Research Guides: Undocumented Students in Higher Education (SC): Dissertations

Dissertations

Ceja, Maria Del Socorro Ceja. "An Examination of the Factors that Contribute to Undocumented Student Success in Higher Education"
California State University, Sacramento

This research focuses on how undocumented students navigate higher education and the strategies they use to persist and graduate.
Freeman-Wong, Rachel E. "Counter-Spacing in the Institution: Undocumented Student Organizing at a Community College from 2006 to 2021"
University of California, Los Angeles

This dissertation study seeks to better understand the priorities and experiences of undocumented community college students who organize for institutional support for undocumented students. This study is guided by theories on counter-spaces in Critical Race Theory (Solorzano et al., 2000), spaces where Students of Color create a sense of safety and community with each other.
Greene, Patrick Edward. "Breaking the Glass Ceiling through Social Capital: Undocumented Students and the Quest for Higher Education"
East Carolina University

In this case study, the researcher examined the experiences of four undocumented Latinx students that graduated from the Greene County school system in Snow Hill, North Carolina and successfully attended some form of higher education. This study identifies the people and themes that were essential to their success and found themes of social capital available to these students locally and compared the experiences of those students to recommendations from national organizations. The study concluded that undocumented students looked to roles in their families for encouragement and emotional support while they looked to trusted school personnel for assistance in navigating their issues with application and funding for higher education.
Tapia-Fuselier, Nicholas Jude. "Benefits, obstacles, and limitations to the institutionalization of an undocumented student resource center: A call for inside/outside strategies of support"
University of North Texas

Undocumented students in the United States continue to face unique barriers to postsecondary success. One way that community colleges and 4-year institutions are providing support for undocumented students is establishing undocumented student resource centers (USRCs). These emerging identity-based centers are dedicated spaces of support and provide customized, comprehensive resources for undocumented college students.
McNeill, Rodney L. "Evaluating the Lived Experiences of Undocumented Early College Students to Determine Ways to Improve Access to Higher Education and Career Opportunities"
East Carolina University

In this qualitative study, the researcher worked with undocumented early college high school students in an effort to increase their access to college and careers. This study includes an in-depth literature review to document the plight of undocumented students in the United States. Also included in this work is a case study that involves interviews with seven undocumented students affiliated with GEC. Information gleaned from the literature review, along with case study analysis, and observation data assisted the researcher in reshaping the advising of undocumented students at GEC.
Russell, Felecia S. "The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education"
Temple University

The experiences of undocumented students have gained much attention over the last decade and researchers have shed light on the barriers these students face in regard to postsecondary educational access and success. However, the conversations about undocumented students in higher education are often focused on Latinx experiences thereby excluding non-Latinx undocumented students, such as Black undocumented (undocuBlack) students. Although undocuBlack students face similar challenges to other undocumented students, their experiences are different as a result of intersecting domains of oppression and deserve a place in the ongoing discourse. Therefore, this qualitative research study focuses on undocuBlack students and their experiences in higher education, exploring the issue through the intersectionality lens.