UC Irvine

Prior research has established that undocumented students experience structural marginalization which compromises their access, retention, and success in higher education. Building on this work, this study turns attention to their academic engagement, an important intermediary outcome. Using survey data collected from 1,277 undocumented undergraduate students attending California 4-year public universities, we examine the extent to which legal vulnerability, campus climate, and resource use are associated with positive and negative academic engagement. Findings reveal the sustained role of campus environment, as positive perceptions of campus climate are associated with positive engagement and negative perceptions with negative engagement. Use of various campus resources tends to be associated with increased positive engagement and decreased negative engagement. Only financial legal vulnerabilities are associated with negative engagement and are not associated with positive engagement. We contend that the campus environment plays an important role in fostering undocumented students’ academic engagement.