Harvard Educational Review
  1. Fall 2011 Issue »

    Things I’ll Never Say

    Stories of Growing Up Undocumented in the United States

    INGRID HERNANDEZ, FERMÍN MENDOZA, MARIO LIO, JIRAYUT LATTHI, and CATHERINE EUSEBIO Educators for Fair Consideration
    HER Fall 2011 SmDebate goes on about the proposed Development, Relief and Education for Alien Minors (DREAM) Act. In presidential speeches, one-minute congressional floor statements, and intermittent media coverage, we hear passionate arguments for and against this federal legislation that would provide a path toward citizenship for hundreds of thousands of undocumented students. Absent from this debate are the real-life stories of DREAMers who have been educated and raised in this country and are now desperate to contribute. This collection of autobiographical stories was written by students in Educators for Fair Consideration (E4FC), a San Francisco-based nonprofit that provides direct support and advocacy for low-income immigrant students who have grown up in the United States but face challenges due to financial need and immigration status. These students shed light on what it is like to grow up as undocumented youths. They talk about not being able to return to their homelands, about wanting to be accepted as Americans, and about the fear of living in the shadows. Their narratives are presented in an order that creates a sense of a young immigrant’s journey: departure, crossing, arrival, alienation, and attempts at claiming a new home. It has been a decade since the DREAM Act was first introduced. How much longer will we ask them to wait?

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    Fall 2011 Issue

    Abstracts

    Immigration, Youth, and Education
    Editors’ Introduction
    Soojin S. Oh and North Cooc
    The Power of Context
    State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States
    Alexandra Filindra, David Blanding, and Cynthia Garcia Coll
    Growing Up in the Shadows
    The Developmental Implications of Unauthorized Status
    Carola Suárez-Orozco, Hirokazu Yoshikawa, Robert T. Teranishi, and Marcelo M. Suárez-Orozco
    “Because We Feel the Pressure and We Also Feel the Support”
    Examining the Educational Success of Undocumented Immigrant Latina/o Students
    LAURA E. ENRIQUEZ
    Things I’ll Never Say
    Stories of Growing Up Undocumented in the United States
    INGRID HERNANDEZ, FERMÍN MENDOZA, MARIO LIO, JIRAYUT LATTHI, and CATHERINE EUSEBIO Educators for Fair Consideration
    Undocumented to Hyperdocumented
    A Jornada of Protection, Papers, and PhD Status
    AURORA CHANG
    Whose Deficit Is This Anyhow?
    Exploring Counter-Stories of Somali Bantu Refugees’ Experiences in “Doing School”
    LAURA A. ROY and KEVIN C. ROXAS
    Toward a Pedagogy of Acompañamiento
    Mexican Migrant Youth Writing from the Underside of Modernity
    ENRIQUE SEPÚLVEDA III
    Elementary Forms of Cosmopolitanism
    Blood, Birth, and Bodies in Immigrant New York City
    Maria Kromidas

    Book Notes

    Immigrants Raising Citizens
    Hirokazu Yoshikawa

    Balancing Acts
    Natasha K. Warikoo