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Queer Undocumented Latin@ Students

Queer Undocumented Latin@ Students . Intersectionality of Identities and Academic Challenges. Quote .

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Queer Undocumented Latin@ Students

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  1. Queer Undocumented Latin@ Students Intersectionality of Identities and Academic Challenges

  2. Quote In 2005, there were approximately 1.8 million undocumented people under the age of 18 in the United States—about 80% of them were Latinos (Perez, 2009). Many of these youth are now coming of age and graduating from high school. Tens of thousands are entering higher education institutions (Perez, 2009).

  3. Quote “When I was growing [up] in El Salvador, it was either you were a man, or you were a woman…If you were a woman, you have to be with men. I was a lesbian, the day I was born. I was, you know, a baby butch.” (Ramirez, 2006, p. 41)

  4. Research Question What are the challenges of intersecting identities and the academic challenges facing queer undocumented Latin@ students?

  5. Literature Review • Identity Management • Queer Migrants • Lesbian Latina women did not disclose identity to family and they created groups for LGBT Latina women to feel safe (Acosta, 2009). • Latin@ Undocumented Migrants • Undocumented women viewed as stereotypical Mexican immigrant women such as having anchor and are fearful of giving their opinions in classes due to conservative classmates, professors, and staff (Huber, 2009).

  6. Literature Review • Academic Achievement • Queer Students • LGB can strive academically (critical thinking, intellectual outcomes) if they have a supportive peer environment, but gay men more likely to engage in alcohol (Longerbeamet al., 2007). • Undocumented Latin@ Migrants • Lack educational resources , physical, and mental health care due to parent’s lack of education and financial strain (Suarez-Orozco et al., 2011). • Many live in overcrowded apartments, family care, need places to study and civic engagement (Perez et al., 2010, 2009).

  7. Literature Review • Campus Involvement • Queer Students • Low levels of participation in queer students in co-curricular activities (Dugan and Yurman, 2011). • Undocumented Migrants • Majority are civically engaged (Perez et al., 2010). • Participated in about two activities and one to two volunteer activities (Perez et al, 2009). • Limited involvement on campus due to financial need and therefore held fundraisers. Some unable to participate in summer bridge programs due to financial issues (Huber, 2009).

  8. Literature Review • Safety • Queer Students • Discrimination can affect mental and physical health of LGB students (Sanlo, 2004). • LGB students felt above average climate at their schools, bisexuals felt least included and low campus climate due to stereotypes they face (Dugan and Yurman, 2011). • Undocumented Latin @ Migrants • Students felt safe when they felt important with curriculum and resources/centers. Higher sense of safety increased academic success and resiliency (Perez et al., 2009).

  9. Concept Map

  10. Analysis • Combine data from answers • Inferential Statistics • Independent T-Test Compare two different variables • One way ANOVA-analysis of variance • Difference between 3 or more groups • Example: Sexual identity, undocumented status, country of origin, GPA

  11. Overview • Queer Undocumented Latin@ Students • Understanding Experiences • Universities in Southwest, Northeastern, and Southern Region of U.S. • Online/Paper Survey 1-1.5 Hours • Exploratory Mixed Method Survey

  12. Survey Instrument • Online and Paper Mixed Method Exploratory Survey • 1-1.5 Hours • English, Spanish • Distributed to Latin@ organizations, Greek-letter organizations, ethnic students programs, Latin@ resource centers. • Snowball Sampling

  13. Theoretical Framework Constructivist-Developmental Theory and Multiple Identities (Abes, Jones, & McEwan, 2007)

  14. Limitations • Specific Regions of U.S. • Latin@ Population Specifically • Highest Growing Demographic (1 in 4 Children Latin@) • Students who take survey • Have necessary resources

  15. Implications for Practice • Safe Spaces/Trainings • Intersecting and Multiple Identities • Admissions • S.A. Offices • Requirements for students (internships, work, etc.) • Employing Students

  16. Why is this Important? Intersectionality of Identities influence meaning-making and development of students (Abes, Jones, McEwan, 2007). California and Federal Development, Relief and Education for Alien Minors(D.R.E.A.M.) Act NASPA stance Experience should be understood

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