Patchwork and Paying It Forward: Undocumented Students' Access to Social Capital

Autor/inn/en	Stuckey, Julie; Lambert Snodgrass, Lisa
Titel	Patchwork and Paying It Forward: Undocumented Students' Access to Social Capital
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1341-1354 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stuckey, Julie) ORCID (Lambert Snodgrass, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1954003
Schlagwörter	Undocumented Immigrants; Social Capital; Activism; Court Litigation; Access to Education; Preschool Education; Elementary Secondary Education; Barriers; Public Education; Educational Legislation; Student Financial Aid; Laws; Public Policy; State Policy; Tuition; Higher Education; College Attendance; Educational Attainment; Research Reports + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Sozialkapital; Aktivismus; Politischer Protest; Rechtsstreit; Education; Access; Bildung; Zugang; Bildungszugang; Pre-school education; Vorschulerziehung; Öffentliche Erziehung; Bildungsrecht; Schulgesetz; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Law; Recht; Öffentliche Ordnung; Unterweisung; Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsabschluss; Bildungsgut; Research report; Forschungsbericht
Abstract	The primary purpose of this systematic review is to assess how undocumented students in the United States leverage their assets to successfully attend and graduate from higher education institutions (HEI). A 1982 U.S. Supreme Court decision gave undocumented children access to public education from pre-school through grade 12. While no single U.S. legislation forbids the enrollment of undocumented students in HEI, there are laws that remove access to federal financial aid. Federal legislation gives states the freedom to determine whether these students receive reduced in-state tuition rates and state financial aid. This paper explores how undocumented students use the strengths of their communities to patchwork together the financial and emotional resources needed to overcome systemic barriers. It also examines the ways that students pay it forward through shared information and activism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01