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Scholars have demonstrated that school sorting mechanisms structure the relationships students develop with teachers and peers. Students in high-achieving courses benefit from trusting and supportive school relationships, while those in lower-level courses experience negative interactions. In alignment with this understanding, the transition to college of undocumented students has been linked to sorting mechanisms. In transitioning to college, undocumented students in high-achieving courses benefit from supportive relationships and embedded resources, while those in lower-level courses encounter negative relationships and fail to receive the necessary resources. This knowledge, however, derives from the experiences of the 1.5 generation—immigrants arriving prior to the age of 13. We know little about the high school experiences and transition to college of immigrants arriving in adolescence—the 1.25 generation. Although the 1.5 generation experiences most of their schooling in the U.S. and encounter sorting mechanisms incrementally, the 1.25 generation completes most schooling elsewhere and encounter tracking in one fell swoop. Moreover, regardless of their academic ability, their limited English skills often result in English as a Second Language (ESL) and concurrent low-level course placement. In light of these differences, this paper examines the school relationships of the undocumented 1.25 generation and their role in transitioning to college.
Methods
This qualitative study employed the method of narrative inquiry which views storytelling as a meaning making activity and prioritizes data in the form of stories. The sample for this paper consists of 21 Mexican and Central American undocumented young adults (ages 18 to 35) who immigrated during adolescence (ages 13 to 17). Participants were recruited via personal, professional, and organizational networks. In-depth semi-structured interviews focused on their pre-and-post migration experiences were conducted with participants. Interview data were transcribed verbatim in the language conducted and analyzed thematically using ATLAS.ti.
Results
I found that the undocumented 1.25 generation experienced school relationships in unexpected ways. Despite placement in ESL and concurrent low-level courses, they experienced positive relationships with school staff and their ESL peers. Yet, these positive relationships and embedded resources failed to facilitate access to postsecondary education. Unable to benefit from the resources embedded in school staff and peer relationships, the educational pathways of the undocumented 1.25 generation were premised on the most rudimentary stratification factor—family finances. These findings stand in contrast to scholarship which has identified school-based relationships and embedded resources as a key factor demarcating the college paths of the undocumented 1.5 generation. The different patterns suggest that school sorting mechanisms and the benefits of positive school relationships are not experienced equally by undocumented youth.
Conclusion & Implications
This study contributes to addressing the gap in knowledge on the experiences and transition to college of undocumented immigrants arriving in adolescence, and demonstrates that school sorting mechanisms and relationships are not uniformly experienced by undocumented students. This knowledge can help educators and other stakeholders better support the educational goals of all undocumented childhood arrivals.