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Illuminating The Shadows: Sociopolitical And Counseling Needs Of Undocumented Mexican Immigrants, Carlos Hipolito-Delgado, Jolee Mann
Illuminating The Shadows: Sociopolitical And Counseling Needs Of Undocumented Mexican Immigrants, Carlos Hipolito-Delgado, Jolee Mann
Carlos P. Hipolito-Delgado
Although undocumented Mexican immigrants live in the shadows of U.S. society, they represent a growing demographic with unique sociopolitical and counseling needs. Due to limited educational achievement, limited economic opportunity, discrimination, and exclusionary policies, undocumented Mexican immigrants live a marginalized existence. Additionally, acculturative stress, changing gender roles, and fear of deportation negatively impact the psychological well-being of undocumented Mexican immigrants. Fortunately, community outreach, rapport building strategies, psycho-educational groups, and brief solution therapy have demonstrated success when working with this community. This article aims to inform counselors and psychologists about the sociopolitical conditions faced by undocumented Mexican immigrants, to explore the …
Igniting The Fire Within Marginalized Youth: The Role Of Critical Civic Inquiry In Fostering Ethnic Identity And Civic Self-Efficacy., Carlos Hipolito-Delgado, Shelley Zion
Igniting The Fire Within Marginalized Youth: The Role Of Critical Civic Inquiry In Fostering Ethnic Identity And Civic Self-Efficacy., Carlos Hipolito-Delgado, Shelley Zion
Carlos P. Hipolito-Delgado
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.