There are eleven million undocumented immigrants living in the United States. Approximately two million are young people under the age of twenty-four. Although they came to the United States as children and were essentially raised and educated here, they remain without a pathway to legal permanent citizenship. Relatively little is known about the experiences of undocumented immigrant young people who are growing up and living their daily lives in the United States. They are busy going to school, taking care of their families, and working demanding jobs, while also trying their best to pursue their hopes and dreams. Although they were born in other countries, they are being incorporated into U.S. society as young adults. Institutions, such as the U.S. immigration enforcement regime, present legal challenges for undocumented immigrants, while restrictive economic and social structures affect their participation in the economy and society. The study fills a gap in the immigration literature by examining the experiences and perspectives of a specific community: young undocumented immigrants and their families from Central America who are currently residing in New York City. The purpose of this study was to understand how higher education and employment aspirations are influenced by various factors, particularly the limitations of illegality, but also class and racism (nativism). Data was collected through in-depth interviews, written assignments, a focus group, and observations with undocumented immigrant Latina/o young people and their families, and analyzed using Undocumented Critical Theory framework and qualitative methods. The study found that these undocumented immigrant Latina/o young people are extremely motivated to achieve their hopes and dreams; however, they experience challenges due to structural barriers which prevent them from freely participating in all areas of society, which consequently shapes their higher education and employment aspirations. Participation is limited due to their undocumented status, but also because of their socioeconomic background, their race and ethnicity, their family background, their educational experiences, and even their language skills. Nevertheless, the undocumented immigrant young people in this study found creative, alternative ways to assert their sense of belonging. They found ways to negotiate and navigate their situations as they transitioned into adulthood and strove to meet certain rites of passage, such as graduation. The family played an important role in shaping undocumented immigrant young people's everyday experiences, as well as their aspirations for the future. In particular, parental "sacrificios" motivated their children to succeed as a way to take care of their families and honor their parents' hard work. Parents passed down the importance of hard work, which was highly valued in this community. Despite the presence of structural barriers, the participants in this study had internalized ideas about the American dream and the importance of working hard to achieve success, which in turn shaped their perspectives and decision-making behaviors. Although they did not go to college or university after graduation, they had plans to do so in the future. In the meantime, many wanted to go to language schools after high school. They also wanted to pursue different careers, especially entrepreneurship. They believed this career pathway would enable them to achieve their long-term goals. These alternative pathways provide a space for undocumented immigrants to practice a sense of belonging in this country, given this challenging context of reception. Ultimately, this study argues that undocumented immigrant young people's experiences of illegality are informed by immigration policies, but also the structural barriers they experience throughout their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]