Assimilation and ambiguous experience of the resilient male Mexican immigrants that successfully navigate American higher education
Abstract
This study explores the unique characteristics and experiences of ten
undocumented male Mexican immigrant students, with their resiliency and ambiguous
journey as they encountered and transitioned into higher education. Five of the students
attend a community college; two attend Texas State University San Marcos; and three
attend a University of Texas System. Five phases of their transition are revealed: their
characteristics (born and raised), journey from Mexico to the Untied States, the
development of resiliency, the ability to confront and deal with ambiguity, and the
resourcefulness to maintain their identity. In addition, a developmental model of
immigrant resiliency was derived from the five areas explored. Within the study, the
participants were asked to reflect on the support and barriers that they encountered
which influenced their educational goals and aspirations.
Department
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