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This article traces a community-based participatory action research (CBPAR) project which engaged local non-profits and the immigrant community in Flint, Michigan, USA, to identify areas for growth in support of local immigrant-background residents. Collaborative data-gathering began in 2015 with the creation of a community asset map which outlined existing services available to immigrants, as well as potential areas for growth. This was followed by a series of linguistically and culturally sensitive focus groups with immigrant-background participants. The use of CBPAR was foundational to this study because it engaged the local community in the needs analysis process and resulted in the development of grassroots ESOL programming. The article outlines steps and recommendations for community-based participatory ESOL needs analysis that can be applied to other geographical regions and ESOL programmes.

Undocu/DACAmented youth continue to face exclusionary policies and educational environments that deter their postsecondary education trajectories. This research draws from 32 interviews with parents and undocu/DACAmented youth in Michigan. Of particular interest were participants' experiences with postsecondary education access since this is one of the first blocked normative rites undocu/DACAmented youth confront. The theory of liminal legality is used to frame how DACA has created a liminal status for undocu/DACAmented youth that largely results in illusory postsecondary education aspirations and continues to restrict their postsecondary access. The findings reveal undocu/DACAmented youth encounter some possibilities coupled with numerous impossibilities that shape their higher education trajectories. These challenges were more pronounced since President Trump ordered an end to the DACA program. Implications of this investigation are significant given the current sociopolitical landscape and threatened well-being of over 700,000 DACA recipients.