This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), chapters highlight the unique needs of these students, the role of classrooms and campus settings, out-of-class time spent on campus, the importance of relationships, expectations versus outcomes, and key recommendations for policy and practice. The text integrates an array of important topics, including developmental challenges, language learning, the undocumented student experience, microaggressions, counseling center use, and academic engagement. Above all, this book looks at what community colleges can do to better help this growing population of new Americans succeed. Book features: (1) holistic and resilience-based strategies of practice that build on the many strengths of new Americans in higher education; (2) federal, state, and local administrative policy recommendations to help this important and growing student population flourish; (3) an in-depth study of more than 600 diverse immigrant-origin students attending three community colleges in New York City; and (4) inter-disciplinary, mixed-method research (survey, interviews, classroom observations) from a variety of viewpoints (students, faculty, administrators). This book contains the following chapters: (1) Introduction: What Are the Opportunities, Challenges, and Experiences of Immigrant-Origin Students in Community Colleges? (Carola Suárez-Orozco, Olivia Osei-Twumasi, Robert Teranishi, and Marcelo Suárez-Orozco); (2) Unsigned (Dalal Katsiaficas); (3) The Pathways of English Learners in Community Colleges: Persistence and Push-Out (Tasha Darbes); (4) Resilience in the Face of Adversity: Undocumented Students in Community College (Olivia Osei-Twumasi and Guadalupe Lopez-Hernandez); (5) Classroom Engagement in Community Colleges: Moving Beyond Student and Instructor Dimensions to a Dynamic Settings Approach (Stacey Alicea and Carola Suárez-Orozco); (6) The Prevalence and Relevance of Microaggressions in Community College Classrooms (Carola Suarez-Orozco, Dalal Katsiaficas, Saskias Casanova, Margary Martin, and Sukhmani Singh); (7) The Use of Out-of-Class Time on Campus of Immigrant-Origin Students (Olivia Osei-Twumasi, Carola Suarez-Orozco, Edwin Hernandez, Monique Corral, and Janet Cerda); (8) Immigrant-Origin Community College Students' Help-Seeking Orientation and Use of Counseling Services (Sandra I. Dias); (9) Immigrant-Origin Community College Students' Experiences with Faculty: Relational Empowerment or Relational Helplessness? (Carola Suarez-Orozco, Natacha Cesar-Davis, and Alfredo Novoa); (10) Through a Lens of Deficit: Faculty and Administrator Perceptions of Immigrant-Origin Students (Heather Herrera, Margary Martin, and Natacha Cesar-Davis); (11) The Significance of Networks of Relationships for Immigrant-Origin Students (Stacey Alicea); (12) The Role of Instructor Relationships in Predicting Academic Outcomes Among Immigrant-Origin Community College Students (McKenna Parnes, Sarah Schwarz, Carola Suarez-Orozco, and Olivia Osei-Twumasi); (13) Dreams Versus Realities: Graduation Rates of Immigrant-Origin Community College Students (Olivia Osei-Twumasi and Juliana Karras Jean-Gilles); and (14) Implications for the Educational Intervention & Policy (Robert Teranishi, Cecilia Rios-Aguilar, and Cynthia Alcantar). [Foreword by James A. Banks.]