGoogle Scholar

Batalova, J., & Feldblum, M. (2020). Immigrant-origin students in US higher education: A data profile. Migration Policy Institute. www.migrationpolicy.org/sites/default/files/publications/immigrant-origin-students-postsecondary-ed-final.pdfGoogle Scholar

Bourdieu, P. (1986). The forms of capital. In Richardson, J. (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.Google Scholar

Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. Sage.Google Scholar

Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. Routledge. https://doi.org/10.4324/9780203465479CrossRefGoogle Scholar

Brint, S., & Karabel, J. (1989). The diverted dream: Community colleges and the promise of educational opportunity in America, 1900–1985. Oxford University Press.CrossRefGoogle Scholar

Brint, S. (2003). Few remaining dreams: Community colleges since 1985. The Annals of the American Academy of Political and Social Science, 586(1), 16–37. https://doi.org/10.1177/0002716202250208CrossRefGoogle Scholar

Collins, J. (1988). Language and class in minority education. Anthropology and Education Quarterly, 19(4), 299–326. https://doi.org/10.1525/aeq.1988.19.4.05x0914dCrossRefGoogle Scholar

Carter, P. L. (2003). “Black” cultural capital, status positioning, and schooling conflicts for low income African American youth. Social Problems, 50(1), 136–155. https://doi.org/10.1525/sp.2003.50.1.136CrossRefGoogle Scholar

Conway, K. (2009). Exploring persistence of immigrant and native students in an urban community college. The Review of Higher Education, 32(3), 321–352. http://doi.org/10.1353/rhe.0.0059CrossRefGoogle Scholar

Conway, K. (2010). Educational aspirations in an urban community college: Differences between immigrant and native student groups. Community College Review, 37(3), 209–242. https://doi.org/10.1177/0091552109354626CrossRefGoogle Scholar

Davies, S., & Rizk, J. (2018). The three generations of cultural capital research: A narrative review. Review of Educational Research, 88(3), 331–365. https://doi.org/10.3102/0034654317748423CrossRefGoogle Scholar

Gándara, P., & Bial, D. (2001). Paving the way to postsecondary education: K-12 intervention programs for underrepresented youth. US Department of Education, National Center for Education Statistics, Office of Research and Improvement.Google Scholar

Gans, H. J. (2009). First generation decline: Downward mobility among refugees and immigrants. Ethnic and Racial Studies, 32(9), 1658–1670. https://doi.org/10.1080/01419870903204625CrossRefGoogle Scholar

Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Routledge. https://doi.org/10.4324/9780203814444Google Scholar

Giroux, H. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257–293. https://doi.org/10.17763/haer.53.3.a67x4u33g7682734CrossRefGoogle Scholar

González, N., Moll, L. C., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge. https://doi.org/10.4324/9781410613462CrossRefGoogle Scholar

Hamlin, R. (2021). Crossing: How we label and react to people on the move. Stanford University Press.Google Scholar

Hopkins, M., Martinez Wenzl, M., Aldana, U. S., & Gándara, P. (2013). Cultivating capital: Latino newcomer young men in a US urban high school. Anthropology & Education Quarterly, 44(3), 286–303. https://doi.org/10.1111/aeq.12026CrossRefGoogle Scholar

Kanno, Y., & Cromley, J. G. (2015). English language learners’ pathways to four-year colleges. Teachers College Record, 117(12), 1–44. https://doi.org/10.1177/016146811511701202CrossRefGoogle Scholar

Kanno, Y., & Kangas, S. N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. https://doi.org/10.3102/0002831214544716CrossRefGoogle Scholar

Kanno, Y., & Varghese, M. (2010). Immigrant English language learners’ challenges to accessing four-year college education: From language policy to educational policy. Journal of Language, Identity, and Education, 9(5), 1–19. https://doi.org/10.1080/15348458.2010.517693CrossRefGoogle Scholar

Kanno, Y. (2018). High-performing English learners’ limited access to four-year college. Teachers College Record, 120(4), 1–46. https://doi.org/10.1177/016146811812000405CrossRefGoogle Scholar

Khan, S. R. (2010). Privilege: The making of an adolescent elite at St. Paul’s School. Princeton University Press. https://doi.org/10.1515/9780691229218Google Scholar

Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1–19. www.jstor.org/stable/44072586Google Scholar

Katsiaficas, D. (2019). Emerging into adulthood for immigrant origin community college students. In Suárez-Orozco, C. & Osei-Twumasi, O. (Eds.), Immigrant-origin students in community college: Navigating risk and reward (pp. 22–34). Teachers College Press.Google Scholar

Kim, E., & Diaz, J. (2013). Immigrant students and higher education: ASHE Higher Education Report 38:6 (1st ed.). Wiley.Google Scholar

Kiyama, J. M., & Rios-Aguilar, C. (Eds.). (2017). Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths. Routledge. https://doi.org/10.4324/9781315447322CrossRefGoogle Scholar

Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.Google Scholar

Lareau, A. (2015). Cultural knowledge and social inequality. American Sociological Review, 80(1), 1–27. https://doi.org/10.1177/0003122414565814CrossRefGoogle Scholar

Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5–6), 567–606. https://doi.org/10.1023/B:RYSO.0000004951.04408.b0CrossRefGoogle Scholar

Leo, A. (2020). Success and failure in the “land of opportunities”: How social class informs educational attitudes among newcomer immigrants and refugees. American Educational Research Journal, 57(4), 1567–1591. https://doi.org/10.3102/0002831219876596CrossRefGoogle Scholar

Leo, A. (2021). Aspiration and opportunity: First-generation immigrants and refugees at community college. Community College Review, 49(4), 435–456. https://doi.org/10.1177/00915521211026680CrossRefGoogle Scholar

Leo, A. (2022). High expectations, cautionary tales, and familial obligations: The multiple effects of family on the educational aspirations of first‐generation immigrant and refugee youth. Anthropology & Education Quarterly, 53(1), 27–46. https://doi.org/10.1111/aeq.12407CrossRefGoogle Scholar

Leo, A., & Wilcox, K. C. (2023). Beyond deficit and determinism to address the Latinx attainment gap. Journal of Latinos and Education, 22(2), 729–744. https://doi.org/10.1080/15348431.2020.1815537CrossRefGoogle Scholar

Louie, V. (2004). Compelled to excel: Immigration, education, and opportunity among Chinese Americans. Stanford University Press.CrossRefGoogle Scholar

Ma, J., & Baum, S. (2016). Trends in community colleges: Enrollment, prices, student debt, and completion. College Board Research Brief, 4, 1–23.Google Scholar

Madison, D. (2005). Critical ethnography: Method, ethics, and performance. Sage. https://doi.org/10.4135/9781452233826CrossRefGoogle Scholar

Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage.Google Scholar

McDonough, P. M. (1997). Choosing colleges. How social class and schools structure opportunity. State University of New York Press.Google Scholar

McWilliams, J. A., & Bonet, S. W. (2016). Continuums of precarity: Refugee youth transitions in American high schools. International Journal of Lifelong Education, 35(2), 153–170. https://doi.org/10.1080/02601370.2016.1164468CrossRefGoogle Scholar

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.Google Scholar

Newman, K. (1999). No shame in my game: The working poor in the inner city. Russell Sage Foundation.Google Scholar

Núñez, A. M., Rios-Aguilar, C., Kanno, Y., & Flores, S. M. (2016). English learners and their transition to postsecondary education. In Paulsen, M. B. (Ed.), Higher education: Handbook of theory and research (pp. 41–90). Springer. https://doi.org/10.1007/978-3-319-26829-3_2CrossRefGoogle Scholar

Orellana, M. F. (2009). Translating childhoods: Immigrant youth, language, and culture. Rutgers University Press.Google Scholar

Osei-Twumasi, O., & Gilles, J. K. J. (2019). Dreams versus realities: Graduation rates of immigrant-origin community college students. In Suárez-Orozco, C. & Osei-Twumasi, O. (Eds.), Immigrant-origin students in community college: Navigating risk and reward (pp. 175–191). Teachers College Press.Google Scholar

Portes, A., & Fernández-Kelly, P. (2008). No margin for error: Educational and occupational achievement among disadvantaged children of immigrants. The Annals of the American Academy of Political and Social Science, 620(1), 12–36. https://doi.org/10.1177/0002716208322577CrossRefGoogle Scholar

Razfar, A., & Simon, J. (2011). Course‐taking patterns of Latino ESL students: Mobility and mainstreaming in urban community colleges in the United States. TESOL Quarterly, 45(4), 595–627. https://doi.org/10.5054/tq.2011.268060CrossRefGoogle Scholar

Reich, R. B. (2010). The work of nations: Preparing ourselves for 21st century capitalism. Vintage.Google Scholar

Rosaldo, R. (1993). Culture & truth: The remaking of social analysis. Beacon Press.Google Scholar

Schaefer, V. A., & Meece, J. L. (2009, April). Facing an uncertain future: Aspirations and achievement of rural youth. In Annual Meeting of the American Educational Research Association. San Diego, CA.Google Scholar

Spradley, J. P. (2016). The ethnographic interview. Waveland Press.Google Scholar

Stanton-Salazar, R. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67(1), 1–41. https://doi.org/10.17763/haer.67.1.140676g74018u73kCrossRefGoogle Scholar

Suárez-Orozco, C., Osei-Twumasi, O., & Banks, J. A. (Eds.). (2019). Immigrant-origin students in community college: Navigating risk and reward in higher education. Teachers College Press.Google Scholar

Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Harvard University Press.CrossRefGoogle Scholar

Suárez-Orozco, M. (1987). “Becoming somebody”: Central American immigrants in US inner city schools. Anthropology & Education Quarterly, 18(4), 287–299. https://doi.org/10.1525/aeq.1987.18.4.04x0020tCrossRefGoogle Scholar

Teranishi, R., Suárez-Orozco, C., & Suárez-Orozco, M. (2011). Immigrants in community colleges. The Future of Children, 21(1), 153–168. https://psycnet.apa.org/doi/10.1353/foc.2011.0009CrossRefGoogle ScholarPubMed

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar

Abrego, L. J. (2006). “I can’t go to college because I don’t have papers”: Incorporation patterns of Latino undocumented youth. Latino Studies, 4(3), 212–231. https://doi.org/10.1057/palgrave.lst.8600200CrossRefGoogle Scholar

Abrego, L. J., & Gonzales, R. G. (2010). Blocked paths, uncertain futures: The postsecondary education and labor market prospects of undocumented Latino youth. Journal of Education for Students Placed at Risk (JESPAR), 15(1–2), 144–157. https://doi.org/10.1080/10824661003635168CrossRefGoogle Scholar

Abrego, L. J., & Negron-Gonzales, G. (2020). We are not Dreamers: Undocumented scholars theorize undocumented life in the United States. Duke University Press.Google ScholarPubMed

Aguilar, C. (2017). Mi casa es tu casa: DACAdemics redefine citizenship [Master’s thesis, University of Texas at San Antonio]. ProQuest.Google Scholar

Aguilar, C. (2018). Undocumented critical theory. Cultural Studies ←→ Critical Methodologies, 19(3), 152–160. https://doi.org.10.1177/1532708618817911.Google Scholar

Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In Paris, D. & Alim, H. S. (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–24). Teachers College Press.Google Scholar

American Immigration Council. (2021). Immigrants in the United States. American Immigration Council. www.americanimmigrationcouncil.org/research/immigrants-in-the-united-statesGoogle Scholar

Amuedo-Dorantes, C., & Antman, F. (2017). Schooling and labor market effects of temporary authorization: Evidence from DACA. Journal of Population Economics, 30(1), 339–373. https://doi.org/10.1007/s00148-016-0606-zCrossRefGoogle ScholarPubMed

Amuedo-Dorantes, C., & Sparber, C. (2014). In-state tuition for undocumented immigrants and its impact on college enrollment, tuition costs, student financial aid, and indebtedness. Regional Science and Urban Economics, 49, 11–24. https://doi.org/10.1016/j.regsciurbeco.2014.07.010CrossRefGoogle Scholar

Bellows, L. (2019). Immigration enforcement and student achievement in the wake of secure communities. AERA Open, 5(4). https://doi.org/10.1177/2332858419884891CrossRefGoogle Scholar

Bellows, L. (2021). The effect of immigration enforcement on school engagement: Evidence from 287(g) Programs in North Carolina. AERA Open, 7. https://doi.org/10.1177/23328584211039467CrossRefGoogle Scholar

Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In Damon, W. & Lerner’s, R.M. (Eds.) Handbook of Child Psychology (pp. 793–828). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470147658.chpsy0114Google Scholar

Butler, P. E., Madden, M., & Smith, N. (2018). Undocumented student participation in education abroad: An institutional analysis. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 1–31.CrossRefGoogle Scholar

Cabrera, G. (2020). Disrupting diversity: Undocumented students in the neoliberal university. In Abrego, L. J. & Negron-Gonzales’, G. (Eds.) We are not Dreamers: Undocumented scholars theorize undocumented life in the United States (pp. 68–86). Duke University Press. https://doi.org/10.2307/j.ctv15kxg4f.7Google ScholarPubMed

Cadenas, G. A., Nienhusser, K., Sosa, R., & Moreno, O. (2022). Immigrant students’ mental health and intent to persist in college: The role of undocufriendly campus climate. Cultural Diversity and Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000564Google ScholarPubMed

Canedo Sanchez, R. E., & So, M. L. (2015). UC Berkeley’s undocumented student program: Holistic strategies for undocumented student equitable success across higher education. Harvard Educational Review, 85(3), 464–477.CrossRefGoogle Scholar

Chen, A. C., & Rhoads, R. A. (2016). Undocumented student allies and transformative resistance: An ethnographic case study. The Review of Higher Education, 39(4), 515–542. https://doi.org/10.1353/rhe.2016.0033CrossRefGoogle Scholar

Chishti, M., & Kamasaki, C. (2014, January). IRCA in restrospect: Guideposts for today’s immigration reform. Migration Policy Institute Issue Brief. www.migrationpolicy.org/research/irca-retrospect-guideposts-today-s-immigration-reformGoogle Scholar

Chuan-Ru Chen, A., & Rhoads, R. A. (2016). Undocumented student allies and transformative resistance: An ethnographic case study. The Review of Higher Education, 39(4), 515–542.CrossRefGoogle Scholar

Contreras, F. (2009). Sin papeles y rompiendo barreras: Latino students and the challenges of persisting in college. Harvard Educational Review, 79(4), 610–631. www.metapress.com/content/02671846902GL33WCrossRefGoogle Scholar

Corral, D. (2021). The relationship between immigration enforcement and educational attainment: The role of sanctuary policies. AERA Open, 7. https://doi.org/10.1177/23328584211037253CrossRefGoogle Scholar

Dee, T. S., & Murphy, M. (2019). Vanished classmates: The effects of local immigration enforcement on school enrollment. American Educational Research Journal, 57(2), 694–727. https://doi.org/10.3102/0002831219860816CrossRefGoogle Scholar

Del Carmen Salazar, M., Martinez, L. M., & Ortega, D. (2016). Sowing the semillas of critical multicultural citizenship for Latina/o Undocumented Youth: Spaces in school and out of school, International Journal of Multicultural Education, 18(1), 88–106.CrossRefGoogle Scholar

Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10(2), 107–119. https://doi.org/10.1177/1538192711401917CrossRefGoogle Scholar

Educators and Immigration. (2023). Welcome. https://educatorsandimmigration.com/Google Scholar

Ee, J., & Gándara, P. (2019). The impact of immigration enforcement on the nation’s schools. American Educational Research Journal, 57(2), 840–871. https://doi.org/10.3102/0002831219862998CrossRefGoogle Scholar

Enríquez, L. E. (2011). “Because we feel the pressure and we also feel the support”: Examining the educational success of undocumented immigrant Latino/a students. Harvard Educational Review, 81(3), 476–499.CrossRefGoogle Scholar

Enriquez, L. E. (2015). Multigenerational punishment: Shared experiences of undocumented immigration status within mixed-status families. Journal of Marriage and Family, 77(4), 939–953. https://doi.org/10.1111/jomf.12196CrossRefGoogle Scholar

Enriquez, L. E. (2017). A “master status” or the “final straw”? Assessing the role of immigration status in Latino undocumented youths’ pathways out of school. Journal of Ethnic and Migration Studies, 43(9), 1526–1543. https://doi.org/10.1080/1369183X.2016.1235483CrossRefGoogle Scholar

Flores, A. (2016). Forms of exclusion: Undocumented students navigating financial aid and inclusion in the United States. American Ethnologist, 43(3), 540–554.CrossRefGoogle ScholarPubMed

Flores, S. M. (2010). The first state Dream Act: In-state resident tuition and immigration in Texas. Educational Evaluation and Policy Analysis, 32(4), 435–455. https://doi.org/10.3102/0162373710380741CrossRefGoogle Scholar

Fwd.us (2022, September 14). Three- and ten- year bars: 5 things you should know. www.fwd.us/news/5-things-to-know-about-three-and-ten-year-bars/Google Scholar

Gandara, P., & Ee, J. (2021). Schools under siege: The impact of immigration enforcement on educational equity. Harvard Education Press.Google Scholar

Gleeson, S., & Gonzales, R. G. (2012). When do papers matter? An institutional analysis of undocumented life in the United States. International Migration, 50(4), 1–19. https://doi.org/10.1111/J.1468-2435.2011.00726.XCrossRefGoogle Scholar

Golden Doors Scholars. (2021). What is Golden Doors? www.goldendoorscholars.org/what-is-gdsGoogle Scholar

Gonzales, R. G. (2016). Lives in limbo: Undocumented and coming of age in America. University of California Press.Google Scholar

Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the United States. American Behavioral Scientist, 57(8), 1174–1199. https://doi.org/10.1177/0002764213487349CrossRefGoogle Scholar

Gonzales, 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(14), 1852–1872. https://doi.org/10.1177/0002764214550288CrossRefGoogle Scholar

Grosz, M., & Hines, A. (2022). In-state tuition policies and the college decisions of undocumented students: Evidence from Colorado. Education Finance and Policy, 17(2), 232–254. https://doi.org/10.1162/edfp_a_00331CrossRefGoogle Scholar

Hall, K. (2022). Undocumented black students and hermeneutical injustice: Higher education’s role in leaving them out of the undocumented conversation. Journal of First-Generation Student Success, 2(3), 1–18. https://doi.org/10.1080/26906015.2022.2115327CrossRefGoogle Scholar

Higher Ed Immigration Portal. (n.d.). U.S. state policies on DACA & undocumented students. Presidents’ Alliance. www.higheredimmigrationportal.org/states/Google Scholar

Hsin, A., & Ortega, F. (2018). The effects of Deferred Action for Childhood Arrivals on the educational outcomes of undocumented students. Demography, 55(4), 1487–1506. https://doi.org/10.1007/s13524-018-0691-6CrossRefGoogle ScholarPubMed

Illegal Immigration Reform and Immigrant Responsibility Act of 1996, Pub. L. No. 104–208, 110 Stat. 3009. (1996). www.congress.gov/104/plaws/publ208/PLAW-104publ208.pdfGoogle Scholar

Immigrants Rising. (2021). Creating fellowship programs: For educational institutions. https://immigrantsrising.org/resource/creating-fellowship-programs-for-educational-institutions/Google Scholar

Immigration Reform and Control Act of 1986, Pub. L. No. 99–603, 100 Stat. 3445. (1986). www.congress.gov/bill/99th-congress/senate-bill/1200Google Scholar

Juárez, M., Gómez-Aguiñaga, B., & Bettez, S. P. (2018). Twenty years after IIRIRA: The rise of immigrant detention and its effects on Latinx communities across the nation. Journal on Migration and Human Security, 6(1), 74–96.CrossRefGoogle Scholar

Kantamneni, N., Dharmalingam, K., Tate, J. M., Perlman, B. L., Majmudar, C. R., & Shada, N. (2016). DREAMing big: Understanding the current context of academic and career decision-making for undocumented students. Journal of Career Development, 43(6), 483–497. https://doi.org/10.1177/0894845316633527CrossRefGoogle Scholar

Kaushal, N. (2008). In-state tuition for the undocumented: Education effects on Mexican young adults. Journal of Policy Analysis and Management, 27(4), 771–792. https://doi.org/10.1002/pam.20366CrossRefGoogle Scholar

Kuka, E., Shenhav, N., & Shih, K. (2020). Do human capital decisions respond to the returns to education? Evidence from DACA. American Economic Journal: Economic Policy, 12(1), 293–324. https://doi.org/10.1257/pol.20180352Google Scholar

Lopez, M. P., & Lopez, G. R. (2009). Persistent inequality: Contemporary realities in the education of undocumented Latina/o students. Routledge. https://doi.org/10.4324/9780203865132CrossRefGoogle Scholar

Lopez, W. D. (2019). Separated: Family and community in the aftermath of an immigration raid. Johns Hopkins University Press.CrossRefGoogle Scholar

Luedke, C. L., & Corral, D. (2021). Supportive or exclusive? Institutional agents and undocumented Latina/o college students in the Midwest. Journal of College Student Development, 62(5), 575–590. https://doi.org/10.1353/csd.2021.0054CrossRefGoogle Scholar

Luedke, C. L., & Corral, D. (2023). “The least I could do is get that four-year degree that they sacrificed so much for”: Undocumented Latina/o families and the college navigation process. The Journal of Higher Education, 1–23. https://doi.org/10.1080/00221546.2023.2171199Google Scholar

Maldonado Dominguez, K. J. (2020). Undocumented queer parenting: Navigating external and internal threats to family. In Abrego, L. J. & Negron-Gonzales’, G. (Eds.), We are not Dreamers: Undocumented scholars theorize undocumented life in the United States (pp. 211–234). Duke University Press. https://doi.org/10.2307/j.ctv15kxg4f.14CrossRefGoogle ScholarPubMed

Mancilla, G., & Vukelich-Selva, D. (in press). Developing action research projects for Latinx students in predominantly white institutions. In Martinez, I., Montelongo, I., Natividad, N., & Nieves, A. D. (Eds.), Beyond digital fronteras: Rehumanizing Latinx education (pp. 199–237). State University of New York Press.Google Scholar

Mancilla, G. (Host). (2021, August 16). Supporting undocumented and DACA students [Audio podcast episode]. In Educators and Immigration Podcast. Educators and Immigration, LLC. www.educatorsandimmigration.com/podcastGoogle Scholar

Meissner, D. M. (2013). Immigration enforcement in the United States: The rise of a formidable machinery. Migration Policy Institute.Google Scholar

Monzo, L. D. (2016). “They don’t know anything!”: Latinx immigrant students appropriating the oppressor’s voice. Anthropology and Education Quarterly, 47(2), 148–166.CrossRefGoogle Scholar

Morales Hernandez, M., & Enriquez, L. E. (2021). Life after college: Liminal legality and political threats as barriers to undocumented students’ career preparation pursuits. Journal of Latinos & Education, 20(3), 318–331. https://doi.org/10.1080/15348431.2021.1949992CrossRefGoogle Scholar

Muñoz, S. M., & Vigil, D. (2018). Interrogating racist nativist microaggressions and campus climate: How undocumented and DACA college students experience institutional legal violence in Colorado. Journal of Diversity in Higher Education, 11(4), 451–466. https://doi.org/10.1037/dhe0000078CrossRefGoogle Scholar

Muñoz, S. M., Vigil, D., Jach, E., & Rodriguez-Gutierrez, M. (2018). Unpacking resilience and trauma: Examining the “Trump Effect” in higher education for undocumented Latinx college students. Association of Mexican American Educators Journal, 12(3), 3–52. https://doi.org/10.24974/amae.12.3.405CrossRefGoogle Scholar

National Conference of State Legislatures. (2021). Tuition benefits for immigrants. www.ncsl.org/immigration/tuition-benefits-for-immigrantsGoogle Scholar

Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California’s central valley. Journal of Hispanic Higher Education, 16(2), 105–122. https://doi.org/10.1177/1538192717697753CrossRefGoogle Scholar

New York State Youth Leadership Council. (2023). Empowering immigrant youth. www.nysylc.org/Google Scholar

Nienhusser, H. K. (2014). Role of community colleges in the implementation of postsecondary education enrollment policies for undocumented students. Community College Review, 42(1), 3–22. https://doi.org/10.1177/0091552113509837CrossRefGoogle Scholar

Nienhusser, H. K. (2018). Implementation of public and institutional policies for undocumented and DACAmented students at higher education institutions. UndocuScholars. https://static1.squarespace.com/static/5aa69fbe8f51307aa7d7cdcb/t/5bbc005ee2c483cbb09a6062/1539047519005/Implementation+of+Public+and+Institutional+Policies+for+Undocumented+and+DACAmented+Students+at+Higher+Education+Institutions.pdfGoogle Scholar

Nock, M. B. (2017). The effects of DACA in young migrant’s professional careers and emotions. Estudios Fronterizos, 18(37), Article 37. https://doi.org/10.21670/ref.2017.37.a07Google Scholar

Olivas, M. A. (2004). IIRIRA, The Dream Act, and undocumented college student residency Part III: Admission and removal. Immigration and Nationality Law Review, 25, 323–352.Google Scholar

Passel, J. S. (2006). The size and characteristics of the unauthorized migrant population in the U.S. Pew Research Center.Google Scholar

Patler, C., Hamilton, E. R., & Savinar, R. L. (2021). The limits of gaining rights while remaining marginalized: The Deferred Action for Childhood Arrivals (DACA) program and the psychological wellbeing of Latina/o undocumented youth. Social Forces, 100(1), 246–272. https://doi.org/10.1093/sf/soaa099CrossRefGoogle Scholar

Pérez Huber, L. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. Educational Foundations, 24(1–2), 77–96.Google Scholar

Pérez Huber, L., & Malagon, M. C. (2007). Silenced struggles: The experiences of Latina and Latino undocumented college students in California. Nevada Law Journal, 7(1), 841–861.Google Scholar

Pérez, P. A. (2010). College choice process of Latino undocumented students: Implications for recruitment and retention. Journal of College Admission, Winter, 21–25.Google Scholar

Perez, W., & Cortes, R. D. (2011). Undocumented Latino college students: Their socioemotional and academic experiences. LFB Scholarly Pub. LLC.Google Scholar

Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149–181. https://doi.org.10.1177/0739986309333020CrossRefGoogle Scholar

Pila, D. (2016). “I’m not good enough for anyone”: Legal status and the dating lives of undocumented young adults. Sociological Forum, 31(1), 138–158. https://doi.org/10.1111/SOCF.12237CrossRefGoogle Scholar

Plyler v. Doe, 457 U.S. 202. (1982). www.oyez.org/cases/1981/80-1538Google Scholar

President’s Alliance on Higher Education and Immigration. (2023). Email sign-up. www.presidentsalliance.org/email-sign-up/Google Scholar

Quijada Cerecer, D. A., Cahill, C., & Bradley, M. (2011). Resist this! Embodying the contradictory positions and collective possibilities of transformative resistance. International Journal of Qualitative Studies in Education, 24(5), 587–593.CrossRefGoogle Scholar

Salazar, C. (2021). “I knew it was gonna be hard, but I always knew I had support from my parents”: The role of family on undocumented students’ college aspirations and persistence. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251211018826Google Scholar

Serna, G. R., Cohen, J. M., & Nguyen, D. H. K. (2017). State and institutional policies on in-state resident tuition and financial aid for undocumented students: Examining constraints and opportunities. Education Policy Analysis Archives, 25(18), 18–18. https://doi.org/10.14507/epaa.25.2809CrossRefGoogle Scholar

Shelton, L. J. (2019). Undocumented Latinx college students’ perceptions of campus climate. Journal of Student Affairs Research and Practice, 56(1), 92–104. https://doi.org/10.1080/19496591.2018.1519438CrossRefGoogle Scholar

Southern, K. G. (2016). Institutionalizing support services for undocumented students at four-year colleges and universities. Journal of Student Affairs Research and Practice, 53(3), 305–318.CrossRefGoogle Scholar

Storlie, C. A., & Jach, E. A. (2012). Social justice collaboration in schools: A model for working with undocumented Latino students. Journal for Social Action in Counseling and Psychology, 4(2), 99–116. https://doi.org/10.33043/JSACP.4.2.99-116CrossRefGoogle Scholar

Suárez-Orozco, C., Katsiaficas, D, Birchall, O., Alcantar, C. M., Hernandez, E., Garcia, Y., Michikyan, M., Cerda, J., & Teranishi, R. T. (2015). Undocumented undergraduates on college campuses: Understanding their challenges and assets and what it takes to make an undocufriendly campus. Harvard Educational Review, 85(3), 427–463. https://doi.org/10.17763/0017-8055.85.3.427CrossRefGoogle Scholar

Suárez-Orozco, C., Yoshikawa, H., Teranishi, R., & Suárez-Orozco, M. (2011). Growing up in the shadows: The developmental implications of unauthorized status. Harvard Educational Review, 81(3), 438–473. https://doi.org/10.17763/haer.81.3.g23x203763783m75CrossRefGoogle Scholar

Taylor, P., Lopez, M. H., Passel, J. S., & Motel, S. (2011). Unauthorized immigrants: Length of residency, patterns of parenthood. Pew Research Center.Google Scholar

Terriquez, V. (2015). Dreams delayed: Barriers to degree completion among undocumented community college students. Journal of Ethnic and Migration Studies, 41(8), 1302–1323. https://doi.org/10.1080/1369183X.2014.968534CrossRefGoogle ScholarPubMed

TheDream.US. (2023). Who we serve. www.thedream.us/about-us/who-we-serve/Google Scholar

U.S. Department of Education. (2014). Dear colleague letter: School enrollment procedures. www2.ed.gov/about/offices/list/ocr/letters/colleague-201405.pdfGoogle Scholar

U.S. Department of Education. (2015). Resource guide: Supporting undocumented youth. www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdfGoogle Scholar

U.S. Department of Homeland Security. (2022). Guidelines for enforcement actions in or near protected areas. www.dhs.gov/guidelines-enforcement-actions-or-near-protected-areasGoogle Scholar

U.S. Immigration and Customs Enforcement. (2011). Enforcement actions at or focused on sensitive locations. www.ice.gov/doclib/ero-outreach/pdf/10029.2-policy.pdfGoogle Scholar

United We Dream. (2023). Who we are. https://unitedwedream.org/who-we-are/Google Scholar

Valadez, M., Ayón, C., Enriquez, L. E., & Jefferies, J. (2021). Legal vulnerability and campus environment: Assessing factors that affect the academic engagement of undocumented college students. Journal of Latinos and Education, 20(3), 276–289. https://doi.org/10.1080/15348431.2021.1949988CrossRefGoogle Scholar

Valdez, Z., & Golash-Boza, T. (2020). Master status or intersectional identity? Undocumented students’ sense of belonging on a college campus. Identities, 27(4), 481–499. https://doi.org/10.1080/1070289X.2018.1534452CrossRefGoogle Scholar

Vigil, D., & Muñoz, S. M. (2023). The influence of the Trump Era on sustaining whiteness through imperialist reclamation on college campuses: How undocumented students experience the normalization of racist nativism. Education Sciences, 13(2), 1–16. https://doi.org/10.3390/educsci13020171CrossRefGoogle Scholar

Voces de La Frontera. (n.d.). Campaigns. https://vdlf.org/Google Scholar

Wroge, L. (2017, February 8). Madison City Council passes ‘safe place’ resolution, approves change to curb panhandling. Wisconsin State Journal. https://madison.com/news/local/govt-and-politics/madison-city-council-passes-safe-place-resolution-approves-changes-to-curb-panhandling/article_b46b0af0-8fa1-571c-95a1-a238dac69219.htmlGoogle Scholar

Ybarra Maldonado, R. A. (n.d.). Abogado Ray [YouTube Channel]. www.youtube.com/@AbogadoRayGoogle Scholar

Zong, J., & Batalova, J. (2019). How many unauthorized immigrants graduate from U.S. high schools annually? Migration Policy Institute. www.migrationpolicy.org/research/unauthorized-immigrants-graduate-us-high-schoolsGoogle Scholar

Abrego, L. J. (2006). “I can’t go to college because I don’t have papers”: Incorporation pattern of Latino undocumented youth. Latino Studies, 4(3), 212–231.CrossRefGoogle Scholar

Adams, A., & Boyne, K. S. (2015). Access to higher education for undocumented and dacamented students: The current state of affairs. Indiana International & Comparative Law Review, 25(1), 47–62. https://doi.org//10.18060/7909.00CrossRefGoogle Scholar

Aguilar, C., Cannella, G. S., & Huerta, M. E. S. (2019). Undocumented critical theory. Cultural Studies/Critical Methodologies, 19(3), 152–160. https://doi.org/10.1177/1532708618817911CrossRefGoogle Scholar

Aguirre, M. (2019). Experiences of Latinx DACA students while navigating a four-year college in a politicized national climate (doctoral dissertation). https://doi.org/scholarworks.unr.edu/bitstreamGoogle Scholar

American Immigration Council. (2020, August 27). The Dream Act, DACA, and Other Policies Designed to Protect Dreamers. American Immigration Council. www.americanimmigrationcouncil.org/research/dream-act-daca-and-other-policies-designed-protect-dreamersGoogle Scholar

American Mind. (n.d.). Federal student aid. https://studentaid.gov/understand-aid/eligibility.Google Scholar

Andrade, L. M. (2019). “The War Still Continues”: The importance of positive validation for undocumented community college students after Trump’s presidential victory. Journal of Hispanic Higher Education, 18(3), 273–289. https://doi.org/10.1177/1538192717720265CrossRefGoogle Scholar

Asher, C. (2011). The progressive past: How history can help us serve generation 1.5. Reference & User Services Quarterly, 51(1), 43–48. https://doi.org/10.5860/rusq.51n1.43CrossRefGoogle Scholar

Authenticated U.S. Government Information. (1996). Illegal Immigration Reform and Immigrant Responsibility ACT of 1996. www.congress.gov/104/crpt/hrpt828/CRPT-104hrpt828.pdfGoogle Scholar

Baum, S., & Flores, S. M. (2011). Higher education and children in immigrant families. The Future of Children, 21(1), 171–193. https://doi.org/10.1353/foc.2011.0000CrossRefGoogle ScholarPubMed

Benuto, L. T., Casas, J. B., Cummings, C., & Newlands, R. (2018). Undocumented, to DACAmented, to DACAlimited: Narratives of Latino students with DACA status. Hispanic Journal of Behavioral Sciences, 40(3), 259–278. https://doi.org/10.1177/0739986318776941CrossRefGoogle Scholar

Bjorklund, P. (2018). Undocumented students in higher education: A review of the literature, 2001 to 2016. Review of Educational Research, 88(5), 631–670. https://doi.org/10.3102/0034654318783018CrossRefGoogle Scholar

California Student Aid Commission. (2018, February 1). CSAC. California Student Aid Commission. www.csac.ca.gov/Google Scholar

Chapman, A. (2017). Using the assessment process to overcome Imposter Syndrome in mature students. Journal of Further and Higher Education, 41(2), 112–119.CrossRefGoogle Scholar

Chuan-Ru Chen, A., & Rhoads, R. A. (2016). Undocumented student allies and transformative resistance: An ethnographic case study. Review of Higher Education, 39(4), 515–542. https://doi.org/10.1353/rhe.2016.0033CrossRefGoogle Scholar

Clance, P. R. (1985). The impostor phenomenon: Overcoming the fear that haunts your success. Peachtree PublishersGoogle Scholar

Craven, K., Montero, D., Ramirez, J., Robles, M., & Robles, R. (2017). “Don’t Let Our Dreams Die”: Undocumented students’ fight for educational equity in Tennessee. Critical Questions in Education, 8(4), 438–456.Google Scholar

Delgado, R. (1992). The imperial scholar revisited: How to marginalize outsider writing, ten years later. University of Pennsylvania Law Review, 140(4), 1349–1372.CrossRefGoogle Scholar

Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction (2nd ed.). New York University Press.Google Scholar

Economic Mobility Project. (2009). Key findings from 2009 National survey and focus groups. The Pew Charitable Trusts. www.pewtrusts.org/~/media/assets/2009/emppollmainfindings31209final11.pGoogle Scholar

Enriquez, L. E. (2014). “Undocumented and citizen students unite”: Building a cross-status coalition through shared ideology. Social Problems, 61(2), 155–174. https://doi.org/10.1525/sp.2014.12032Google Scholar

Enyioha, J. C. (2019). College access for undocumented students and law. Education Considerations, 45(1). http://doi.org/10.4148/0146-9282.2168CrossRefGoogle Scholar

Feldblum, M., Hubbard, S., Lim, A., Penichet-Paul, C., & Siegel, H. (2020). Undocumented students in higher education: How many students are in U.S. colleges and universities, and who are they? The New Economy Presidents’ Alliance on Higher Education and Immigration, 1–9.Google Scholar

Galindo, R. (2011). Embodying the gap between national inclusion and exclusion: The testimonios of three undocumented students at a 2007 Congressional Hearing. Harvard Latino Law Review, 14, 377–395.Google Scholar

Gámez, R., Lopez, W., & Overton, B. (2017). Mentors, resiliency, and ganas: Factors influencing the success of DACAmented, undocumented, and immigrant students in higher education. Journal of Hispanic Higher Education, 16(2), 144–161. https://doi.org/10.1177/1538192717697755CrossRefGoogle Scholar

Gonzales, R. G. (2011). Learning to be illegal: Undocumented youth and shifting legal context in the transition to adulthood. American Sociological Review, 76(4), 602–619.CrossRefGoogle Scholar

Green, K. (2019). Sanctuary campuses: The university’s role in protecting undocumented students from changing immigration policies. UCLA Law Review, 66(4), 1030–1076.Google Scholar

Hernandez, S., HernandezJr., I., Gadson, R., Huftalin, D., Ortiz, A. M., White, M. C., & Yocum-Gaffney, D. (2010). Sharing their secrets: Undocumented students’ personal stories of fear, drive, and survival. New Directions for Student Services, 2010(131), 67–84. https://doi.org/10.1002/ss.368CrossRefGoogle Scholar

Higher Ed Immigration Portal. (2023). Illinois, Retrieved May 25, 2023, from www.higheredimmigrationportal.org/state/illinoisGoogle Scholar

Jones, L., Jr. (2019). Sitting on ready: Colleges brace for deportation uptick. Diverse: Issues in Higher Education, 36(11), 68–70.Google Scholar

Magaña-Salgado, J. (2020, April 16). New Report: More Than 450,000 Undocumented Students Enrolled in Colleges & Universities in United States. www.presidentsalliance.org/press/new-report-more-than-450000-undocumented-students-enrolled-in-colleges-universities-in-united-states/Google Scholar

Michelle Liu, S. H. (2019, September 19). Undocumented Student Tuition: Overview. www.ncsl.org/research/education/undocumented-student-tuition-overview.aspx.Google Scholar

Muñoz, S. M. (2013). “I just can’t stand being like this anymore”: Dilemmas, stressors, and motivators for undocumented Mexican women in higher education. Journal of Student Affairs Research and Practice, 50(3), 233–249. https://doi.org/10.1515/jsarp-2013-0018CrossRefGoogle Scholar

Muruato, Y. (2022). Undocumented Students’ Barriers to Completing Higher Education. Master’s Thesis, Eastern Illinois University.Google Scholar

NACADA & The Global Community For Academic Advising. (2023). UNDOCU Advising: Working with DACA, Undocumented, & DREAM Students. NACADA. https://nacada.ksu.edu/Programs/Online-Education/eTutorials/UNDOCU-Advising.aspxGoogle Scholar

Olivas, M. A. (2015). Table Two: States restricting access to postsecondary education, 2015. Retrieved from www.law.uh.edu/ihelg/documents/StatuteTableTwo.htmlGoogle Scholar

Ortiz Juarez-Paz, A. V. (2017). Undocumented identity storytelling: (Re)framing public relations. International Journal of Media & Cultural Politics, 13(1/2), 165–178. https://doi.org/10.1386/macp.13.1-2.165_1CrossRefGoogle Scholar

Peña, J. (2021). Undocumented students: History and implications for higher education administrators. Journal of Hispanic Higher Education, 20(1), 33–45. https://doi.org/10.1177/1538192719860482CrossRefGoogle Scholar

Plyler v. Doe, 457 U.S. 202 (1982). Oyez. https://supreme.justia.com/cases/federal/us/457/202/.Google Scholar

Ramsey, E., & Brown, D. (2018). Feeling like a fraud: Helping students renegotiate their academic identities. College & Undergraduate Libraries, 25(1), 86–90.CrossRefGoogle Scholar

Rendón, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–50.CrossRefGoogle Scholar

Resource guide: Supporting undocumented youth. (2015). Retrieved from www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf.Google Scholar

Romero Morales, A., & Consoli, A. J. (2020). Mexican/Mexican American siblings: The impact of undocumented status on the family, the sibling relationship, and the self. Journal of Latinx Psychology, 8(2), 112–126. https://doi.org10.1037/lat0000133CrossRefGoogle Scholar

Russell, A. (2011). State policies regarding undocumented college students: A narrative of unresolved issues, ongoing debate and missed opportunities. American Association of State Colleges and Universities. http://hdl.handle.net/10919/83021Google Scholar

TheDream.us. (2022). Retrieved May 25, 2023, from https://thedream.us/Google Scholar

UC-Riverside Undocumented Student Programs (n.d.). Retrieved May 25, 2023, from https://usp.ucr.edu/Google Scholar

U.S. Citizenship and Immigration Services. (2021, February 4). Consideration of Deferred Action for Childhood Arrivals (DACA). USCIS. www.uscis.gov/humanitarian/consideration-of-deferred-action-for-childhood-arrivals-dacaGoogle Scholar

U.S. Department of Education. (2020). FERPA. FERPA | Protecting Student Privacy. https://studentprivacy.ed.gov/ferpa.Google Scholar

Verea, M. (2018). Anti-immigrant and anti-Mexican attitudes and policies during the first 18 months of the Trump administration. Norteamérica: Revista Académica Del CISAN-UNAM, 13(2), 197–226. https://doi.org/10.22201/cisan.24487228e.2018.2.335Google Scholar

Weissman, S. (2019). Undocumented students struggle to afford college without federal aid. Diverse Issues in Higher Education, 36(16), 20–21.Google Scholar

Alba, R., & Maggio, C. (2022). Demographic change and assimilation in the early 21st-century United States. Proceedings of the National Academy of Sciences, 119(13), e2118678119. https://doi.org/10.1073/pnas.2118678119CrossRefGoogle ScholarPubMed

Ashlee, A. A., & Quaye, S. J. (2020). On being racially enough: A duoethnography across minoritized racial identities. International Journal of Qualitative Studies in Education, 34(3), 243–261. Advance online publication. https://doi.org/10.1080/09518398.2020.1753256CrossRefGoogle Scholar

Campa, K. (2022). Interconnections between being both: Exploring intrapersonal multiracial and interfaith identities. In Ashlee, A. & Combs, L. D. (Eds.) Identity interconnections: Pursuing poststructural possibilities in student affairs praxis (pp. 25–38). Stylus Publishing, LLC.Google Scholar

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.CrossRefGoogle Scholar

George Mwangi, C. A., Mansour, K., & Hedayet, M. (2021). Immigrant identity and experiences in U.S. higher education research: A systematic review. International Journal of Multicultural Education, 23(2), 45–69.CrossRefGoogle Scholar

Higher Ed Immigration Portal. (2023). National Data on Immigrant Students. www.higheredimmigrationportal.org/national/national-data/Google Scholar

Kim, E., & Diaz, J. (2013). Special issue: Immigrant students and higher education. ASHE Higher Education Report, 38(6), 1–170. https://doi.org/10.1002/aehe.20006Google Scholar

Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In Norris, J., Sawyer, R. D., & Lund, D. E. (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9–40). Left Coast Press.Google Scholar

Norris, J., Sawyer, R. D., & Lund, D. E. (2012). Duoethnography: Dialogic methods for social, health, and educational research. Left Coast Press.Google Scholar

Snipes, J. T., & LePeau, L. A. (2017). Becoming a scholar: A duoethnography of transformative learning spaces. International Journal of Qualitative Studies in Education, 30(6), 576–595. https://doi.org/10.1080/09518398.2016.1269972CrossRefGoogle Scholar