Critical agency and vocational outcome expectations as coping mechanisms among undocumented immigrant students.

2020 ◽  
Author(s):  
Germán A. Cadenas ◽  
Diana Peña ◽  
Laura P. Minero ◽  
Bryan O. Rojas-Araúz ◽  
Nathalie Lynn
Keyword(s):  
Immigrant Students ◽  
Outcome Expectations ◽  
Coping Mechanisms ◽  
Undocumented Immigrant ◽  
Vocational Outcome

A Transformative Mixed Methods Assessment of Educational Access and Opportunity for Undocumented College Students in the Southeastern United States

2016 ◽  
Vol 12 (4) ◽  
pp. 413-436 ◽  
Author(s):  
Cassie L. Barnhardt ◽  
Kimberly Reyes ◽  
Angela Vidal Rodriguez ◽  
Marisol Ramos
Keyword(s):  
United States ◽  
Mixed Methods ◽  
Postsecondary Education ◽  
Immigrant Students ◽  
Southeastern United States ◽  
Undocumented Immigrant ◽  
Mixed Methods Approach ◽  
Organizational Settings ◽  
Campus Administrators ◽  
Transformative Mixed Methods

The Southeastern United States is home to one of the most culturally resistant arenas for undocumented immigrant students to pursue postsecondary education. Using a transformative mixed methods approach, we explore the multidimensional dynamics of contention that are present as campus administrators navigate the process of serving a group of students who are marginalized due to their unresolved immigration status. Our article contributes to the methodological literature by exemplifying how transformative mixed methods are powerful tools for understanding how the oppression of vulnerable populations is institutionalized in organizational settings.

Influence of perfectionism on career decision self-efficacy and vocational outcome expectation among Asian American college students

2018 ◽  
Author(s):  
◽  
Han Na Suh
Keyword(s):  
Career Development ◽  
Asian American ◽  
Self Efficacy ◽  
Development Process ◽  
Outcome Expectations ◽  
Career Decision ◽  
Asian American Students ◽  
American Students ◽  
Vocational Outcome ◽  
Maladaptive Perfectionism

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In this study, Social Cognitive Career theory (SCCT; Lent, Brown, and Hackett, 1994; 2000) was the conceptual framework to understand Asian American students' career development process that incorporates cultural (person and contextual level). Due to the strong cultural emphasis on family obligations for achievement in academic and vocational realms, perfectionism is a salient construct among Asian American students (Chao and Tseng, 2002) and thus was included to explore its influence on Asian American students' career decision self-efficacy and vocational outcome expectations. The relationships among the study variables were explored through structural equation modeling analysis. As expected, a positive relationship between adaptive aspect of perfectionism and career variables (i.e., career decision self-efficacy and vocational outcome expectations) was found. This is in line with Asian culture in which there is the tendency to set high standards and strive to reach that standard to honor the family (Wang, 2010). Also, consistent with expectations, a negative association of maladaptive perfectionism on career decision self-efficacy and vocational outcome expectations was found. Career decision self-efficacy and vocational outcome expectations play a crucial role for successful career performance and outcomes (e.g., Gysbers, Heppner, and Johnson, 1998; Kim, 2000; Swanson and Woitke, 1997). Some studies in the past have focused on only the negative aspect of perfectionism (Blatt, 1995), limiting and invalidating its importance in certain cultures. However, considering these significant implications of career decision self-efficacy and vocational outcome expectations on career outcomes, the study's results suggest that it is important for career counselors and psychologists to intervene to increase adaptive perfectionism and lower maladaptive perfectionism. The research model was significant even after acculturation and enculturation were controlled, which was previously considered to be major constructs influencing Asian American students' career development. So the findings present a new aspect of understanding Asian American students' career development process, stressing the importance of perfectionism among this group of students. Suggestions for future research directions, clinical implications, and limitations are further provided.

Culturally-Responsive College Application Advising for Undocumented Immigrant Students

2021 ◽  
pp. 62-84
Author(s):  
Diana Camilo
Keyword(s):  
Literature Review ◽  
School Counselors ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Immigrant Students ◽  
Undocumented Students ◽  
Undocumented Immigrant ◽  
Application Process ◽  
Traditional Practice ◽  
College Application

This chapter examines the implication of implementing culturally responsive pathways to college for undocumented students. The chapter provides an overview of the barriers students face, unique needs to consider, and outcomes for school counselors, or those supporting students in the college application process to go beyond the traditional practice of application completion. This chapter also includes a brief literature review of culturally responsive pedagogy and its application within a culturally responsive advising framework. Additionally, best practices and challenges are discussed.

Untangling Plyler's Legacy: Undocumented Students, Schools, and Citizenship

2015 ◽  
Vol 85 (3) ◽  
pp. 318-341 ◽  
Author(s):  
Roberto G. Gonzales ◽  
Luisa L. Heredia ◽  
Genevieve Negrón-Gonzales
Keyword(s):  
Civic Education ◽  
Educational System ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Undocumented Immigrant ◽  
Supreme Court Ruling ◽  
Undocumented Youth ◽  
States Experience ◽  
K 12

In this article, Roberto G. Gonzales, Luisa L. Heredia, and Genevieve Negrón-Gonzales present a nuanced assessment of how undocumented immigrant students in the United States experience the public educational system. Though the landmark 1982 Supreme Court ruling Plyler v. Doe has resulted in hundreds of thousands of undocumented children being educated in US K–12 schools, much of Plyler's promise still eludes them. Drawing data from multiple studies conducted with undocumented youth in California, the authors argue that schools perform three critical social functions—as integrators, as constructors of citizenship, and as facilitators of public and community engagement—that shape the educational experiences and political and civic participation of undocumented immigrant youth. They suggest that while schools hold the potential to engender a sense of belonging and membership for undocumented immigrant students, they often fall short of this promise. The authors argue that constrained resources in school districts that serve large concentrations of students of color, school structures that sort and deprioritize students in lower academic tracks, and modes of civic education that do not allow undocumented students to participate equally in society or view themselves as equal members of the citizenry limit the potential for schools to create positive educational and civic experiences for undocumented youth. In addition to inequalities in the educational system, undocumented students' immigration status constrains their interaction in each school function, limiting the realization of Plyler's promise.

Detrimental Effects of Color-Blind Racial Attitudes in Preparing a Culturally Responsive Teaching Workforce for Immigrants

2020 ◽  
pp. 089484532090338
Author(s):  
Germán A. Cadenas ◽  
Jesus Cisneros ◽  
Lisa B. Spanierman ◽  
Jacqueline Yi ◽  
Nathan R. Todd
Keyword(s):  
Asian American ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Racial Attitudes ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Outcome Expectations ◽  
Responsive Teaching ◽  
Color Blind ◽  
Asian American Teachers

Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers’ career development in schools serving immigrants of color.

The Transition to College of English Learner and Undocumented Immigrant Students: Resource and Policy Implications

2009 ◽  
Vol 111 (10) ◽  
pp. 2385-2418 ◽  
Author(s):  
Gloria M. Rodriguez ◽  
Lisceth Cruz
Keyword(s):  
United States ◽  
College Transition ◽  
Research Agenda ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Transition To College ◽  
Policy Implications ◽  
Undocumented Immigrant ◽  
K 12

Background/Context The analysis contained in this article was commissioned by the Social Science Research Council's Transitions to College project. Although the historical context and contemporary issues associated with English learners (ELs) and undocumented immigrant students are in many ways distinct, the project team strongly believed that the college transition issues affecting these populations were increasingly salient in light of their rapid and continued growth throughout the United States. Purpose/Objective/Research Questions/Focus of Study The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? and (2) What are the resource and policy implications associated with the transition to college of these students? The chief purpose of this analysis is to synthesize the current research and thinking about the transitions to college of EL and undocumented immigrant students and to use the findings to develop a research agenda focused on emergent critical issues. The intent is to educate a research audience that is largely unfamiliar with the experiences of these unique populations and to inform future research directions. Research Design The analysis is situated within the broader context of immigrant educational attainment and integration in the United States. The two student populations are distinguished to delineate the particular college transition experiences of ELs versus undocumented students, while recognizing the overlaps that do exist. Thus, for each student population, the analysis synthesizes current literature and provides discussions of (a) student demographics for states and the United States, (b) student-level issues and factors, (c) K–12 issues and factors, (d) student agency, (e) postsecondary issues and factors, and (f) summary of critical challenges, barriers, and accomplishments relative to the college transition. The final element is a recommended research agenda developed from the issues revealed in this analysis. Findings/Results There is continued growth in the presence of EL and undocumented students, and this growth affects states with longstanding histories of immigrant presence, as well as states that have only recently had notable increases in these populations. Important to understanding the needs and potential of these two groups is that not all EL and undocumented students are new immigrants. Rather, many have only experienced education in the United States, having been born here or having arrived at a very young age with their families. From this analysis, it appears that English proficiency is as much a gatekeeping factor as it is a facilitative factor for EL and undocumented students in their successful college transitions. Unfortunately, because of the impact of poverty on these populations, the financial constraints of transitioning to college further compound the challenges already faced with regard to acquiring English and advanced subject matter proficiency. Two additional findings help to frame the college transition challenges of both EL and undocumented student populations: (1) There is a chasm between research-based best practices and the available human and material resources allocated in schools and colleges to support this objective, and (2) the role of the community college system is salient as a potential facilitative context, but one that is currently overburdened with multiple demands and shrinking resources. Conclusions/Recommendations The article presents an eight-point research agenda that addresses the challenges surfaced in the analysis. The points cover K–12 education, evaluations of the impact of legislation and programs, and postsecondary education, with the aim of improving the overall responsiveness of our educational institutions to the needs and strengths of our EL and undocumented student populations.

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