This qualitative study contributes to the very limited body of literature available on the identity development of undocumented students. Specifically, this study focused on the experiences and identity development of Latina/o undocumented students enrolled in California community colleges. From the voices of 21 students, a three-position identity development framework emerged: (a) discovering difference, (b) making meaning of difference, and (c) coming to terms with being undocumented. The identity development process for Latina/o undocumented students is one that is directly linked to the degree of inclusion and acceptance that is present in their environment. A political context was evident in all three of the positions demonstrating that there is a larger policy context that is important in the identity development of this student population. Recommendations for practice and policy are offered.
|Commitee:||Hernandez, John, Perez-Huber, Lindsay|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 77/06(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Social psychology, Educational psychology, Higher education|
|Keywords:||Access, Deferred Action for Childhood arrivals, Dreamers, Higher education, Latina/o, Undocumented|
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