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Negotiating identity development among undocumented immigrant college students: a grounded theory study.
1Division of Psychological and Educational Services, Graduate School of Education, Fordham University. lauren@drlaurenellis.com
Journal of Counseling Psychology
|February 21, 2013
Summary
Undocumented college students develop a bicultural identity, enhancing positive traits despite documentation challenges. Their identity formation involves ongoing negotiation of status implications and emotional responses.
Area of Science:
- Sociology
- Psychology
- Education
Background:
- Undocumented college students face unique challenges navigating identity.
- Acculturation, ethnic identity, and career goals intersect in complex ways for this population.
Purpose of the Study:
- To explore the identity development process of undocumented college students.
- To understand how these students negotiate acculturation, ethnic identity, and educational/career pursuits.
Main Methods:
- Qualitative study utilizing semistructured interviews.
- Grounded theory methodology with iterative data analysis.
Main Results:
- Four key themes emerged: bicultural identity ('sewn with two threads'), enhanced positive attributes from struggles, challenging reflections on status, and ongoing identity negotiation.
- Bicultural identity is salient, and challenges can foster positive attributes.
- Identity formation is a dynamic process influenced by status and emotional responses.
Conclusions:
- Findings offer insights for educators, counseling psychologists, and career counselors.
- Mental health professionals can play a role in educating and empowering undocumented youth.
- Understanding the multifaceted identity development of undocumented students is crucial for supportive interventions.
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