Disrupted Education?: A Latent Profile Analysis of Immigration-Related Distractions and Academic Engagement among Undocumented College Students

Autor/inn/en	Chavarria, Karina; Cornejo, Monica; Ayón, Cecilia; Enriquez, Laura E.
Titel	Disrupted Education?: A Latent Profile Analysis of Immigration-Related Distractions and Academic Engagement among Undocumented College Students
Quelle	In: Journal of Latinos and Education, 20 (2021) 3, S.232-245 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chavarria, Karina) ORCID (Cornejo, Monica) ORCID (Enriquez, Laura E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1949989
Schlagwörter	Undocumented Immigrants; College Students; Attention; Learner Engagement; Academic Achievement; Student Behavior; Minority Group Students; Profiles; Student Characteristics; California + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Collegestudent; Aufmerksamkeit; Schulleistung; Student behaviour; Schülerverhalten; Charakterisierung; Profilanalyse; Kalifornien
Abstract	Prior research has established that legal vulnerability affects undocumented students' educational experiences. Building on this work, we examine how undocumented immigration status may disrupt academic performance through students' behavioral engagement in their coursework. Drawing on a survey of nearly 1,277 undocumented college students in California, we use latent profile analysis to identify student profiles based on their experiences of immigration-related distractions. We then assess the role of self and family demographics on profile membership, and the relationship between immigration-related distraction profiles and students' behavioral engagement outcomes. We identify five distraction profiles that indicate a wide variation in frequency of immigration-related distractions and suggest that these distractions result from both students' own and their parents' immigration-related issues. These distractions are consequential as students with more frequently distracted profiles are more likely to report negative behavioral engagement outcomes. Ultimately, we argue that academic distractions and behavioral disengagement are key ways in which legal vulnerability disrupts the academic success and educational experiences of undocumented students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01