Academic, Social, and Emotional Resilience Produces Higher Education Graduates Amongst Undocumented Students

Abstract

Abstract

Background: Undocumented students require academic, social, and emotional resilience to succeed in higher education.

Objective: This research study aims to bring awareness to the struggles and barriers undocumented students face in their everyday school experience and the resilience they require in order to be successful in a system that is not designed or equipped to help them.

Design and Method: This research includes scholarly, peer-reviewed articles. These articles were found using the keywords: "undocumented," "higher education," "Latino students," "DACA," and "ENL." The result was eight articles relevant to the objective of this study.

Results: The results of this study are significant because they conclude that undocumented students are at a disadvantage in higher education due to a lack of resources, which creates academic, emotional, and social barriers.

Conclusion: To rectify the burdens unique to undocumented students, the U.S. higher education system should consider creating a place (online, in person, or both) where all resources can be found in the student's native language. Resources in the student's native language would eliminate the stress of searching multiple places and translating imperative information to succeed in their higher education goals.

Keywords: Undocumented, Latino students, higher education, resiliency, DACA, ENL, social-emotional education, non-citizen.