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Asad L. Asad's book, "Engage and Evade: How Latino Immigrant Families Manage Surveillance in Everyday Life," provides an ethnographic account of how undocumented immigrants and their children navigate institutional surveillance. The author conducted interviews with Latino immigrant families in Dallas County, Texas, and observed the Dallas Immigration Court between 2013 and 2018. Asad argues that immigrants manage surveillance through a combination of engagement and evasion, rather than solely avoiding it out of fear. The book explores the situational context of immigrants' legal status and social roles, highlighting the hardships and inequality they face. Asad suggests that immediate reforms are needed to address the inequalities based on legal status. The book is interdisciplinary and makes a significant contribution to the fields of migration and surveillance studies. [Extracted from the article]

This study focuses on undocumented migrant children in South Korea. The Korean migration policies are centered on marriage migrants and their children until recently, while the issue of undocumented migrant children of migrant workers has long been overlooked. Undocumented migrant children are placed in an extremely unstable situation both legally and practically. This study shows why their basic rights should be protected from the perspective of constitutional and international law. It examines the comprehensive legal and policy frameworks of migration and the newly introduced measures to protect these children in Korea. It concludes with a discussion of the shortcomings of the current system and recommendations for improvement. [ABSTRACT FROM AUTHOR]

Unlike many other sociopolitical activities in the United States, civic engagement is not restricted by legal status and is often the initial and primary form of political action available to immigrants. Few studies, however, have disaggregated the impact of legal status on immigrants' civic participation, despite civic engagement's significance for immigrant incorporation and despite growing evidence of the stratifying effects of legal categories. Using Wave 1 of the Los Angeles Family and Neighborhood Survey, I nuance theories of legal status stratification by showing where legal status matters for Latino immigrants' civic engagement and where it does not. Undocumented immigrants, I show, are significantly less likely to participate in general civic organizations, such as community and ethnic organizations, relative to documented immigrants. Likewise, undocumented mothers with undocumented children are less likely to volunteer in schools or participate in parent-teacher associations, compared to both documented mothers and undocumented mothers with documented children. By contrast, legal status does not stratify membership in religious institutions. Moreover, I theorize that undocumented immigrants' lower levels of general civic engagement are partially mediated by access to US education, a significant site for immigrants' civic development. This article informs understandings of legal status stratification and immigrant social incorporation. [ABSTRACT FROM AUTHOR]

This article analyses the unprecedented decision taken by the Israeli state in 2005 to legalize the status of non-Jewish undocumented migrants' children. In explaining how the plight of culturally assimilated non-Jewish children succeeded in penetrating the hermetic ethno-religious definition of citizenship in Israel, the article focuses on the subtle yet critical influence of kinship on modern state-making and the affective fashioning of national belonging. By insisting on treating culturally assimilated non-Jewish children as Others, Israel increasingly ran the risk of unveiling the feeble construction of the Jewish nation in terms of kinship as 'one big family'. The Israeli media increasingly began to question the refusal of the state to recognize children who were evidently 'Israelis in every way'. Such a development, as some Israeli politicians undoubtedly realized, could have potentially been more detrimental to the mythological foundations of the Jewish state than the 'adoption' of a few hundred non-Jewish children. [ABSTRACT FROM AUTHOR]

In this mixed methods study, we examined the responses of 82 preservice teachers to the acclaimed documentary Which Way Home, a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. Using pre- and post-surveys (n = 82) and focus group interviews (n = 13), we found that preservice teachers intellectually grappled with immigration counter-stories and demonstrated two shifts in their thinking about immigration and their future teaching. Nested in the frameworks of critical race methodology and Freire’s critical consciousness model, this study illustrates one approach to exploring immigration. [ABSTRACT FROM AUTHOR]

In response to political pressure, President Obama authorized the Deferred Action for Childhood Arrivals (DACA) program in 2012, giving qualified undocumented young people access to relief from deportation, renewable work permits, and temporary Social Security numbers. This policy opened up access to new jobs, higher earnings, driver’s licenses, health care, and banking. Using data from a national sample of DACA beneficiaries (N = 2,381), this article investigates variations in how undocumented young adults benefit from DACA. Our findings suggest that, at least in the short term, DACA has reduced some of the challenges that undocumented young adults must overcome to achieve economic and social incorporation. However, those with higher levels of education and access to greater family and community resources appear to have benefited the most. As such, our study provides new insights into how social policy interacts with other stratification processes to shape diverging pathways of incorporation among the general pool of undocumented immigrants. [ABSTRACT FROM PUBLISHER]

This article examines the consequences of undocumented immigration status for those who grow up in the United States. The aim is to examine the relationship between undocumented immigrant status and mental and emotional health. Our efforts focus on undocumented immigrants who arrive as children and spend most of their formative years in the United States. The experiences of these undocumented members of the 1.5 generation are quite different from those who migrate as adults. We are interested in better understanding the effects confusing and conflicting experiences of inclusion and exclusion have on their mental and emotional health as well as the protective factors that may shape resilience. While previous scholarship has drawn some important implications to experiences of stress among undocumented youth and young adults, to our knowledge, no work has been done to explicitly draw the link to mental and emotional health. The article concludes with some suggestions for future research on the topic. [ABSTRACT FROM PUBLISHER]

Background/Context: The analysis contained in this article was commissioned by the Social Science Research Council's Transitions to College project. Although the historical context and contemporary issues associated with English learners (ELs) and undocumented immigrant students are in many ways distinct, the project team strongly believed that the college transition issues affecting these populations were increasingly salient in light of their rapid and continued growth throughout the United States. Purpose/Objective/Research Questions/Focus of Study: The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? and (2) What are the resource and policy implications associated with the transition to college of these students? The chief purpose of this analysis is to synthesize the current research and thinking about the transitions to college of EL and undocumented immigrant students and to use the findings to develop a research agenda focused on emergent critical issues. The intent is to educate a research audience that is largely unfamiliar with the experiences of these unique populations and to inform future research directions. Research Design: The analysis is situated within the broader context of immigrant educational attainment and integration in the United States. The two student populations are distinguished to delineate the particular college transition experiences of ELs versus undocumented students, while recognizing the overlaps that do exist. Thus, for each student population, the analysis synthesizes current literature and provides discussions of (a) student demographics for states and the United States, (b) student-level issues and factors, (c) K-12 issues and factors, (d) student agency, (e) postsecondary issues and factors, and 09 summary of critical challenges, barriers, and accomplishments relative to the college transition. The final element is a recommended research agenda developed from the issues revealed in this analysis. Findings/Results: There is continued growth in the presence of EL and undocumented students, and this growth affects states with longstanding histories of immigrant presence, as well as states that have only recently had notable increases in these populations. Important to understanding the needs and potential of these two groups is that not all EL and undocumented students are new immigrants. Rather, many have only experienced education in the United States, having been born here or having arrived at a very young age with their families. From this analysis, it appears that English proficiency is as much a gatekeeping factor as it is a facilitative factor for EL and undocumented students in their successful college transitions. Unfortunately, because of the impact of poverty on these populations, the financial constraints of transitioning to college further compound the challenges already faced with regard to acquiring English and advanced subject matter proficiency. Two additional findings help to frame the college transition challenges of both EL and undocumented student populations: (i) There is a chasm between research-based best practices and the available human and material resources allocated in schools and colleges to support this objective, and (2) the role of the community college system is salient as a potential facilitative context, but one that is currently overburdened with multiple demands and shrinking resources. Conclusions/Recommendations: The article presents an eight-point research agenda that addresses the challenges surfaced in the analysis. The points cover K-12 education, evaluations of the impact of legislation and programs, and postsecondary education, with the aim of improving the overall responsiveness of our educational institutions to the needs and strengths of our EL and undocumented student populations. [ABSTRACT FROM AUTHOR]