Undocumented and Unafraid: Understanding the Disclosure Management Process for Undocumented College Students and Graduates

Previous qualitative studies on undocumented college students have primarily focused on their lived experiences; however, little research has been done to consider the disclosure process or identity management for undocumented students, particularly students who self-identify as "undocumented a...

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Bibliographic Details
Published in:Journal of college student development 2016-09, Vol.57 (6), p.715-729
Main Author: Muñoz, Susana M
Format: Article
Language:English
Subjects:
Citizenship
College campuses
College Graduates
College Students
Constructivism (Learning)
Coping
Court Litigation
Critical Theory
Data Analysis
Disclosure
Education
Elementary Secondary Education
Fear
Fear & phobias
Graduates
High School Students
Higher education
Hispanic American Students
Identification
Immigration
Interviews
Latin language
Legal Problems
Noncitizens
Political activism
Qualitative Research
Race
Self Actualization
Self concept
Self Disclosure (Individuals)
Student Attitudes
Student Empowerment
Student Motivation
Teachers
Undocumented Immigrants
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Summary:Previous qualitative studies on undocumented college students have primarily focused on their lived experiences; however, little research has been done to consider the disclosure process or identity management for undocumented students, particularly students who self-identify as "undocumented and unafraid." Using research on legal consciousness and disclosure of hidden identities, I employed Latin@ critical race theory as an analytic lens to examine the many processes through which undocumented students "come out" within the context of higher education and beyond. Based on interviews with 7 Latin@ undocumented college students and graduates, in this article I explore 3 themes: biographical construction of legal status, the fluidity of fear, and empowered disclosure.
ISSN:0897-5264
1543-3382
1543-3382
DOI:10.1353/csd.2016.0070