Social Justice Commons^™

Borderland Voices: Exploring The Educational Journey Of Transfronterizx Students, Families, And Educators For Enhanced Engagement And Empowerment, Sobeida Velazquez

Dissertations

Transfronterizx students and their families cross the U.S.–Mexico border for academic, economic, social, cultural, and linguistic reasons. Socioeconomic disparities, deportation, and work have propelled some families to live in Mexico and enroll their U.S.-born children in U.S. schools to provide more socioeconomic opportunities in the United States. Educators of transfronterizx students are uniquely tasked to work with these nontraditional students. Moreover, transfronterizx students and their families have distinct needs in U.S. schools; as such, there is a need for further research on the transfronterizx experience in the U.S. K–12 system. This qualitative narrative inquiry study aimed to understand the experiences …

Heavy On The Solidarity, Light On The Adultism: Adult Supports For Youth Activism, Stephanie C. Serriere, Tennisha Riley

Democracy and Education

This data-based theoretical paper explores the contrasting tensions of adults being in “solidarity” with youths while not reproducing systems of oppression through adultism. Written by adults who have been engaged side-by-side with youth activism, the purpose of this article is to better understand what adult solidarity and support look like according to youth activists themselves as we grapple with the unintentional mechanisms of reinforcing oppressive power dynamics between young people and adults in activist communities. Extending on the Gaztambide-Fernández’s (2012) notion of relational solidarity, the findings offer four types of actions (modeling, connecting, supporting, and protecting) adults can do …

Resistencia Indocumentada: Exploring The Lived Experiences Of Higher Education Undocumented Students In The San Diego-Tijuana Border Region, Adan Escobedo Sanchez

Dissertations

Undocumented students face myriad obstacles while attending higher education institutions that would deter them from completing their academic journeys. Furthermore, they are placed with a dual narrative that labels them as either dangerous or exceptional. This study explored the lived experiences of undocumented students in college in the San Diego-Tijuana border region to consider what factors have led to resilience and resistance in their academic journey. By understanding these factors, the research aimed to tackle the dual narrative that burdens undocumented students from the illegality as a master status they possess.

This study used narrative inquiry and a literature review …