In recent years, the State of California has been at the forefront of undocumented student support across all educational systems, including public higher education. There are about 50 undocumented student resource centers across the three public higher education systems in California that provide direct support to undocumented students. The purpose of this study was to evaluate an undocumented student resource center within a public 4-year institution and look closely at the experiences of undocumented students at that institution. Community cultural wealth, subtractive schooling, and transformative leadership were used as theoretical frameworks to help guide the research. This study used a multi-method research approach consisting of qualitative and quantitative data. The first cycle of data explored how undocumented students’ activism, influenced by major political events, led to the creation of an undocumented student resource center at one public institution. Findings from the analysis of primary and secondary data collected via surveys reveal how an undocumented student resource center creates a sense of belonging for students, brings awareness of the power of collective advocacy, and emphasizes the importance of faculty and staff support. Recommendations showcase the ways in which personnel at undocumented student resource centers can work with higher education staff and faculty, campus administrators, and policymakers to create initiatives that are collaborative, student centered, and data driven to best support the academic experiences of undocumented students.
|Commitee:||Daus-Magbual, Arlene, Negrón-Gonzales, Genevieve|
|School:||San Francisco State University|
|School Location:||United States -- California|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher Education Administration|
|Keywords:||Higher education, Program evaluation, Student affairs professionals, Undocumented student resource center, Undocumented students, California|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be