Abstract

The purpose of this qualitative study was to explore the awareness, knowledge, and skills of institutional agents who interact with college students who are undocumented, to inform professional development and practice. Through a survey and interviews, participants revealed familiarity with students who are undocumented and discussed the support provided to them. All interview participants understood the experience of assisting students who are undocumented, as evidenced by six major themes: (a) an understanding of student financial needs, (b) recognizing students' anxiety, (c) providing consistent guidance, (d) establishing supportive collaborations, (e) gaining foundational knowledge, and (f) sharing professional development with others. Participants described the overwhelming financial needs of students who are undocumented as a barrier to their educational persistence. Participants also faced policy and legal limitations and lack of funding, which prevented them from assisting all students. The collaborative nature of higher education meant participants often had to rely on other professionals at their institutions to navigate policies and procedures. Participants expressed an essential responsibility to share information and engage in dialogue with other faculty and staff due to misinformation surrounding this population. The study concludes with suggestions for practice and further research.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0008117; DP0023453

URL

https://purls.library.ucf.edu/go/DP0023453

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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