This qualitative study used Critical Race and Latino/a Critical theoretical frameworks and a narrative inquiry methodology to learn from the storied experiences of emotional well-being and academic functioning for individuals who identify as having an undocumented or temporary legal immigration status under the former Deferred Action for Childhood Arrivals (DACA) program and who were enrolled in community college institutions within the 2019–2020 sociopolitical context. With greater understanding of their experiences, community college educators and administrators may be better positioned to provide emotional and academic support for undocumented students and create conditions in which they may flourish on campus even as tenuous political circumstances evolve. The study sought anonymous participation from 12 undocumented community college students attending one of three selected two-year institutions in the state of Maryland. Participants were given the option to share their stories verbally or in written form using a digital narrative inquiry tool. Responses were transcribed when necessary, transferred to a secure digital location, and coded using emotions coding and narrative coding techniques as described by Saldaña (2016). After codes were grouped and analyzed, I identified emerging themes across the data set. Findings are organized by individual narratives and common themes.
|Commitee:||Branam Armiento, Amy, Kramer-Jefferson, Kate|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Community college education|
|Keywords:||Academic experiences, Community college, DACA, Trump, Donald J., Undocumented students, Well-being|
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