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The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored alongside an investigation of the knowledge and attitudes among staff and faculty about undocumented students in their midst, and the institutional response to their presence. Cutting across the fields of U.S. immigration policy, theory and history, religion, law, and education, Undocumented and in College delineates the historical and present-day contexts of immigration, including the role of religious institutions. This unique volume, based on an extensive two-year study (2010–12) of undocumented students at Jesuit colleges in the United States and with contributions from various scholars working within these institutions, incorporates survey research and in-depth interviews to present the perspectives of students, staff, and the institutions.
Price: $34.00
Pages: 192
Publisher: Fordham University Press
Imprint: Fordham University Press
Publication Date:
19 September 2017
Trim Size: 9.00 X 6.00 in
ISBN: 9780823276172
Format: Paperback
“Based on careful and critical research, Undocumented and in College sheds light on the undocumented college students; a much needed resource that makes significant contributions to literature on education, immigration, and inequality.”
Terry-Ann Jones is Associate Professor of Sociology and Anthropology and Director of the International Studies Program at Fairfield University.
Preface
Chapter 1
Introduction
Chapter 2
Theoretical and Conceptual Considerations for the Study of Undocumented College Students
Chapter 3
Immigration, Jesuit Higher Education and the Undocumented
Chapter 4
Becoming Allies in Eradicating Longstanding Legal Barriers
Chapter 5
Alma Mater, Mater Exulum
Jesuit Education and Immigration in America:
A Moral Framework Rooted in History and Mission
Chapter 6
Unsure: The Experiences of Students Who Are Undocumented at Jesuit Colleges
CHAPTER 7
From Research to Action:
Jesuit Institutional Practices in Response to Undocumented Students
Conclusion