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Hispanic Journal of Behavioral Sciences
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Academic Resilience Among Undocumented Latino Students

William Perez

Claremont Graduate University

Roberta Espinoza

California State University, Fullerton

Karina Ramos

University of Missouri, Columbia

Heidi M. Coronado

Claremont Graduate University

Richard Cortes

Glendale Community College

This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of these protective resources. The results from regression and cluster analyses (N = 104) indicated that despite specific risk factors (e.g., elevated feelings of societal rejection, low parental education, and high employment hours during school) undocumented students who have high levels of personal and environmental protective factors (e.g., supportive parents, friends, and participation in school activities) report higher levels of academic success than students with similar risk factors and lower levels of personal and environmental resources. The results also suggested variability in risk exposure among undocumented students with some students reporting low levels of risk accompanied by high levels of personal and environmental protective factors.

Key Words: civic engagement • undocumented • immigrant • Latino • minority students

This version was published on May 1, 2009

Hispanic Journal of Behavioral Sciences, Vol. 31, No. 2, 149-181 (2009)
DOI: 10.1177/0739986309333020
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