The Undocumented (Im)Migrant Educational Pipeline: The Influence of Citizenship Status on Educational Attainment for People of Mexican Origin

Recently, we have witnessed three trends impacting educational experiences for undocumented Mexican students: (a) a dramatic increase of Mexican-origin people, (b) organized and openly supported anti-immigrant policies with a racial dimension, and (c) increased participation by politicized migrants...

Full description

Saved in:
Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2014-01, Vol.49 (1), p.75-110
Main Authors: Covarrubias, Alejandro, Lara, Argelia
Format: Article
Language:English
Subjects:
Age Differences
Census Figures
Citizenship
Critical Theory
Discrimination
Educational Attainment
Educational Experience
Educational Research
Educational Trends
Gender Differences
Hispanic American Students
Hispanic students
Immigration
Immigration policy
Mexican Americans
Mexicans
Mexico
Migrants
Noncitizens
Outcomes of Education
Pipelines
Political behavior
Political Influences
Public Policy
Race
Racial Bias
Statistical Analysis
Students
Undocumented Immigrants
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Recently, we have witnessed three trends impacting educational experiences for undocumented Mexican students: (a) a dramatic increase of Mexican-origin people, (b) organized and openly supported anti-immigrant policies with a racial dimension, and (c) increased participation by politicized migrants in national public discussions on immigration. Still, there is little research on the educational outcomes of undocumented migrants. Through critical race theory (CRT), this study offers a quantitative intersectional approach that disaggregates the specific influence of gender, race, and citizenship on educational attainment. Our findings challenge traditional homogenizing narratives of the Chicana/o educational pipeline, calling for an intersectional examination of the nuanced educational experiences of people of Mexican origin (POMO).
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085912470468