ABSTRACT

This qualitative study investigated the experiences of first- and second-year migrant undergraduate students and staff in the College Assistance Migrant Program (CAMP) at Arizona State University (ASU). ASU CAMP, which started in 2016, is the first program of its kind at an Arizona public university. Using an ethnographic monitoring approach, a research team that included a faculty member and graduate and undergraduate students conducted observations in a variety of CAMP settings, along with interviews and document analysis, in order to examine how Mexican-origin CAMP scholars developed academic identities rooted in family and community strengths while resisting assimilation to the “foreign land” of the university. We theorize students’ academic identity development and staff’s efforts to support and advocate for them as a form of transformational resistance through which participants acknowledged the inequities and challenges facing migrant students in postsecondary education and began to “reinvent” the university as they confronted this reality. The findings are relevant to scholars, teachers, and others who work with migrant students in K-12 and postsecondary settings, as well as those who seek to support Latinx and first-generation college students’ academic identity development in culturally sustaining ways.

摘要

这项定性研究调查了亚利桑那州立大学 (ASU) 大学援助移民计划 (CAMP) 中一年级和二年级移民本科学生和教职员工的经历。ASU CAMP 于 2016 年启动，是亚利桑那州公立大学的第一个此类项目。使用民族志监测方法，包括一名教员和研究生和本科生在内的研究团队在各种 CAMP 环境中进行了观察，并进行了访谈和文件分析，以研究墨西哥裔 CAMP 学者如何发展植根于该地区的学术身份家庭和社区的力量，同时抵制被大学的“异乡”同化。我们将学生的学术身份发展和教职工支持和倡导他们的努力理论化为一种转型阻力形式，参与者通过这种形式承认农民工学生在高等教育中面临的不公平和挑战，并在面对这一现实时开始“重塑”大学。研究结果与学者、教师和其他在 K-12 和高等教育环境中与移民学生一起工作的人，以及那些寻求以文化上可持续的方式支持拉丁裔和第一代大学生学术身份发展的人有关。