Childhood narratives and the lived experiences of Hispanic and Latinx college students with uncertain immigration statuses in North Carolina

Datos Bibliográficos

ID8110295
AutoresC Monico (0000-0003-0326-4813, Human Service Studies, North Carolina Agricultural and Technical State University, Greensboro, NC, USA, autor de correspondencia), David F Duncan (0000-0002-2806-5864), David Duncan (0000-0003-2768-576X, Law, Duke University, Durham, NC, USA)
Año2020
Volumen15
Númerosup2
Páginas1822620-1822620
Fecha de publicación2020-12-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Qualitative Studies on Health and Well-Being (JOURNAL)
Identificadores de la revistaISSN: 1748-2623 • E-ISSN: 1748-2631
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17482631.2020.1822620
PMID33297900
OpenAlexW3111304802
IdiomaEN
Citas recibidas5
Referencias citadas40

Childhood narratives are essential to identifying critical issues in their development and developing strategies to reduce risk and build resilience. Ambiguous loss, a psychological risk factor, has emerged as a critical issue among families with uncertain immigration statuses including the recipients of the Deferred Action for Childhood Arrivals program (DACA). This population encounters barriers to accessing mental health resources and educational services, which compel them to use coping strategies to rebound from adversity. Interviews were conducted with 13 students, most being DACA recipients, of Hispanic and Latinx identities attending higher education institutions in North Carolina. The article focuses on the participants' experience as children prior to the U.S. government decision to rescind their deferred status. Identified risk factors include structural barriers to educational success, health and well-being, and criminalization of undocumented immigrants, confounded with childhood trauma of migration and other mental health consequences. The study found that participants experienced emotional trauma since their arrival in the U.S., starting in childhood, and in some cases, manifesting maladaptive behaviours adversely affecting their health and well-being through their lifespan. The authors recommend comprehensive assistance interventions and more appropriate institutional and community immigrant support systems for these students and their families

Archaeology · Art · Geography · Immigration · Literature · Narrative · Sociology · Migration and Labor Dynamics · Migration, Health and Trauma · Psychology · Racial and Ethnic Identity Research · Gender Studies