Department of Teaching, Learning and Teacher Education
Date of this Version
2011
Citation
Published in Journal of Hispanic Higher Education 10(3), pp 266–283.
doi 10.1177/1538192708330232
Abstract
This article examines the psychological and sociological impacts of the proposed Development, Relief, and Education for Alien Minors (DREAM) Act and instate tuition legislation on DREAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich interpretations of current immigration policy and how participants described their situation, their identity, and their dreams in relation to the volatility of their external environment.
Resumen: Este manuscrito examina el impacto psicológico y sociológico del propuesto Acto de Desarrollo, Asistencia, y Educación para Menores Extranjeros (DREAM) y la ley de educación para residentes estatales sobre estudiantes elegibles del DREAM en el medio-oeste de los Estados Unidos de América. Los investigadores buscaron capturar las experiencias vividas por estudiantes inmigrados sin documentos a través de interpretaciones ricas de la política actual de inmigración y cómo los participantes describieron sus situaciones, su identidad, y sus sueños y la relación de ellos con la volatilidad de su ambiente externo.
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Comments
Copyright © 2011 Amanda Morales, Socorro Herrera, Kevin Murry. Published by SAGE Publications. Used by permission.