Abstract
A recent report by the Pew Research Center (2014) estimates that approximately 200,000-225,000 undocumented students are enrolled in post-secondary institutions across the United States (Teranishi, Suarez-Orozco & Suarez-Orozco, 2014). The recent passage of federal and state policies which permit eligible undocumented students to receive in-state-tuition rates, state financial aid, institutional scholarships and temporary employment authorization have significantly contributed to the increase in enrollment of undocumented students into institutions of higher learning (Olivas, 2010; Perez, 2014; Richards & Bohorquez, 2015). However, research on this rapidly growing student population continues to lag far behind (Teranishi, Suarez-Orozco & Suarez-Orozco, 2014). The purpose of this work was to interview undocumented college students to analyze, what if any, gender differences and or similarities existed between undocumented female and male students as they pursued a post-secondary education. This study examined the following questions; What are the educational, psychological and social experiences of undocumented female versus male college students? What motivates undocumented female versus male students to pursue a post-secondary education? In what ways, if any, do undocumented female and male students utilize mentors and support systems to navigate college? While undocumented female and male college students encountered similar experiences as a result of their shared lack of legal immigration status; through an intersectional analysis of gender, race and citizenship status it was evident that the educational, psychological and social experiences of undocumented female and male students varied as a result of gender-socialization, double-standards and stereotypes towards undocumented immigrants. The results of this study indicated that undocumented female and male college students encountered gender differences as well as similarities which impacted their educational, psychological and social experiences. For instance, both female and male participants reported being emotionally impacted by family separation, were inspired to become role models for their younger siblings and determined to persevere through their educational goals. Furthermore, there were distinctive gender differences in disclosing immigration status, engagement in extracurricular activities and parental advice related to employment and career aspirations.