Dr. Diaz-Strong’s immigrant background has shaped her professional and research interests in education and immigration. For various years, she worked in the community college system developing and implementing programs to improve the success of underrepresented students, and her research focuses on the experiences of Latinx undocumented immigrants and the impact of immigration policy on their educational and developmental trajectories.
Educational outcomes and experiences of Latinx undocumented immigrants
Developmental trajectories of Latinx undocumented immigrants
Impact of immigration policy on immigrants and immigrant families
Identity development of immigrant populations
SocW 410 Human Behavior and the Social Environment
Diaz-Strong, D. X. (2021). “When did I stop being a child?” The subjective feeling of adulthood of Mexican and Central American 1.25 generation immigrants. Emerging Adulthood. https://doi.org/10.1177/2167696821992141
Canizales, S., and Diaz-Strong, D. X. (2021), “Undocumented childhood arrivals in the U.S.: Widening the frame for research and policy,” Immigration Initiative at Harvard Issue Brief Series no. 11. Cambridge MA: Harvard University.
Diaz-Strong, D. X. (2021). “She Did Not Find One That Was for Me”: The College Pathways of the Mexican and Central American Undocumented 1.25 Generation. Harvard Educational Review, 91(1), 83-108. https://doi.org/10.17763/1943-5045-91.1.83
Diaz-Strong, D. X., Roth, B. J., Velazquillo, A., & Zuch, M. (2021). Social Work Research on Immigrants: A Content Analysis of Leading Journals from 2007 to 2016. Social Work. https://doi.org/10.1093/sw/swab004
Diaz-Strong, D. X. (2020). “Why we could not study:” The gendered enrollment barriers of 1.25 Generation Immigrants. Children and Youth Services Review, 122. https://doi.org/10.1016/j.childyouth.2020.105889
Diaz-Strong, D. X. (2020). “Estaba bien chiquito” (I Was Very Young): The Transition to Adulthood and “Illegality” of the Mexican and Central American 1.25 Generation. Journal of Adolescent Research. https://doi.org/10.1177/0743558420933231
Diaz-Strong, D.X., & Ybarra, M. (2016). Disparities in high school completion among Latino childhood arrivals: The impact of the age-at-arrival and immigration status. Children and Youth Services Review, 71, 282-289.
Diaz-Strong, D., Gomez, C., Luna-Duarte, M., & Meiners, E. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10 (2), 107-119.
Diaz-Strong, D., Gomez, C., Luna-Duarte, M.E., Meiners, E.R., & Valentin, L. (2009). Organizing tensions: From the prison to the military industrial complex. Social Justice, 36 (2), 73-84.
Diaz-Strong, D., & Meiners, E. (2007). Residents, alien policies, and resistances: Experiences of undocumented Latina/o students in Chicago’s colleges and universities. InterActions: UCLA Journal of Education and Information Studies, 3 (2).
Books and Book Chapters
Diaz-Strong, D., Luna-Duarte, M., Gomez, C.*, & Meiners, E.R.* (2014). Too close to the work/There is nothing right now. In M. T. Winn, & D. Paris (Eds.), Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities. Thousand Oaks, California: Sage Publications.
Diaz-Strong, D., Gomez, C., Luna-Duarte, M., & Meiners, E.* (2012). Undocumented Latino youth strategizing for access to higher education. In P. Noguera, A. Hurtado & E. Fergus (Eds.), Understanding the Disenfranchisement of Latino Males: Contemporary Perspectives on Cultural and Structural Factors. New York: Routledge.
Children and Youth Services Review
Journal of Community Practice
Journal of Adolescent Research
BA, National-Louis University
MA, Northeastern Illinois University
MSW, University of Chicago
PhD, University of Chicago
Society for Social Work and Research (SSWR)
American Educational Research Association (AERA)
Society for the Study of Emerging Adulthood (SSEA)