The Scheme Game: How DACA Recipients Navigate Barriers to Higher Education

Macías, Luis Fernando

doi:10.1080/00131946.2018.1530236

Cited by 16 publications

(10 citation statements)

References 14 publications

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“…These specific DACA funds of knowledge, emerging from the 9-year history of the program, include learning to quickly leverage their temporary legal status for opportunities (Shiras, 2015), demonstrating persistence and resilience while assuming greater responsibilities (legal, financial, etc.) for their families (Macías, 2018), and teaching others about and advocating for the educational rights and opportunities of DACA recipients (Venegas et al, 2017).…”

Section: Theoretical Framework and Review Of The Literaturementioning

confidence: 99%

“…Testimonios are “a nonfictional, popular-democratic form of epic narrative” (Beverley & Zimmerman, 1990, p. 175), where subjects are usually marginalized members of society who can give human voice to the moral, political, educational, and economic struggles of those in that society. “As a methodology, testimonios democratize modes of data collection and analysis because they are more collaborative in nature and attentive to the various ways of knowing and learning in marginalized communities” (Macías, 2018, p. 615). The testimonios below narrate how these various ways of knowing and learning can be viewed as DACA funds of knowledge.…”

Section: Theoretical Framework and Review Of The Literaturementioning

confidence: 99%

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DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education

Przymus

Malin

2021

Journal of Hispanic Higher Education

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Using testimonios, we highlight six current university Deferred Action for Childhood Arrivals (DACA) students’ funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students’ “DACA funds of knowledge,” of navigating public education to successfully attend institutions of higher education, provides insight into equitable educational paths for those who follow.

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Section: Theoretical Framework and Review Of The Literaturementioning

confidence: 99%

Section: Theoretical Framework and Review Of The Literaturementioning

confidence: 99%

DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education

Przymus

Malin

2021

Journal of Hispanic Higher Education

View full text Add to dashboard Cite

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“…Beyond access to some institutions, access to financial aid is also problematic for underdocumented students. Because these students are not eligible for federal financial aid, they do not have access to significant federal assistance like many other students (R. G. Gonzales et al, 2014;Macías, 2018;Ngo & Astudillo, 2019). Some states, however, do allow admission of underdocumented students and offer them in-state tuition.…”

Section: Underdocumented Latinx Students and Collegementioning

confidence: 99%

“…Underdocumented students may apply for a variety of scholarships-many of which do not consider citizenship status in their eligibility (Macías, 2018). However, the students would have to know about the scholarships before applying.…”

Section: Underdocumented Latinx Students and Collegementioning

confidence: 99%

“…Underdocumented students typically face three significant and primary challenges in higher education: (a) they are first-generation students, (b) they have family members that are both U.S. citizens and underdocumented, and (c) they report increased levels of stress and depression (Huber, 2015). In addition, underdocumented students have limited access to financial aid and often have to rely on private scholarships and/or work multiple jobs to pay for their education (Macías, 2018). Many DACA students may also be contributors to their families’ household income, while also working to earn a college degree.…”

Section: Deferred Action For Childhood Arrivalsmentioning

confidence: 99%

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Latina dreamers, the current political era, and what educational leaders need to know.

Locke

González

2020

Peace and Conflict: Journal of Peace Psychology

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In this article we present thematic analyses of semistructured interviews with three Latina undergraduate students who are first-generation college and who also self-identify as "Dreamers" and as DACA recipients. The interview data used to inform this article stem from 2 larger qualitative studies in which we applied social constructivist epistemology to interpret the participants' perspectives and experiences associated with their schooling. In addition, we discuss broadly the impact of the current political climate on the 3 participants' lives, and how the intersectionality of racial oppression and social class inequality create barriers for them. We also explore the unique family and interpersonal relationships that the Latina participants face when attaining an education and how they may influence their educational aspirations. We couch the perspectives and experiences of these self-identified Latina Dreamers in the current charged political era, where anti-immigrant sentiment, and especially anti-Latinx sentiment, continues to emanate from the nation's highest office. Our findings are structured into 4 themes including Educational Goals and Aspirations, Unable to Find Targeted Assistance, Culture Shock on Campus, and Political Influence on Campus. Recommendations for educational leaders in K-12 and higher education environments are provided. Public Significance StatementA focus on Latinas and education is both important and timely. Given the recent anti-immigrant discourse and the criminalization of Latinx populations, combined with the realities of a border wall and detention and separation of families without due process, it is imperative that we have a better understanding of how the current political era influences Latinas' educational pathways and trajectories, and how educational leaders can best serve their interests.

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From undeserving to deserving: Undocumented students’ resistance to being shut out in the transition to college

Perez,

Ballinas

2023

New Drctns Hghr Edu

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This study examines college access among undocumented students in Elkhart County, Indiana to understand how institutional actors are responding to revelations of their legal status. Using data from 39 life history interviews, we demonstrate how undocumented students’ transition to college can hinge on the extent to which students are deemed deserving or undeserving by institutional actors. Also, participants seek out resources for reaching college through resisting abrupt abandonment by seeking alternative sources of support to ensure their transition to college. We argue that undocumented students are much more active in this process than tends to come across in previous research.Practical Takeaways Institutional actors—teachers, counselors, or college administrators—can constrain or facilitate undocumented student's transitions to college at various points. Institutional actors in new immigrant communities tend to lack resources and information needed to meet the college going needs of undocumented students. When denied access or overlooked during the pursuit of higher education, undocumented students are agentic and seek out resources elsewhere.

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The Scheme Game: How DACA Recipients Navigate Barriers to Higher Education

Cited by 16 publications

References 14 publications

DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education

DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education

Latina dreamers, the current political era, and what educational leaders need to know.

From undeserving to deserving: Undocumented students’ resistance to being shut out in the transition to college

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