This article draws from a 23-month ethnographic study of mixed-status Mexican families living in the New Latino Diaspora to examine how citizenship status impacts undocumented parents' and children's participation in everyday activities. Specifically, the analysis illustrates how mothers and sons in two families negotiate school and home definitions of citizenship during Homework Completion Routines. During this recurrent educational activity, family members socialized one another to identities that were inextricably linked to migratory status. [language socialization, citizenship, participation, homework, report cards]
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