Parental Motivation and Support: Narratives of Undocumented Latina/o Graduate Students

• In Event: 44.032 - Bridging Home, Community, and School: Approaches to Family Engagement in Mexican-Origin, Immigrant, Rural Communities

Abstract

This qualitative research study focuses on the parental influences of undocumented Latina/o students to pursue their education beyond the baccalaureate degree. Latino parents are often portrayed as not valuing the education of their children and blamed for the low academic achievement of their children (Valencia & Solórzano, 1997). Previous research examining the mobility aspirations of Latina/o parents has demonstrated that Parents of Color held even higher aspirations for their children than did Caucasian parents (Solórzano, 1992). Using Latino Critical Theory (Solórzano & Yosso, 2001) this study challenges these culturally deficit perspective and explores how parental sacrifice and motivation influences the decision of students to continue their education. Data for this study was gathered from a larger sample of 20 undocumented Latina/o graduate students attending four year institutions of higher education. Students participated in 2 in-depth interviews focusing on their educational and occupational aspirations. Interviews were transcribed and coded for a thematic analysis. Findings demonstrate that parental guidance, familial sacrifices, and lack of parental opportunities for an education influenced the education and occupational aspirations of the students in the study. The participants in the study highlighted the immense support their parents and families provided for them even in the worst of economic situations. At a time when the country deals with critical issues of separating immigrant children from their parents, this study reinforces the contribution that parents make to their children. Furthermore, this study has implications for the continuation of immigrant policies such as DAPA who keep families together, and specifically for parents who go above and beyond supporting their children’s educational endeavors through non-normative processes.

Author

• Argelia Lara, Mills College