The Academic and Social Lived Experiences of Latino Deferred Action for Childhood Arrivals Students at Community Colleges
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Higher Edu and Learning Technology
Date of Award
Fall 2022
Abstract
The purpose of this phenomenological study was to examine the academic and interpersonal lived experiences of Latino Delayed Action for Childhood Arrivals (DACA) students by analyzing their individual stories and personal accounts as community college students. This study focused on students who were undocumented but were able to attend community colleges because of the DACA provision and thus persisted on their journey to obtain a college degree. The findings from this research inquiry can provide higher educational leadership insight into the lived experiences of Latino DACA students and the factors that contribute to their persistence and retention in college. These personal stories can help higher educational leaders recognize the unique perspectives and challenges of undocumented students and thereby implement policies and practices that encourage faculty and staff to be inclusive to all races, ethnicities, and other groups who traditionally may be excluded or marginalized in higher education.
Advisor
Mary Jo Dondlinger
Subject Categories
Education | Higher Education
Recommended Citation
Cristales, Abiezer, "The Academic and Social Lived Experiences of Latino Deferred Action for Childhood Arrivals Students at Community Colleges" (2022). Electronic Theses & Dissertations. 1043.
https://digitalcommons.tamuc.edu/etd/1043
