This qualitative study explores the experience of eight Mexican immigrant DACAmented students who have studied abroad in their country of origin in a study abroad program taking place through a California State University. Using a Latina/o critical race theory framework, the study explores the journey of participants navigating the immigration process, traveling, and studying abroad in their native country and finally returning back to the United States. Through Deferred Action for Childhood Arrivals, students petitioned for Advance Parole for educational purposes to participate in a program that allowed them to have an educational experience. Studying abroad would only be a dream for students until they were granted Advance Parole. There, participants took courses in Spanish, immersed and learned about Mexico’s history and culture. Additionally, participants were able to return to visit and reconnect with family members. In doing so, students reconnected with their Mexican identity, but by returning to the country, they were able to access their heritage and roots.
|Advisor:||Huber, Lindsay Pérez|
|Commitee:||Fernandez, Dario, Flores, Nina M., Reese, Leslie|
|School:||California State University, Long Beach|
|Department:||Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Subjects:||Educational leadership, Hispanic American studies, Higher education|
|Keywords:||DACA, DACAmented, Higher education, Immigration, Study abroad, Undocumented students|
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