Resisting Invisibility: Immigrant Youth in Higher Education

This study aims to explore the educational experiences of immigrant students in higher education through the lens of Social Identity Theory. The research was designed using a qualitative approach, with focus group interviews conducted with 15 immigrant students. The data were analyzed thematically. The findings reveal that students struggle to develop a sense of belonging in the school environment, face discrimination, and employ various coping strategies. Particularly, issues such as social invisibility, the us-them divide, and microaggressions negatively affect immigrant students' educational experiences. However, social solidarity networks and individual resilience mechanisms contribute to the students' adaptation process. The study's findings provide significant implications for inclusive educational policies and practices.