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The narrative highlights obstacles encountered along the way and the strategies used to overcome them, emphasizing how educators from early childhood to higher education can build support systems. It argues for culturally relevant and responsive pedagogy grounded in sociopolitical consciousness and students’ countries of origin to promote academic success and social justice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nDespite facing multiple challenges in obtaining a college degree, some immigrant students successfully navigate the US educational system. Learning about their experiences in our schools can help us identify and implement specific practices and policies that make schooling more rewarding for a large student population. The journey of a Guatemalan immigrant from elementary school to a 4-year university is described in this article. The obstacles she faced throughout are presented and ways in which hurdles were overcome are explained. Educators from kindergarten teachers to university professors are encouraged to learn about the context in which students emigrate to the US and the multitude of out-of-school factors that influence their educational achievement.  \nA Better Life  \nI’ll give you a better life, she said  \nShe had a dream we could all come to the US  \nShe took matters in her own hands  \nWe left everything we knew and I cried for many nights I confess  \nToday I’m here because she did what she said  \nNine years have passed and she is losing her strength She told me that when she looks at me, she could see herself But I can only hope one day I can be like her  \nA woman capable of leaving everything for her children A woman so proud of who she is  \nThe CATESOL Journal 28.2 • 2016 • 121  \nFor many years I was confused of who I was  \nAshamed of my ethnicity and my status One night while driving by Geneva Avenue I finally understood that I am Sandra  \nAn undocumented student  \nToday I can freely say I am a dreamer  \nI am Kaqchickel (Sandra)  \nIn this article I describe the educational journey of a Guatemalan  \nimmigrant woman from elementary school to a four-year univer  \nsity and detail obstacles she faced and the ways in which she overcame them. The purpose of this article is to illuminate the complex pathways immigrant students take in their educational journeys and to provide the reader a deeper understanding of school practices that are necessary in supporting immigrant students to become academically successful.  \nEducators are aware that economically disadvantaged immigrant students are educationally, politically, and socially disenfranchised in the US. Some immigrant parents may have escaped from violence and abject poverty in their home countries and it is also well documented that most immigrant parents enter the US in search of a better life, including better educational opportunities for their children (González, 2000) .  \nStudying a Guatemalan immigrant’s educational history is relevant for educators because her country of origin has had a close historical relationship with the US. A long-lasting civil war and decades of economic stagnation have forced many Guatemalans to flee their country. The Pew Hispanic Center (2013) reports that an estimated 1.3 million immigrants from Guatemala live in the US. Guatemalanshave obtained lower levels of education in the US with only 9% being able to graduate from college. The Pew Hispanic Center further reports that this group as a whole is economically and socially marginalized from mainstream America. In fact, the rate of Guatemalans living in poverty is significantly higher than that of the general population.  \nIn presenting the respondent’s social integration, academic achievement, and identity development, I hope to inspire educators, administrators, and policy makers to establish more appropriate support systems to bridge existing gaps across educational institutions. To better serve immigrant students and provide a more rewarding environment leading them to successfully obtain college educations, educators need to tear down walls and instead build bridges.  \nAs immigrants settle in the US, multiple obstacles prevent the vast  \n122 • The CATESOL Journal 28.2 • 2016  \nmajority of their children from obtaining college educations. Some of these families are undocumented and thus ","cbCaigbBDHOOBNTS","https://ap.wps.com/l/cbCaigbBDHOOBNTS","pdf",158888,"English","# Introduction\n## Purpose and significance for educators\n## Context: disadvantage, identity, and educational outcomes\n# Barriers and educational trajectory\n## Obstacles in accessing college\n## Role of community, family, and school support systems\n# Pedagogical approach\n## Culturally relevant pedagogy and sociopolitical consciousness\n## Extending the model with knowledge of students’ origins\n# Bridging gaps for success","[{\"question\":\"What is the article’s purpose regarding immigrant students’ education?\",\"answer\":\"The article aims to illuminate complex pathways immigrant students take and to help readers understand the school practices needed to support academic success.\"},{\"question\":\"Why does the author say educators should learn about immigrant students’ context?\",\"answer\":\"Educators are encouraged to understand the circumstances surrounding students’ emigration and the out-of-school factors affecting achievement, so they can establish appropriate support systems.\"},{\"question\":\"How does the article connect pedagogy to immigrant students’ success?\",\"answer\":\"It argues for culturally relevant and culturally responsive pedagogy with a critical, sociopolitical lens and suggests extending it by including knowledge of students’ countries of origin and historical events driving immigration.\"}]","Educational Resilience of an Undocumented Immigrant Student - Educators as Bridge Makers | PDF",1792086042]