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“Why we could not study:” The gendered enrollment barriers of 1.25 generation immigrants

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  • Diaz-Strong, Daysi Ximena

Abstract

This paper examines the barriers to school enrollment experienced by 1.25 generation Mexican and Central American immigrants who are undocumented. Arriving between the ages of 13 to 17, a segment of 1.25 generation youth never enroll in traditional K-12 schooling in the United States. Existing literature shows that work demands conflict with traditional U.S. schooling and that lack of information presents barriers to enrollment. I build on existing knowledge by showing that these barriers are gendered. Consistent with existing studies, I find economic needs push 1.25 generation men into low-wage work rather than school. Paid work demands, however, was not the main barrier encountered by 1.25 generation young women. Rather, providing unpaid care work along with lack of information and support kept young women out of school. Ultimately, I urge stakeholders to expand how we think about the work demands keeping 1.25 generation youth out of schooling and call for more targeted supports to address their enrollment barriers.

Suggested Citation

  • Diaz-Strong, Daysi Ximena, 2021. "“Why we could not study:” The gendered enrollment barriers of 1.25 generation immigrants," Children and Youth Services Review, Elsevier, vol. 122(C).
    • Handle: RePEc:eee:cysrev:v:122:y:2021:i:c:s0190740920323112
    DOI: 10.1016/j.childyouth.2020.105889
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    References listed on IDEAS

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    1. Vidal de Haymes, Maria & Avrushin, Adam & Coleman, Deidra, 2018. "Educating unaccompanied immigrant children in Chicago, Illinois: A case study," Children and Youth Services Review, Elsevier, vol. 92(C), pages 77-88.
    2. Diaz-Strong, Daysi X. & Ybarra, Marci A., 2016. "Disparities in high school completion among Latinos: The role of the age-at-arrival and immigration status," Children and Youth Services Review, Elsevier, vol. 71(C), pages 282-289.
    3. Elizabeth Ackert, 2017. "Determinants of Mexican-Origin Dropout: The Roles of Mexican Latino/a Destinations and Immigrant Generation," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 36(3), pages 379-414, June.
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    Cited by:

    1. Tani, Massimiliano & Xu, Lei & Zhu, Yu, 2021. "The impact of an un(der)funded inclusive education policy: Evidence from the 2013 China education panel survey," Journal of Economic Behavior & Organization, Elsevier, vol. 190(C), pages 768-784.

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