The Undocumented (Im)Migrant Educational Pipeline: The Influence of Citizenship Status on Educational Attainment for People of Mexican Origin

Autor/inn/en	Covarrubias, Alejandro; Lara, Argelia
Titel	The Undocumented (Im)Migrant Educational Pipeline: The Influence of Citizenship Status on Educational Attainment for People of Mexican Origin
Quelle	In: Urban Education, 49 (2014) 1, S.75-110 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912470468
Schlagwörter	Undocumented Immigrants; Hispanic American Students; Outcomes of Education; Public Policy; Educational Trends; Educational Experience; Mexican Americans; Critical Theory; Race; Racial Bias; Gender Differences; Educational Attainment; Citizenship; Census Figures; Age Differences; Immigration; Statistical Analysis; Political Influences + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Öffentliche Ordnung; Bildungsentwicklung; Bildungserfahrung; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Staatsbürgerschaft; Volkszählung; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Political influence; Politischer Einfluss
Abstract	Recently, we have witnessed three trends impacting educational experiences for undocumented Mexican students: (a) a dramatic increase of Mexican-origin people, (b) organized and openly supported anti-immigrant policies with a racial dimension, and (c) increased participation by politicized migrants in national public discussions on immigration. Still, there is little research on the educational outcomes of undocumented migrants. Through critical race theory (CRT), this study offers a quantitative intersectional approach that disaggregates the specific influence of gender, race, and citizenship on educational attainment. Our findings challenge traditional homogenizing narratives of the Chicana/o educational pipeline, calling for an intersectional examination of the nuanced educational experiences of people of Mexican origin (POMO). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10