The COVID-19 pandemic created unprecedented challenges for many Hispanic/Latino/x college students, especially for Hispanic/Latino/x college-enrolled men who were undocumented in South Texas. We used an asset-based lens to explore the nuanced educational experiences of these students. Specifically, we relied on Yosso’s theoretical framework of community cultural wealth to describe how these students overcame various institutional barriers during the COVID-19 pandemic (Yosso, 2005). Their voices revealed a complex portrait of how they made courageous decisions to apply and enroll in college and fund their college education to earn a college degree or credential, despite their immigration status, so they may financially contribute to their families and local communities. Additionally, these students also described how they navigated their educational and career options despite the limited options for future employment. These findings provide a positive view of these students’ courage and resilience to improve their lives through education, despite their immigration status and the difficulties of the COVID-19 pandemic.

This study used semi-structured interviews to examine daily stressors and coping resources as experienced by twenty-one racially and/or ethnically diverse, undocumented college students residing in Massachusetts (USA). A legal violence framework and stress process theory were used to analyze the stress and coping experiences of undocumented college students. The findings reveal the presence of financial burdens, fears of deportation, blocked opportunities, and legal status concealment as daily stressors, as well as needed peer and informational supports as coping resources for undocumented students. Furthermore, for undocumented students, fear of deportation and stigma hindered their ability to identify and capitalize on needed peer and institutional support. The authors argue that not recognizing the structural and symbolic ways that immigration laws serve as legitimizing sources for afflicting social, psychological, and material harm places students with precarious legal status at risk for poor mental health. This chapter concludes by offering practice implications to help improve the ability of institutional agents within higher education to meet the needs of undocumented college students.

This chapter explores the legislative history of immigration and higher education, shedding light on the challenges faced by undocumented students in the US education system. Using findings from a qualitative study with undocumented students who left higher education, the chapter examines the barriers faced by students that affected their decisions to leave higher education, including financial need, imposter syndrome, and disclosure of identity. It also looks at the impact of interactions with peers, family pressure, and changing campus resources on student persistence. This chapter offers recommendations for support and retention of these students, including guidance during the transition from high school, advising, fostering a sense of community, and direct support services.

A key development in Cristina Henríquez’s 2014 novel The Book of Unknown Americans comes when an immigrant family from Mexico loses their U.S. visas, and ultimately their daughter’s spot in a special needs school, because the father has lost his job. By narrating the personal repercussions of this shift in documentation, Henriquez insists on making visible the human cost of immigration policies and the precarity of documentation, a longstanding precarity that has taken on heightened resonance in our current political moment. This chapter takes up the gendered inflections and devastating effects of shifting states of documentation in contemporary novels by women writers, including Henríquez, Ruth Ozeki, Julie Otsuka, Lisa Ko, and Bich Minh Nguyen. These texts reveal not just a project of rendering immigrant and undocumented life visible, but also an emphasis on documentation and broader gendered and racialized conceptions of U.S. national identity as vulnerable states.

turns to immigrant citizenship with a focus on California to carefully assess where the state currently stands with respect to progressive state citizenship and to situate the present moment in a sweep of the state’s history, which saw it pioneer and champion anti-Chinese and anti-immigrant legislation from its founding through the late 1990s and only move toward more pro-immigrant policies in the last two decades. We then explore key milestones in immigrant rights over the past decade and pinpoint 2015 as the year when progressive state citizenship became crystallized. Finally, we trace key factors that incubated and enabled the development of progressive state citizenship in California, including voter backlash against racial propositions, partisan shifts in the state legislature, and the growing strength of social movement actors across various regions, aided by long-term investment strategies by private foundations.

draws attention to comparisons between California and other states in their provision of immigrant citizenship rights. The authors start with the border dividing California and Arizona, two states that lie on opposite ends of the spectrum with respect to progressive and regressive state citizenship, respectively. And yet, Arizona is not the only exclusionary state with respect to immigrant rights today. Indeed, the authors’ analysis reveals that Alabama is about as exclusionary as Arizona and that states like Georgia and Tennessee are close behind in their exclusionary laws on immigrant state citizenship. In this chapter, the authors situate various states along a continuum from the most inclusive to the most exclusionary with respect to each of five dimensions of citizenship rights. They also conduct a fifty-state quantitative analysis to identify the reasons why some states have proceeded farther than others in the development of progressive state citizenship.

Immigrant children are a particularly vulnerable population who face higher levels of trauma than their peers. Some are forced to flee the only homes they have ever known due to torture and persecution, only to then resettle in a land completely foreign to them with little in the way of social support. There are currently more than 60 million refugees worldwide, which is more than any other point in the past seventy years and higher than post–World War II levels. Others have grown up in the United States with an undocumented parent and are at much higher risk for poverty, overcrowded living conditions, educational and developmental difficulties, decreased access to healthcare and basic services, and, as a result, higher rates of behavioral health issues. In this chapter we explore the experiences of these special child immigrant populations and specifically emphasize elements of social injustice that this population routinely faces here in the United States. We also highlight existing literature that every child mental healthcare provider should know to work most effectively with this population. We have provided clinical case vignettes that highlight aspects of the existing body of literature in this area.