Post-secondary education is often seen as critical to the ultimate goal of progressing up the socio-economic ladder. However, social inequality can impact academic success. Social inequality can be expressed through classism, obstacles and interruptions in the academic journey of low-income college students, racial isolation in schools, residential segregation, negative academic experiences, and differences in child development. This type of inequality establishes divisions of privilege where obtaining the “American Dream” is easier for some and harder for others. So how can children from lower class families break out of the poverty cycle when society treats them unequally? This study examines social inequality in families, social institutions, and post-secondary education. This research focuses on racial/ethnic minorities in the United States within the age range of 21-25 years old and explores questions related to their family, childhood experiences, and future goals. This work aims to emphasize the great importance of breaking down the inequality barriers of classism.

Immigrants experience many challenges prior to arriving in the United States and face ongoing challenges associated with migration and the assimilation process. Despite the multiple challenges and difficulties, immigrant people show enormous strength, courage, and self-determination. Resilience is defined as the process of moving forward from adversity, developing new skills and creative ways of coping and becoming stronger. I conducted a systematic literature review, using key terms such as immigrant, asylum seekers, coping mechanisms, and resilience. I incorporated multidisciplinary lenses including psychology and sociology to identify and understand the major contributors to immigrants’ resilience as well as major factors that hinder resilience. Research suggests factors such as family strength, cultural and community support; religiosity and spirituality help to build resilience. In contrast, factors such as language barriers, discrimination, punitive policies and the labeling of trauma by experts are known to hinder resilience. The research implies that the experts lack awareness of their labeling and understanding of trauma stories. Additionally, studies suggest that contrary to popular beliefs, immigrant people are resilient and motivated, and value education and hard work. Further research in methods of developing policy systems that support and facilitate resilience is desperately needed.