Guided by the critical network analytic framework and liminal legality, this qualitative study explored the experiences of undocumented Latina/o youth in their first year in college to gain insight into their experiences during a critical transition in their educational and life trajectories. This work centered the experiences of youth within a policy context of contradictions that provides increased opportunities, but continues to impose restrictions and control on the life and educational aspirations of the undocumented community. This scholarship aimed to understand how students’ transition to college is impacted by current immigration and educational policies, particularly the California Dream Act and the Deferred Action for Childhood Arrivals (DACA) program. This research describes the racist nativist microaggressions youth experienced throughout their educational trajectories, the multiple ways policy impacted the transition to college, and the navigational strategies youth employed to matriculate to higher education.
|Advisor:||Perez Huber, Lindsay|
|Commitee:||Coots, Jennifer, Moreno-Alcaraz, Rosa|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 56/03M(E), Masters Abstracts International|
|Subjects:||Educational sociology, Multicultural Education, Hispanic American studies, Higher education|
|Keywords:||College transition, Cultural brokering, Higher education, Immigration policy, Racist nativism, Undocumented youth|
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