A Content Analysis of the Contributions in the Narratives of DACA Youth

Darlene Xiomara Rodriguez, Sanjuana C. Rodriguez, Banti C. V. Zehyoue

Abstract


This study utilized cultural community wealth (Yosso, 2005) to explore the ways in which Deferred Action for Childhood Arrivals (DACA) youth make use of social media. Through the use of content analysis (Hay, 2005), the authors analyzed social media interviews publicly posted by DACA youth. Findings reveal that DACA youth engage in social media as a form of activism and to mobilize their communities. The findings support and extend our understanding of the ways that DACA youth are an asset to the wider community. Implications for those working with DACA youth are provided. 


Keywords


DACA; content analysis; social media; activism; cultural community wealth

Full Text:

PDF

References


Baker, B. (2018). Estimates of the illegal alien population residing in the United States: January 2015. Retrieved from Department of Homeland Security website: https://www.dhs.gov/sites/default/files/publications/18_1214_PLCY_pops-est-report.pdf

Department of Homeland Security, U.S. Citizenship and Immigration Services. (n.d.). Consideration of deferred action for childhood arrivals. Retrieved from https://www.uscis.gov/archive/consideration-deferred-action-childhood-arrivals-daca

Dragojevic, M., Sink, A., & Mastro, D. (2017). Evidence of linguistic intergroup bias in US print news coverage of immigration. Journal of Language and Social Psychology, 36(4), 462-472. doi:10.1177/0261927X16666884

Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the United States. American Behavioral Scientist, 57, 1174-1199. doi:10.1177/0002764213487349

Gonzales, R.G., & Terriquez, V. (2013). How DACA is impacting the lives of those who are now DACAmented: Preliminary findings from the National UnDACAmented Research Project. Retrieved from American Immigration Council website: https://www.americanimmigrationcouncil.org/research/how-daca- impacting-lives-those-who-are-now-dacamented

Hay, I. (Ed.) (2005). Qualitative research methods in human geography. Oxford, UK: Oxford University Press.

Hope, E. C., Keels, M., & Durkee, M. I. (2016). Participation in Black Lives Matter and deferred action for childhood arrivals: Modern activism among Black and Latino college students. Journal of Diversity in Higher Education, 9(3), 203. doi:10.1037/dhe0000032

Hultin, S. (2015, October 29) Undocumented student tuition: Overview, National Conference of State Legislatures. Retrieved from http://www.ncsl.org/research/education/undocumented-student-tuition-overview.aspx#.

Mastro, D., Tukachinsky, R., Behm-Morawitz, E., & Blecha, E. (2014). News coverage of immigration: The influence of exposure to linguistic bias in the news on consumer's racial/ethnic cognitions. Communication Quarterly, 62(2), 135-154. doi:10.1080/01463373.2014.890115

May, S. F., Flores, L. Y., Jeanetta, S., Saunders, L., Valdivia, C., Arévalo Avalos, M. R., & Martínez, D. (2015). Latina/o immigrant integration in the rural midwest: Host community resident and immigrant perspectives. Journal of Latina/o Psychology, 3(1), 23. doi:10.1037/lat0000029

McWhirter, E. H., Ramos, K., & Medina, C. (2013). ¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students’ future expectations. Cultural Diversity and Ethnic Minority Psychology, 19(3), 288. doi.org/10.1037/a0031814

Nicholls, W. J., & Fiorito, T. (2015). Dreamers unbound: Immigrant youth mobilizing. New Labor Forum, 24(1), 86-92. doi:10.1177/1095796014562234

Núñez, A. M. (2014). Employing multilevel intersectionality in educational research: Latino identities, contexts, and college access. Educational Researcher, 43(2), 85-92. doi:10.3102/0013189X14522320

Pérez, W. (2012). Americans by heart: Undocumented Latino students and the promise of higher education. New York, NY: Teachers College Press.

Plyler v. Doe, 457 U.S. 202 (1982).

Salas, K. M., Preciado, H., & Torres, R. (2016). Deferred action for childhood arrivals (DACA) and student success in higher education. In H.D. Romo & O. Mogollon-Lopez (Eds.), Mexico migration to the United States: Perspectives from both sides of the border (pp. 140-158). Austin: University of Texas Press.

Saraisky, N. G. (2015). Analyzing public discourse: Using media content analysis to understand the policy process. Current Issues in Comparative Education 18(1), 26-41.

Suárez-Orozco, C., Yoshikawa, H., Teranishi, R. T., & Suárez-Orozco, M. M. (2011). Growing up in the shadows: The developmental implications of unauthorized status. Harvard Educational Review, 81(3), 438-472. doi:10.17763/haer.81.3.g23x203763783m75

Villalpando, O., & Solórzano, D. (2005). The role of culture in college preparation programs: A review of the research literature. In Z. B. Corwin, J. Colyar, & W. G. Tierney (Eds.), Preparing for college: Nine elements of effective outreach (pp. 13–28). Albany: State University of New York Press.

Watts, R. J., Diemer, M. A., & Voight, A. M. (2011). Critical consciousness: Current status and future directions. In C. A. Flanagan & B. D. Christens (Eds.), Youth civic development: Work at the cutting edge. New Directions for Child and Adolescent Development, 2011(134), 43–57. doi:10.1002/cd.310

Williams, K. M. (2016). Black political interests on immigrant rights: Evidence from Black newspapers, 2000–2013. Journal of African American Studies, 20(3-4), 248-271. doi:10.1007/s12111-016-9330-8

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91.




DOI: https://doi.org/10.5195/jyd.2019.682

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Darlene Xiomara Rodriguez, Sanjuana C. Rodriguez, Banti C. V. Zehyoue

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.