International for Processing Purposes: A Critical Examination of DACA Recipients’ Post-Secondary Admissions in Ohio

Macías, Luis Fernando

doi:10.1080/00221546.2022.2031703

Cited by 6 publications

(7 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study showed most college-goers found administrators who assisted them through their college admissions process. Similarly, Macías (2022) found institutional agents influenced the college enrollment of participants in his study. The support a few participants received from administrators when they were experiencing delays with their admission applications made a difference in their ability to matriculate to college.…”

Section: Relevant Literaturementioning

confidence: 74%

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

Salazar¹,

Puig²,

Rojas³

et al. 2022

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Undocufriendly colleges and universities have a reputation for welcoming undocumented students and offering a more inclusive campus climate via their institutional policies, services, and practices. These campuses are perceived to positively influence undocumented students’ college choice and experiences once they enroll in higher education. Most undocufriendly institutions are in states with tuition equity policies, which allow undocumented students to pay in-state resident tuition fees. Theoretically, the combination of these policies and inclusive institutional practices should offer undocumented students an undocufriendly campus environment that promotes their college success. In this article, we discuss the findings of a qualitative study that examined the extent to which an undocufriendly campus setting was fostering undocumented students’ success and meeting their needs. Through a participatory action research methodology and counterstorytelling approach, we investigated undocumented students’ perceptions of institutional support at the public research university in Virginia that was largely perceived to be the most undocufriendly campus within the Commonwealth.

show abstract

Section: Relevant Literaturementioning

confidence: 74%

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

Salazar¹,

Puig²,

Rojas³

et al. 2022

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Instead, the onus is placed solely upon the student to contact another office and search for answers independently (Castrellón, in press). For first-generation college students, this run-around could potentially cause the student to not engage in further searching for answers (Macías, 2017). This dismissiveness of being sent to another office could be interpreted as being brushed aside.…”

Section: Resultsmentioning

confidence: 99%

“…Institutional agents play an important role in undocumented students’ educational experiences as they hold key information to support them throughout the unfamiliar terrain of higher education systems (Muñoz & Vigil, 2018; Nienhusser, 2018; Nienhusser et al, 2016; Stebleton & Aleixo, 2015). In recent years, research to understand the interactions of undocumented students with institutional agents has been increasing (Macías, 2017; Muñoz, 2013; Muñoz & Vigil, 2018; Nienhusser, 2018; Nienhusser et al, 2016; Raza et al, 2019; Reyna Rivarola, 2017; Stebleton & Aleixo, 2015). Literature extends the importance of institutional agent allies who are well trained and strive to best serve undocumented students (Chen & Rhoads, 2016; Cisneros & Cadenas, 2017; Southern, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Literature extends the importance of institutional agent allies who are well trained and strive to best serve undocumented students (Chen & Rhoads, 2016; Cisneros & Cadenas, 2017; Southern, 2016). A pattern across the literature also suggests that many undocumented students encounter institutional agents unaware of policies or resources that influence their educational experiences, such as resources on campus or state immigration policies (Macías, 2017; Muñoz & Vigil, 2018; Nienhusser, 2018; Nienhusser et al, 2016; Reyna Rivarola, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although in 22 states undocumented students could be considered for in-state tuition, studies show that in-state tuition is still relatively expensive for low-income students to afford, especially without any form of aid (Cogner & Chellman, 2013; Diaz-Strong et al, 2011; Flores, 2010). Many undocumented students view higher education as financially inaccessible, work multiple jobs to pay for school (Diaz-Strong et al, 2011; Macías, 2017; Terriquez, 2015), and often stop-out to work and save money for tuition (Terriquez, 2015). Flores (2010) finds that Latina/o/x foreign-born noncitizen individuals enroll in postsecondary institutions in Texas at higher rates than nearby states in the Southwest without ISRT policies, suggesting that the presence of an ISRT for eligible undocumented can lead to increased enrollment rates.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

“Just being undocumented you gotta find loopholes”: Policy enactment of an in-state resident tuition policy.

Castrellón¹

2022

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

Access to higher education varies across states for undocumented students (with or without Deferred Action for Childhood Arrivals [DACA]). In-state resident tuition policies (ISRTs) provide eligible undocumented students to pay in-state tuition rates at public universities and colleges. This qualitative study examines interviews from institutional agents and undocumented students at one institution to highlight how an ISRT policy is enacted by institutional agents and how undocumented students use their experiential knowledge to create unique approaches to navigate access to the policy. This research untangles the complexities of making policy decisions that dictate the educational experiences of historically marginalized populations. Situating the voices of institutional agents and undocumented students is significant to understand how institutional agents' actions can determine, disrupt, or empower the educational trajectories of undocumented students. ISRT and financial aid policies are situated within the epicenter of contradicting ideological and political landscapes of federal, state, and institutional policies and procedures. To enact these policies, institutional agents must navigate multifaceted contexts, including multiple layers of policy, their commitment to facilitate access to students, as well as their individual beliefs on immigration. Findings in this study uncover multiple approaches to policy compliance and how power and privilege can undergird enactment. Undocumented students highlight how institutional agents can use their privilege to support undocumented students by "finding loopholes," negotiating restrictive language in policy text, and crossdepartmental collaborations to maximize access.

show abstract

Critical Race Theory in Higher Education: Where We Are and Where We Need to Go

Tichavakunda

2023

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

International for Processing Purposes: A Critical Examination of DACA Recipients’ Post-Secondary Admissions in Ohio

Cited by 6 publications

References 28 publications

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

“Just being undocumented you gotta find loopholes”: Policy enactment of an in-state resident tuition policy.

Critical Race Theory in Higher Education: Where We Are and Where We Need to Go

Contact Info

Product

Resources

About