La presentación se realizará en español

In this presentation I will discuss the effects of the immigration policy in the lives of immigrant children and native born American children of undocumented immigrants.
Undocumented Latino immigrants in the United States are not a discrete group; a substantial proportion of them live in so-called “mixed-status” families. Differences in migratory status put at risk the security of the entire family as well as the family member who is undocumented.
This paper seeks to highlight the impact of changing immigration policy on the daily lives of undocumented youth by relating and analysing the experiences of two groups of young people from mixed-status families. First, we examine DACA (Deferred Action for Childhood Arrivals 2012) recipients, to explore how this group is faring after the fifth anniversary of that program. Second, we examine another group, so far rarely studied, the American-born children of undocumented Latino parents, to ascertain how they are being affected by a renewed wave of deportations and the recent (June 15, 2017) rescindment by President D. Trump of DAPA (Deferred Action for Parents of Americans and Lawful Permanent Residents), a program originally proposed by President B. Obama.
For the first group DACA young children the data is collected from Focus Groups and interviews in different campus in the state of Maryland and interviews with lawyers, activists and non-profit organization dedicated to support DACA children and youth.For the second groups immigrant children and native-born children of undocumented parent the data comes from and ongoing project oriented to find programs that enhance student’s outcomes and gives emotional and psychological support to children that are being affected by the fears of deportation of their parents or siblings. As our experience indicates these children faced many challenges in school long before to be tormented with the fears of deportation of their relatives.
Latino immigrant or US-born children of Latino Immigrants have been characterized as a group with low academic performance and high rates of dropouts. The literature on this problem has usually associated the lower performance of Latino immigrant students with lack of English proficiency, lower family socioeconomic status, early poor educational experiences of the children (before immigration), the type of neighborhood and the socioeconomic characteristics of a school’s catchment (Soares Orozco 2015). Multiple students identified Latino immigrant students who are English learners as "the most segregated of all minority students in U.S. schools" (Fallis and Arias 2007: 19). Another interpretation was suggested by Girdling and Poggio (2011 and 2012), who found that the primary reason for the poor academic performance and behavioral problems of Mexican and Central American children in US classrooms was not low proficiency in English (although this may be a factor) but more likely the long years of separation of the children from their parents.
In recent years the literature on the effects of parental deportation on students’ school performance and behavior shows that, after the deportation, students left behind experience significant economic hardship, unemployment and worse health. When parents (or other family members) were deported, the children were observed to be fearful and prone to crying more than children whose parents were not deported. Teachers also have reported school absenteeism and behavioral problems in children whose parents have been arrested or deported. (Chaudry, Randy, Pedroza, Castaneda, Santos and Scott, 2010)
Our research contributes to expand the knowledge of all factors affecting academic excellence and adjusted behavior among Latino immigrant children and native-born children of undocumented immigrants. We collected more information on the experience of children and their families and the contextual situation of their neighborhood. This information will be analyzed and contrasted with the study of Programs used in other schools in the country and internationally to improve academic efficiency among immigrant children.

The project is mixed-methods, multidisciplinary and community-based. The project is mixed-methods because it combines quantitative analysis, qualitative analysis and digital story-telling. It is multidisciplinary because it relies on the collaboration of researchers from Economics, Political Science, Sociology and Latin American Studies. It is community-based because researchers and community members (school staff) have participated on equal footing in the formulation of the research questions and will continue to collaborate in the execution of the project and dissemination of results.
REFERENCES

Bilgili, Ö. 2017. “The “CHARM” Policy Analysis Framework: Evaluation of Policies to Promote Immigrant Students’ Resilience.” OECD Education Working Papers, n. 158, Paris: OECD Publishing.
Borjas, George. 2017. “The labor supply of undocumented immigrants,” Labour Economics 46, pp.1-13.
Cardwell, J. and K. Arango. 2017. "The Changing Face of Students: Meeting Language, Academic, and Social Needs of Recent Immigrant Youth." Cambio de Colores / Change of Colors Conference Proceedings, pp. 47-50. Cambio Center at the University of Missouri.
Chaudry, Ajay, Randy Capps, Juan Manuel Pedroza, Rosa Maria Castaneda, Robert Santos and Molly Scot. 2010. Facing Our Future: Children in the Aftermath of Immigration Enforcement. The Urban Institute.
Faltis, C. and B. Arias. 2007. "Coming Out of the ESL Ghetto: Promising Practices for Latino Immigrant Students and English Learners in Hypersegregated Secondary Schools." Journal of Border Educational Research 6:2, pp. 19-35.
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