ERIC Number: EJ1085598
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 40
Paradox of Performing Exceptionalism: Complicating the Deserving/Underserving Binary of Undocumented Youth Attending Elite Institutions
Anguiano, Claudia A.; Nájera, Lourdes Gutiérrez
Association of Mexican American Educators Journal, v9 n2 p45-56 2015
This article examines the problematic labels of "deserving" and "undeserving" within a broader context of undocumented immigration. Specifically, we interrogate the categorization of "deservingness" that imposes distinctions between "good" versus "bad" immigrants. We demonstrate these categories are assumed and subverted by undocumented youth in order to challenge disempowerment and racism experienced at both an interpersonal and institutional level. Our findings reveal how narratives of hard work and perseverance mitigate stigma to help youth reframe narratives of "undeservingness" at a micro-level of analysis. By contrast, racialization shapes individuals' experiences and motivations for activism at the macro-level. This study highlights narrative strategies used by youth to frame their accounts of inclusion and exclusion. It also contributes to the scholarship of undocumented youth in higher education through its examination of the experiences of Latin@ undocumented students in northeastern elite private institutions.
Descriptors: Undocumented Immigrants, Selective Admission, College Attendance, Racial Bias, Activism, Social Integration, Social Isolation, Classification, Resilience (Psychology), Social Bias, Personal Narratives, Educational Experience, College Students, Student Attitudes, Private Colleges, Academic Persistence, Family Relationship, Interviews, Qualitative Research
Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: email@example.com; Web site: http://www.amae.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A