ABSTRACT

The primary purpose of this systematic review is to assess how undocumented students in the United States leverage their assets to successfully attend and graduate from higher education institutions (HEI). A 1982 U.S. Supreme Court decision gave undocumented children access to public education from pre-school through grade 12. While no single U.S. legislation forbids the enrollment of undocumented students in HEI, there are laws that remove access to federal financial aid. Federal legislation gives states the freedom to determine whether these students receive reduced in-state tuition rates and state financial aid. This paper explores how undocumented students use the strengths of their communities to patchwork together the financial and emotional resources needed to overcome systemic barriers. It also examines the ways that students pay it forward through shared information and activism.

摘要

本系统审查的主要目的是评估美国无证学生如何利用其资产成功就读高等教育机构 (HEI) 并从该机构毕业。1982 年美国最高法院的一项裁决允许无证儿童从学前班到 12 年级接受公共教育。虽然美国没有任何法律禁止无证学生入读高等教育机构，但有法律禁止他们获得联邦财政援助。联邦立法赋予各州自由决定这些学生是否获得州内学费降低和州财政援助。本文探讨了无证学生如何利用社区的优势来拼凑克服系统性障碍所需的财务和情感资源。