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Undocumented immigrant postsecondary students face myriad
challenges while pursuing a college education. Garcia focuses on
the experiences of nine students attending a public comprehensive
postsecondary institution in California to assess how different
types of social capital help students pursue a college education.
She demonstrates how students were wholly or partly reliant on
various types of social capital accessed before and during
matriculation. Three of the major findings are: institutional
agents were instrumental in developing students' social capital,
family- and peer-based social capital was important to students'
matriculation, and perceptions about immigration status affected
students' matriculation and social capital development.
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