Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-27T03:47:21.608Z Has data issue: false hasContentIssue false

Chapter 3 - Multilingual Adolescent Mentors and Tailored College Knowledge for Immigrant Students

from Part I - Beginnings

Published online by Cambridge University Press:  16 May 2024

By
Melanie Jones Gast ,
Yohimar Sivira-Gonzalez ,
James S. Chisholm  and
Trisha Douin
Edited by
Blake R. Silver  and
Graziella Pagliarulo McCarron
Blake R. Silver
Affiliation:
George Mason University
Graziella Pagliarulo McCarron
Affiliation:
George Mason University
Get access

Summary

We utilize asset-based frameworks to examine how college-aspiring multilingual, mainly Latina/o and African American, adolescent students from immigrant backgrounds negotiate college-related pressures and constraints and employ college knowledge when mentoring emerging bilingual immigrant peers. Using interviews, post-mentoring reflections, and critical qualitative inquiry, we highlight the mentors’ agency, constraints, and lack of institutional support as they navigated college and financial-aid processes for themselves and their immigrant peers. We discuss policy implications and the need for future research on peers in supporting tailored college guidance and in empowering students from immigrant, low-income backgrounds given their institutional constraints.

Keywords

college counselingfunds of knowledgepeer mentoringmultilingual studentsundocumented studentsfirst-generation college studentsimmigrant students
Type
Chapter
Information
Supporting College Students of Immigrant Origin
New Insights from Research, Policy, and Practice
 , pp. 41 - 63
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

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
American School Counselor Association. (2021). ASCA research report: State of the profession 2020. www.schoolcounselor.org/getmedia/bb23299b-678d-4bce-8863-cfcb55f7df87/2020-State-of-the-Profession.pdfGoogle Scholar
Bell, A. D., Rowan-Kenyon, H. T., & Perna, L. W. (2009). College knowledge of 9th and 11th grade students: Variation by school and state context. Journal of Higher Education, 80(6), 663–685. https://doi.org/10.1080/00221546.2009.11779039CrossRefGoogle Scholar
Blake, M. K. (2020). Other duties as assigned: The ambiguous role of the high school counselor. Sociology of Education, 93(4), 315–330. https://journals.sagepub.com/doi/abs/10.1177/0038040720932563CrossRefGoogle Scholar
Callahan, R. M., & Shifrer, D. (2016). Equitable access for secondary English learner students: Course taking as evidence of EL program effectiveness. Educational Administration Quarterly, 52(3), 463–496. https://doi.org/10.1177/0013161x16648190CrossRefGoogle ScholarPubMed
Canizales, S. L. (2023). Work primacy and the social incorporation of unaccompanied, undocumented Latinx youth in the United States. Social Forces, 101(3), 1372–1395. https://doi.org/10.1093/sf/soab152CrossRefGoogle Scholar
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE.Google Scholar
Cross, F. (2016). Teacher shortage areas nationwide listing 1990–1991 through 2016–2017. www2.ed.gov/about/offices/list/ope/pol/tsa.pdfGoogle Scholar
Dabach, D. B. (2014). “I am not a shelter!”: Stigma and social boundaries in teachers’ accounts of students’ experience in separate “sheltered” English learner classrooms. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 98–124. https://doi.org/10.1080/10824669.2014.954044CrossRefGoogle Scholar
Enriquez, L. E. (2011). “Because we feel the pressure and we also feel the support”: Examining the educational success of undocumented immigrant Latina/o students. Harvard Educational Review, 81(3), 476–500. https://doi.org/10.17763/haer.81.3.w7k703q050143762CrossRefGoogle Scholar
Espinet, I., Collins, B., & Ebe, A. (2018). “I’m multilingual”: Leveraging students’ translanguaging practices to strengthen the school community. In Lazar, A. M. & Schmidt, P. R. (Eds.), Schools of promise for multilingual students: Transforming literacies, learning, and lives (pp. 118–133). Teachers College Press.Google Scholar
Freelin, B. N., & Staff, J. (2021). Uncertain adolescent educational expectations and college matriculation in the wake of the Great Recession. The Sociological Quarterly, 62(4), 734–762. https://doi.org/10.1080/00380253.2020.1816862CrossRefGoogle ScholarPubMed
Garza, A. N., & Van Delinder, J. (2020). Scripted schooling: Determining when cultural retooling is worth the academic payoff. British Journal of Sociology of Education, 41(4), 490–506. https://doi.org/10.1080/01425692.2020.1735998CrossRefGoogle Scholar
Gast, M. J. (2021). “You’re supposed to help me”: The perils of mass counseling norms for working-class Black students. Urban Education, 56(9), 1429–1455. https://doi.org/10.1177/0042085916652178CrossRefGoogle Scholar
Gast, M. J. (2022). Reconceptualizing college knowledge: Class, race, and Black students in a college-counseling field. Sociology of Education, 95(1), 43–60. https://doi.org/10.1177/00380407211046053CrossRefGoogle Scholar
Gast, M. J., Chisholm, J. S., & Sivira-Gonzalez, Y. (2022a). Racialization of ‘ESL students’ in a diverse school and multilingual Latina/o peer mentors. Race Ethnicity and Education, 1–21. https://doi.org/10.1080/13613324.2022.2069737CrossRefGoogle Scholar
Gast, M. J., Chisholm, J. S., Sivira-Gonzalez, Y., & Douin, T. A. (2022b). Racialized moments in qualitative interviews: Confronting colour-blind and subtle racism in real time. International Journal of Research & Method in Education, 45(3), 284–296. https://doi.org/10.1080/1743727X.2022.2046726CrossRefGoogle Scholar
George-Jackson, C., & Gast, M. J. (2014). Addressing information gaps: Disparities in financial awareness and preparedness on the road to college. Journal of Student Financial Aid, 44(3), 202–234. https://doi.org/10.55504/0884-9153.1540Google Scholar
George Mwangi, C. A. (2018). “It’s different here”: Complicating concepts of college knowledge and first generation through an immigrant lens. Teachers College Record, 120(11), 5–5. https://doi.org/10.1177/016146811812001101Google Scholar
Hill, L. D. (2008). School strategies and the “college-linking” process: Reconsidering the effects of high schools on college enrollment. Sociology of Education, 81(1), 53–76. https://doi.org/10.1177/003804070808100103CrossRefGoogle 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
Kanno, Y. (2021). English learners’ access to postsecondary education: Neither college nor career ready (Vol. 27). Multilingual Matters.Google 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., & Grosik, S. A. (2012). Immigrant English learners’ transitions to university: Student challenges and institutional policies. In Y. Kanno & L. Harklau (Eds.), Linguistic Minority Students Go to College (pp. 130–147). Routledge.CrossRefGoogle Scholar
McDonough, P. M. (1997). Choosing colleges: How social class and schools structure opportunity. State University of New York Press.Google Scholar
McDonough, P. M. (2005). Counseling and college counseling in America’s high schools. National Association for College Admission Counseling. www.inpathways.net/McDonough%20Report.pdfGoogle Scholar
Moll, L. C., & Gonzalez, N. (1994). Lessons from research with language-minority children. Journal of Reading Behavior, 26(4), 439–456.CrossRefGoogle Scholar
Murillo, M. A. (2021). Undocumented and college-bound: A case study of the supports and barriers high school students encounter in accessing higher education. Urban Education, 56(6), 930–958. https://doi.org/10.1177/0042085917702200CrossRefGoogle Scholar
Petts, A. L., Perdomo, R., Boylan, R., & Renzulli, L. (2020). Racially biased high-school support? The heterogeneous effects of support on bachelor-degree enrollment for first-generation immigrants. Race Ethnicity and Education, 26(4), 1–18. https://doi.org/10.1080/13613324.2020.1798380Google Scholar
Rios-Aguilar, C., Kiyama, J. M., Gravitt, M., & Moll, L. C. (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163–184. https://doi.org/10.1177/1477878511409776CrossRefGoogle Scholar
Roderick, M., Coca, V., & Nagaoka, J. (2011). Potholes on the road to college: High school effects in shaping urban students’ participation in college application, four-year college enrollment, and college match. Sociology of Education, 84(3), 178–211. https://doi.org/10.1177/0038040711411280CrossRefGoogle Scholar
Rodriguez, S. (2021). “They let you back in the country?”: Racialized inequity and the miseducation of Latinx undocumented students in the New Latino South. The Urban Review, 53(2), 565–590. https://doi.org/10.1007/s11256-020-00594-8CrossRefGoogle Scholar
Rosenbaum, J. E. (2001). Beyond college for all: Career paths for the forgotten half. Russell Sage Foundation.Google 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. Online First. Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251211018826Google Scholar
Schneider, B., & Saw, G. (2016). Racial and ethnic gaps in postsecondary aspirations and enrollment. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 58–82. https://doi.org/10.7758/RSF.2016.2.5.04CrossRefGoogle Scholar
Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877CrossRefGoogle Scholar
Stephan, J. L. (2013). Social capital and the college enrollment process: How can a school program make a difference? Teachers College Record, 115(4), 1–39. https://doi.org/10.1177/016146811311500407CrossRefGoogle 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
Tierney, W. G., & Venegas, K. M. (2009). Finding money on the table: Information, financial aid, and access to college. The Journal of Higher Education, 80(4), 363–388. https://doi.org/10.1080/00221546.2009.11779021CrossRefGoogle Scholar
Vargas, J. H. (2004). College knowledge: Addressing information barriers to college. www.teri.org/pdf/research-studies/CollegeKnowledge.pdfGoogle Scholar
Varghese, M., & Fuentes, R. (2020). College capital and constraint agency: First-generation immigrant English Language Learners’ college success. Teachers College Record, 122(1), 1–54. https://doi.org/10.1177/016146812012200102CrossRefGoogle Scholar
Woods, C. S., & Domina, T. (2014). The school counselor caseload and the high school-to-college pipeline. Teachers College Record, 116(10), 1–30. https://doi.org/10.1177/016146811411601006CrossRefGoogle Scholar
Yee, A. (2016). The unwritten rules of engagement: Social class differences in undergraduates’ academic strategies. The Journal of Higher Education, 87(6), 831–858. https://doi.org/10.1080/00221546.2016.11780889Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×