Counseling Psychology master's degree project. Hopefully, it will give people a notion of the importance of immigrants in the state of Massachusetts. This is an attempt to advocate for the career development needs of this oppressed minority living amongst US.

1. Career and Vocational Counseling
Career Counseling for
Undocumented Latinos
in Massachusetts
By Giovana Lippi

2. Abstract
The Latino population has the fastest-growing percentage of all immigrants’ population
in the US. The state of Massachusetts is dependent on the influx of immigrants for all of its
population growth, offsetting the loss of domestic relocating workers. Massachusetts has a low
rate of labor force growth and to sustain the state’s ability to maintain a healthy economy,
immigrants became a critical source of the labor force.
The English-speaking proficiency and formal educational attainment of adult immigrants
are strongly associated with their labor force participation. Latino immigrants range from
undocumented struggling with homelessness and poverty to educated and naturalized U.S.
citizens. Lack of legal status prevents immigrants from pursuing higher education, impact their
everyday lives by living in fear of deportation and keep them at unsatisfactory, low paying and, in
a lot of cases, hazardous conditions jobs.
The role of the counselor is very important as an agent for social advocacy, resources
and services referral. Undocumented immigrants are stigmatized, criminalized, living
underground and in great need of allies, social capital, guidance, and opportunity to recover their
lost dignity. Career counseling for undocumented immigrants need to be grounded on cultural
competence, resourcefulness and a social justice advocacy framework.

3. Facts and Statistics of Immigrants in MA
• From 2000 to 2004, 172,054 new immigrants entered the Bay State. Without these immigrants, the
population of Massachusetts would have shrunk.
• Latino population has the fastest growing percentage of all immigrant populations in the US.
Representing almost 50% of all immigrants population by region of birth in 2004.
• In the 2010 Decennial Census, 627,654 Latinos resided in the state of Massachusetts.

4. Of the immigrants who
arrived between 2000
and 2004, 47.3% were
from Latin America and
the Caribbean and
another 23.1% were
from Asia. From 2000
to 2003, nearly 1 out of
5 immigrants (19%)
was Brazilian.

5. Nearly 30% of adult immigrants have at
least a college degree.
Immigrants are more than three times as
likely as native-born adults to lack a high
school diploma (29% vs. 8%).

6.  The average earnings of an immigrant
college graduate are $40,179
compared with $14,687 for immigrant
high school dropouts.
 Seventy-one percent of adult
immigrants in Massachusetts are not
prepared for the knowledge economy.
245,161 immigrants either lack a high
school diploma or have limited
English-speaking skills.
Another 221,986 immigrants lack the
literacy skills needed in today’s
economy.

7. Since 1980, the overall share of
immigrants who only speak English at
home decreased from 35.1% to 20.6%,
While the share with limited English-
speaking skills increased from17.5% to
21.5%.
From 1980 to 2000, the number of
immigrants with limited English skills
increased by almost 92,000 people.

8. What defines undocumented immigrants?
“An undocumented immigrant is a person who has either (a) migrated from their nation of
origin to a different nation without legal documentation or (b) entered a nation with legal
documentation that has since expired, and is currently residing in that nation without legal
documentation (e.g., entering with and overstaying a tourist visa).”
Most immigrants come to the U.S. via family sponsorship, given the competitiveness of the
program and restrictions on employers to sponsor foreign employees. Few immigrants
qualify for refugee or temporary protected status. Those who are unable to obtain entrance
via these restricted channels may find themselves as undocumented, without a pathway to
normalizing their immigration status.
“Immigrants contribute to a range of industries, being most numerous in health care, social
assistance, manufacturing, accommodation and food services, retail trades, construction,
business owners and self-employed”.
(Cadenas, 2019)
What are they doing here?

9. Why did you immigrate? Why don’t you go back?
Whether someone can track family members living in the United States as far
back as the time before Mexican-American war and they wish to reunite or they are
fleeing violence and poverty in Central or South America, immigrants are motivated
by a strong need in order to migrate and those need are not seen or understood.
Some people could foresee and account for the struggles inherent to the
immigrant life before they migrate, others had no way of understanding the reality
of becoming an immigrant and the toll it takes on self-identity, belonging, and
mental health. How can immigrants be blamed for the circumstances of their lives
that led them to resort to migration?
* Reflection based on my immigrant experience and those of people I know.

10. What determines your immigration status?
You overstaying your tourist visa because your travel money was over, you accepted a job
opportunity and met your significant other.
Decisions your parents took on your behalf that led you to grow up in a country in which laws
prevent you from pursuing education beyond a High School diploma.
Your visa being denied from US embassy, which led you to cross the border, with your child, by
foot, to reunite with your partner who has been farm worker for years and did not have the social
capital, legal or financial means to legally sponsor your entry in the country.
Exposure to extreme poverty and violence that led you to close a deal with the “coyote” to
“safely” cross you to the other side of the border, but you experienced physical, sexual, moral
and verbal violence and spend years hard working in low paying jobs to pay for the remaining
part of the deal for fear of endangering your family that stayed in your home country.
* Questions based on answers from people I personally know or read about their immigrant story.

11. Why should you have any citizen’s rights in a
different country then the one you were born?
Undocumented immigrants are the most vulnerable amongst the diverse community of
immigrants in the U.S. The barriers that prevent them from finding a pathway to legalization, lead
them to have lower vocational expectations, exploitive underworld work conditions with little to no
labor protection.
Present government has normalized an aggressive and xenophobic narrative about immigrants,
made multiple changes to immigration policy, including: separating children from families at the
border, ending the DACA program, travel bans targeting Muslim-minority, changing rules for
refugees seeking asylum and proposing to end family based and employment-based migrations.
This changes have fostered sharp increase in mental health distress impacting the entirety of the
immigrant community.
Research documents the high prevalence of trauma and PTSD, depression, anxiety and
demoralization, marginalization, disempowerment, and inhumane experiences of immigrants.
(Cadenas, 2019)

12. The mental health toll of being undocumented
https://youtu.be/qVj2JxbmKQU

13. Primary Career Barriers
Economic Constraints,
Social Oppression,
English Proficiency,
Limited Mobility (no driver’s license)
Lack of Access to Higher Education (Ineligibility for in-state tuition)
Lack of Access to State-based Social Services
Lower Vocational Expectations
Exploitive Underworld Work Conditions with Little to no Labor Protection.
Mental Health Issues
Limited to no Social Capital Access
Lack of Resources and Guidance
(Autin et.al. 2018)

14. Potential Sources of Resource
Social support,
Public policy changes,
Institutional support,
Connection to other undocumented immigrants.
Relationships with supportive adults,
Inclusion in advanced programs in secondary school,
Relationships with high-achieving classmates,
Extracurricular involvement
(Autin et.al. 2018)

15. Psychology of work theory, helps to understand the career development of
undocumented immigrants because it “actively seeks to explain work outcomes for
people who are not traditionally represented in vocational theory and research”.
Analyzing economic constraints and marginalization experiences of undocumented
immigrants helps to understand the levels of perceived freedom of choice in one’s
career (work volition) and career adaptability, which predicts ability to obtain decent
work, well being at work and in general. This theory can help career counselor to
identify moderating variables such as social support, critical consciousness and
proactive personality which helps to attenuate the negative impact economic constraints
and experiences of marginalization of undocumented immigrants.
(Autin et.al., 2018)
Theoretical Framework

16. Theoretical Framework (cont.)
SOCIAL COGNITIVE CAREER THEORY
(SCCT)
SCCT can be a useful framework for career
practitioners dealing with undocumented
immigrants due to its focus on examining
relationships between cultural/environmental
factors and vocational outcomes. Focusing on
three cognitive variables: self-efficacy, outcome
expectations, and personal goals, it empower
individuals in their career decisions. It helps
individuals identify the influences of cultural
background and learning experiences in career
expectation, interest, goals and outcome.
(Kantamneni, 2018)
KRUMBOLTZ’ S LEARNING THEORY
Krumboltz planned happenstance theory suggest
that indecision can sometimes be desirable and
sensible, as it allows the opportunity for clients to
benefit from unplanned events. This theoretical
approach can be helpful to teach how to take
advantage of unexpected events by actively
engaging in tasks that helps generate unplanned
career opportunities. Undocumented immigrants
can benefit from being open and creative to new
opportunities as they plan and open their
entrepreneur endeavors.
(Krumboltz, Foley, cotter 2013)

17. Theoretical Framework (cont.)
Due to the many barriers and social oppression experienced by
undocumented Immigrants, it is key for career development practitioners to adopt
a Social Justice Advocacy Framework in order to engage in meaningful
career development work with this population. Career counselors can develop
and use advocacy competencies that would really make a difference in the lives
of undocumented immigrants.

18. Intervention through advocacy competencies
Client/Student Empowerment - Establish trust, “communicate safety and ally-ship to immigrants”.
Use cultural humility, “display curiosity and not expertise about immigrant’s culture”. Support defining
their strengths and “seeing culture as protective asset, rather than as weakness”. “Helping connect
with resources and creating a self-advocacy plan”.
Client/student Advocacy - Careers practitioners acknowledge their position of power and privilege
(cultural and or institutional). Use this awareness to inform decision makers about the needs of
immigrants.
Community Collaboration - Career practitioner can expand their roles and connect to
communities/institutions serving immigrants to offer their expertise and skills to advocate immigrants
needs.
Systems Advocacy - Career practitioners encourage institutions to create policies, processes,
programs and services that are responsive to the career needs and barriers experienced by
immigrants.
Public Information - Educating the public about issues related to immigrants career development.
Social/Political Advocacy in Public Arena - Encourage institutions and groups to draft public
statements related to specific policies that are detrimental or beneficial to immigrants.

19. Interventions
Exploring the person’s career and work background
Examining the contextual factors dealing with a career transition
Building knowledge about career options
Discussing how to obtain and maintain a job
Exploring cultural norms about work
Developing work-related intercultural competence
Discussing opportunities for work and education
Balancing work and family life
Attending to individual and systemic facilitators and barriers of
work and career goals
 (Yakushko et al., 2008)

20. Recommendations
● Career counselors must aim to be culturally competent in order to attend to the
needs of undocumented immigrants.
● Work on building a trusting and safe relationship with the client.
● Coach beyond your comfort zone. Develop and apply social justice advocacy
competencies.
● Get involved with the community
● Be current with the local resources and support network available to this
population.
● Fill-in the need for social capital becoming the bridge between this population
and the social network they lack.
(Cadenas, 2019)

21. Resources
The Dream is Now Documentary COMING SOON - http://www.thedreamisnow.org
Scholarship resources for illegal immigrants - https://eoss.asu.edu/access/dreamzone/resources/scholarships
International Education - Global Students - https://www.nafsa.org/connect-and-network/nafsa-regions/region-xi
Employment Information for Undocumented Workers - https://www.masslegalhelp.org/employment-
unemployment/getting-paid/undocumented-workers
Jobs with employers committed to diversity - https://www.diversityemployers.com/
MIT Office of Minority Education - promote academic excellence, build strong communities, and develop
professional mindsets among students of underrepresented minority groups, with the ultimate goal of
developing leaders in the academy, industry, and society. - https://ome.mit.edu/
Immigrants Rising - empower undocumented young people to achieve educational and career goals through
personal, institutional and policy transformation. - https://immigrantsrising.org/
MIRA Massachusetts Immigrants and Refugees Advocacy Coalition - All immigrants and refugees are
empowered to fully participate in their communities’ social, economic and civic life and advocate for themselves.
- https://www.miracoalition.org/
 Undocumented Students Career Guide -
http://career.sa.ucsb.edu/files/docs/handouts/UndocumentedStudentsCareerGuidePRINT_UPDATED.pdf

22. Resources (cont.)
United we Dream - IS THE LARGEST IMMIGRANT YOUTH-LED COMMUNITY IN THE COUNTRY
https://unitedwedream.org/
The Hispanic Alliance for Career Enhancement (HACE) is a national non-profit dedicated to the employment,
development, and advancement of current and aspiring Latino professionals. - https://www.haceonline.org
LATIN BUSINESS ASSOCIATION “Building Economic Wealth and Opportunity for Latin Business and the
Community” - https://www.lbausa.com/
DREAMzone - Cadenas - Is a four-hour professional development training for schools. DREAMzone
encompasses four learning outcomes: (a) awareness of one’s thoughts and feelings regarding undocumented
students, (b) knowledge of laws and policies affecting the experiences of undocumented students, (c) direct
contact with undocumented students, and (d) skills, practices, and resources for working with undocumented
students. - https://eoss.asu.edu/access/dreamzone
Massachusetts Immigrant and Refugee Coalition(MIRA): Their mission is to promote the rights of immigrants
and refugees through education and training, leadership development, institutional organizing, strategic
communications, policy analysis and advocacy.https://www.miracoalition.org
Greater Boston Legal services: Represent prioritized clients and cases before the U.S. Department of
Homeland Security (including U.S. Citizenship and Immigration Services (USCIS) and U.S. Immigration and
Customs Enforcement (ICE)), the U.S. Department of Justice (including the Executive Office for Immigration
Review (EOIR) and federal courts https://www.gbls.org/our-work/immigration

23. References
Autin, K. L., Duffy, R. D., Jacobson, C. J., Dosani, K. M., Barker, D., & Bott, E. M. (2018). Career development
among undocumented immigrant young adults: A psychology of working perspective. Journal of counseling
psychology, 65(5), 605.
Cadenas, G. (2019). ADVOCACY IN CAREER DEVELOPMENT WITH IMMIGRANTS.Career Planning and Adult
Development Journal, 34(4), 7-20. Retrieved from https://ezproxyles.flo.org/login?url=https://search-proquest-
com.ezproxyles.flo.org/docview/2251595198?accountid=12060
Kantamneni, N., Dharmalingam, K., Orley, G., & Kanagasingam, S. K. (2018). Cultural factors, perceived barriers,
and Asian American career development: An application of social cognitive career theory. Journal of Career
Assessment, 26(4), 649-665.
Krumboltz, J. D., Foley, P. F., & Cotter, E. W. (2013). Applying the Happenstance Learning Theory to Involuntary
Career Transitions. Career Development Quarterly, 61(1), 15-26

24. Migration Policy Institute (MPI) analysis of U.S. Census Bureau data from the pooled 2012-16 American
Community Survey (ACS) and the 2008 Survey of Income and Program Participation (SIPP) -
https://www.migrationpolicy.org/data/unauthorized-immigrant-population/state/MA
Morrison, S. S., Walley, C. T., Perez, C. P., Rodriquez, S., Halladeen, I., & Burdier, V. (2016). School counselors
working with undocumented students. VISTAS online: Ideas and research you can use.
Yakushko, O., Backhaus, A., Watson, M., Ngaruiya, K, & Gonzalez, J. (2008). Career development concerns of
recent immigrants and refugees. Journal of Career Development, 34, 362-396.
Sum, Andrew, Ishwar Khatiwada, Johan Uvin, Dana Ansel, Paulo Tobar, Frimpomaa Ampaw, Sheila Palma, Greg
Leiserson. 2005. The Changing Face of Massachusetts. Massachusetts Institute for a New Commonwealth, Center for
Labor Market Studies of Northeastern University. June 2005.
http://www.mcae.net/documents/changing_face_report.pdf
Storlie, C. A. (2016). Exploring school counselor advocacy in the career development of undocumented Latino
youth. Journal for Social Action in Counseling & Psychology, 8(1), 70-88.
References (cont.)