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UNDERSTANDING UNDOCUMENTED STUDENTS’ RESISTANCE
OF ACTING WHITE AS THEY PERSIST TO GAIN ACCESS TO
COLLEGE-VALUED INFORMATION AND RESOURCES
by
Joaquin O. Alvarado
____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2012
Copyright 2012 Joaquin O. Alvarado
Object Description
| Title | Understanding undocumented students' resistance of acting white as they persist to gain access to college-valued information and resources |
| Author | Alvarado, Joaquin O. |
| Author email | joalvara@usc.edu;joaquin.alvarado@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-07-11 |
| Date submitted | 2012-08-27 |
| Date approved | 2012-08-27 |
| Restricted until | 2012-08-27 |
| Date published | 2012-08-27 |
| Advisor (committee chair) |
Green, Allan Baca, Reynaldo |
| Advisor (committee member) |
Jimenez y West, Ilda Venegas, Kristan |
| Abstract | Using the methodologies of individual interviews, this dissertation examines the experiences of eight undocumented college-eligible high school graduates who chose to pursue higher education. Cultural ecology, social capital and subtractive schooling frameworks are used to shed light on the various challenges to college access and financial aid that these low income, first generation undocumented students encounter along the path to college. Given the dearth of literature focusing on the experiences of undocumented students, this study aims to provide new insight into the practical, procedural, and policy-related difficulties faced by undocumented students as they experience a hostile environment, receive less than adequate schooling, and yet, as these students’ voices demonstrate, still making it to college by taking advantage of limited forms of social capital. |
| Keyword | undocumented; acting white; social capital; AB540 students; college access; dream act; |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Alvarado, Joaquin O. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-AlvaradoJo-1168.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | UNDERSTANDING UNDOCUMENTED STUDENTS’ RESISTANCE OF ACTING WHITE AS THEY PERSIST TO GAIN ACCESS TO COLLEGE-VALUED INFORMATION AND RESOURCES by Joaquin O. Alvarado ____________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2012 Copyright 2012 Joaquin O. Alvarado |
