Laura E. Enriquez

TL;DR: Enriquez et al. as mentioned in this paper found that undocumented immigrant students receive emotional and financial support from multiple actors, including family members, peers, and teachers, in order to achieve their educational goals.

TL;DR: The authors explored how immigration laws affect undocumented parents and their citizen children, and found that US citizen children and their undocumented parents often share in the risks and limitations associated with undocumented immigration status and conceptualized multigenerational punishment, a distinct form of legal violence wherein the sanctions intended for a specific population spill over to negatively affect individuals who are not targeted by laws.

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TL;DR: Using an intersectional lens, the authors argue that multiple social locations disrupt educational pathways and set the stage for immigration status to emerge as the "final straw" that pushes undocumented youth to leave school.

TL;DR: In this article, a case study of a university-based coalition of undocumented and citizen students working to build support for the federal DREAM Act is presented, where a social justice ideology was used to facilitate fast-paced recruitment, create simplified participation guidelines based on legal status, and allow for the strategic renegotiation of participation.