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Breaking the silence: testimonios of undocumented Latino men of color students navigating higher education in California

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Breaking the silence: testimonios of undocumented Latino men of color students navigating higher education in California

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Content Breaking the Silence:
Testimonios of Undocumented Latino Men of Color Students Navigating Higher Education in
California
by
Miguel Angel Hernandez Najera
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
(EDUCATIONAL COUNSELING)
May 2024
Copyright 2024 Hernandez Najera

Acknowledgments
This has been one of the most challenging yet rewarding experiences that I have had the
opportunity to participate in. I would like to express my deepest gratitude to Dr. Ocampo, Dr.
Banuelos, Dr. Hernandez, and Dr. Zuniga for their unwavering support, guidance, and
encouragement throughout this process. Your expertise, insight, and words of love have been
instrumental in shaping this work, and I am immensely grateful for your dedication to supporting
me.
I am also beyond grateful to the organizations that have played a critical role in shaping
my higher education experience, including College Track, The Dream.US, Telacu Education
Foundation, Emerson Collective, and numerous others. The scholarships provided, enlightening
workshops, and opportunities to connect with like-minded peers have been invaluable sources of
support and inspiration.
I also want to extend my gratitude to my peers, friends, and family for their continuous
support and belief in my abilities to excel. Finally, I would like to thank every participant who
courageously shared their experiences and insight for this research. I am profoundly grateful for
your trust and openness, and none of this would have been possible without your stories. Thank
you all from the bottom of my heart.
ii

Table of Contents
Acknowledgments........................................................................................................................... ii
List of Tables.................................................................................................................................. vi
Abstract..........................................................................................................................................vii
Chapter 1: Introduction....................................................................................................................1
Background................................................................................................................................3
Significance of the Study...........................................................................................................4
Problem Statement.....................................................................................................................5
Research Questions....................................................................................................................8
Brief Description of Theoretical Framework............................................................................8
Methodology Overview........................................................................................................... 10
Organization of Thesis.............................................................................................................10
Definitions................................................................................................................................11
Chapter 2: Literature Review.........................................................................................................13
The Undocumented Experience in the United States.............................................................. 14
Unauthorized Immigrants........................................................................................................ 14
Undocumented students...........................................................................................................15
DACA...................................................................................................................................... 17
California Laws and Policies................................................................................................... 20
Financial Hardships................................................................................................................. 22
Educational Outcomes of Men of Color in Higher Education.................................................24
Men of Color Students.............................................................................................................24
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Socioeconomic Status.............................................................................................................. 25
Academic/College Preparedness..............................................................................................26
Lack of Representation............................................................................................................ 27
Masculinity and Machismo......................................................................................................28
Perseverance and Resilience....................................................................................................30
Institutional Support.................................................................................................................32
Conceptual Framework............................................................................................................34
Chapter 3: Methodology................................................................................................................ 38
Research Questions..................................................................................................................38
Methods....................................................................................................................................38
Research Design.......................................................................................................................38
Site and Participant Selection.................................................................................................. 40
Sampling and Recruitment.......................................................................................................41
Data Collection........................................................................................................................ 42
Interviews.................................................................................................................................42
Data Analysis...........................................................................................................................44
Credibility and Trustworthiness...............................................................................................44
Limitations and Delimitations..................................................................................................44
Positionality............................................................................................................................. 45
Conclusion............................................................................................................................... 46
Chapter 4: Findings........................................................................................................................47
Participant Characteristics....................................................................................................... 47
Ot..............................................................................................................................................48
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Javier........................................................................................................................................54
Rafa..........................................................................................................................................61
Conclusion............................................................................................................................... 70
Chapter 5: Discussion.................................................................................................................... 72
Analysis of Findings and Theoretical Framework...................................................................72
Discussion of Findings in Response to the Main Research Question......................................73
Discussion of Findings in Response to Subquestion 1............................................................ 75
Aspirational Capital................................................................................................................. 76
Familial Capital........................................................................................................................77
Navigational Capital................................................................................................................ 78
Implications for Practice and Policy........................................................................................79
Discussion of findings in response to subquestion 2............................................................... 82
Principles of an Intersectional Approach to Supporting Latino Men of Color Students.........83
Conclusion............................................................................................................................... 85
Chapter 6: Researcher’s Epilogue..................................................................................................86
References......................................................................................................................................87
Appendices.....................................................................................................................................94
Appendix A: Recruitment Flyer...............................................................................................94
Appendix B: Email to Coordinator/Counselor........................................................................ 95
Appendix C: Interest Survey....................................................................................................97
Appendix D: Zoom Instructions.............................................................................................. 98
Appendix E: Participant Confirmation Email..........................................................................99
Appendix F: Interview Protocol.............................................................................................100
v

List of Tables
Table 1. Participant Characteristics..........................................................................................48
Table 2. Theme 1......................................................................................................................70
Table 3. Theme 2......................................................................................................................70
vi

Abstract
This research delves into the college-going experiences of undocumented Latino males,
examining the intersectionality of their identities and the impact on their educational journeys.
This study is guided by intersectionality and Community Cultural Wealth as frameworks,
utilizing testimonios as a qualitative approach to shed light on the challenges and resilience of
this marginalized student population. The findings reveal that participants navigate multiple
intersecting identities, with their undocumented and first-generation college status emerging as
pivotal roles in shaping their educational and life experiences. Despite facing systemic barriers
and limited opportunities, participants demonstrate resilience and determination to succeed.
Through the utilization of various forms of capital, including aspirational, familial, and
navigational, participants navigate the complexities of the higher education system. Policy and
practice implications emphasize the importance of creating inclusive and supportive
environments for undocumented students and Latino males. Recommendations include
implementing summer transition programs, using inclusive language in support services,
increasing funding for scholarships and stipends, and fostering collaborative partnerships with
local non-profit organizations. Despite systemic challenges, the thesis concludes with a sense of
hope and optimism, recognizing the potential for positive change with comprehensive support at
the federal, state, and institutional levels.
Keyword: Undocumented, Latino Males, Men of color.
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Chapter 1: Introduction
I was two years old when my family decided to immigrate to the United States in search
of a better life. My parents grew up in Oaxaca, Mexico, a predominantly indigenous state in the
country's Southern region. My parents lived in a small pueblo deep in the mountains of Oaxaca.
The nearest city to their pueblo was a daunting two-hour commute, often by foot. Consequently,
the nearest hospitals, schools, and access to clean water were all miles away. It is due to these
circumstances and the limited opportunities available in Mexico that my parents made the
difficult decision to move to a different country, leaving their families behind, all to provide me
with better opportunities. However, my parents and I quickly became aware of the harsh reality
of living in the United States as an immigrant.
From a young age, my parents made me aware of my undocumented status. While I did
not fully grasp the fragility of my legal status for most of my childhood, I knew it was
information I should not openly share. Growing up, I saw how much my parents struggled to
make ends meet. They worked multiple jobs and countless hours to put food on the table and a
roof over our heads. Despite the financial constraints, they still saved the little money they had
left over at the end of each month to send to their families back in Mexico. My parents'
unwavering determination to provide for their immediate family here in the United States and
their families in Mexico influenced my dreams of being able to one day repay them for their
sacrifices. However, I knew this would not be an easy task due to my own legal status, which
posed numerous systemic barriers and challenges that I had to overcome in my pursuit of
achieving the dreams that my parents had envisioned for me.
From an early age, I dreamed of going to college because I recognized that education was
an avenue to move up the socioeconomic ladder, especially for low-income families. However,
1

due to my intersecting identities as an undocumented, low-income, first-generation, student of
color, navigating the education system has been an uphill battle. In high school, the barriers
imposed on me due to my undocumented status became apparent as I was unable to apply to
federally funded school programs, internships, and jobs that would have further prepared me for
college. These experiences contributed to the self-doubt that I had already internalized growing
up in a community where college is a privilege due to gang violence, drugs, and poverty.
Fortunately, I joined a local after-school program that was informed about the particularities of
applying to college while undocumented. Despite my legal status, I took full advantage of every
opportunity available and as a result, I matriculated to a top public university with significant
financial support.
Going to college was an empowering experience, but there were various silent battles that
I had to overcome due to my intersecting identities. Initially, I struggled to adjust to the campus
environment due to the lack of representation of individuals who looked like me. I acknowledged
the fact that I would not be able to excel in my educational pursuits without reaching out for
help, which was difficult due to the patriarchal ideals that were instilled in me about seeking help
as a male. As a man of color, I felt a disconnection between my peers, professors, and faculty at
the university. However, I quickly had to turn for help as the Trump administration announced
they were rescinding the Deferred Action for Childhood Arrivals (DACA) program, which
reminded me of the fragility of my legal status. I reached out to a counselor because I was
concerned about my professional future and my ability to stay in the country. The counselor tried
to ease my anxiety as best he could, but he was unable to relate to my experiences as an
undocumented student and could not fully grasp the significance of a program like DACA.
Counselors play an important role in the academic, socio-emotional, and professional success of
2

students but because undocumented students are seemingly the least studied group in higher
education; the socio-political and legal context of undocumented students is often not taken into
account. Motivated by my personal experiences in both high school and college, I decided to
pursue a career in counseling and contribute to raising greater awareness of and addressing the
challenges that undocumented students experience. I know that there are many stories similar to
mine. Through this study, I hope to bring awareness to a student demographic forced to live in
the shadows of society. Particularly, I hope to highlight the silenced struggles of undocumented
Latino college students in their pursuits of navigating a complex system that, unfortunately, was
not made for us.
Background
Every year, approximately 98,000 undocumented students graduate from high schools in
the United States and only about 11,000 (11%) of them pursue a post-secondary education
(Diaz-Strong et al., 2011; Zong & Batalova, 2019). According to recent data from the American
Immigration Council (2023), there are currently 409,000 undocumented students enrolled in
post-secondary education, which accounts for a mere 1.9% of all college students in the United
States. Under Plyler V. Doe, the Supreme Court ruled that it was unlawful for states to deny
undocumented children access to public elementary and secondary education; however, it failed
to include access to higher education (Corrunker, 2012). Thus, undocumented student enrollment
in post-secondary education has been uneven in the United States, strongly connected to
state-specific laws and policies on tuition and resource allocation. As such, most undocumented
students are enrolling in universities and colleges in states like California, Texas, and Florida,
where they are charged for in-state tuition and may have access to some state financial aid
(American Immigration Council, 2023). On the other hand, states like Georgia, Alabama, and
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South Carolina have banned undocumented students from attending some or all of the state's
public colleges and universities, further limiting where undocumented students can continue their
academic journeys (Corrunker, 2012).
While undocumented students are a diverse population in higher education, it is
important to note that 46% of undocumented students are born in Latin American countries
(American Immigration Council, 2023). Consequently, this study will incisively examine the
experiences of a specific section of this population: undocumented Latino males in higher
education. Despite the growing trends of Latinx students enrolling in higher education,
foreign-born Latinxs are less likely to graduate in comparison to native-born Latinxs and other
foreign-born groups (Kreisberg, 2020). Only 11% of Latinx immigrants have earned a bachelor’s
degree or higher compared to 18% of native-born Latinxs (Postsecondary National Policy
Institute, 2021). Although enrollment rates for Latinxs have increased, the matriculation rates of
men of color have remained stagnant in higher education. According to the National Center for
Education Statistics (2019), fewer than 20% of men of color possess a four-year college degree.
The educational outcomes of men of color are a national issue, as they not only have lower
retention rates than White students but also their female counterparts (Dualeh et al., 2018). The
disparities that exist between foreign-born and native-born Latinxs in terms of educational
attainment, coupled with the pressing issue of educational outcomes for men of color, highlight
the need for this study.
Significance of the Study
This study holds profound significance to me due to my own experiences of navigating
higher education as an undocumented Latino male. My story is one of many that often go
unheard. Thus, this study aims to bring to light the stories of undocumented individuals in the
4

state of California, particularly undocumented students, and the various ways that they contribute
to their communities. Undocumented students, including Latino males, are an underrepresented,
understudied, and undervalued student demographic in higher education. As stated earlier,
educational outcomes for undocumented students and males of color are significantly low. As a
means to address this, it is vital to create a safe space and a platform for this student
demographic to share their stories and concerns. Their narratives can provide not only a pathway
to understanding the challenges and barriers that exist in their experience but also the insight to
address those issues. The scarcity of research on the intersecting identities of undocumented
students highlights the urgency of this study.
Undocumented Latino male students are a marginalized student population in higher
education; thus, this study serves as a crucial platform to amplify their voices. Beyond the
academic outcomes of this research, I was able to nurture a space for empowerment for
undocumented students by articulating the experiences and strengths inherent in their educational
journeys. Furthermore, this research strives to inform policy changes, guide educators in
supporting undocumented students, and encourage individuals to become allies for this student
demographic. Aligned with the California Community College system's commitment to diversity
and equal access to quality higher education, this research contributes to creating an inclusive
environment for all students. To achieve equitable outcomes, a holistic understanding of the
students enrolled in Community Colleges is necessary. Every student, regardless of their
background, deserves the opportunity to accomplish their educational and professional goals,
with the proper support to achieve these goals.
Problem Statement
5

In the pursuit of achieving upward social mobility and breaking cycles of
intergenerational poverty, higher education institutions, particularly public institutions, have
constantly stated that their goal is to create equitable opportunities for all students regardless of
their socioeconomic class (Haveman & Smeeding, 2006). Despite these efforts, access to higher
education has remained stagnant, particularly for students who have been historically
underrepresented in higher education. The intersection of being undocumented, Latinx, and a
male of color creates a complex set of challenges that exacerbate their opportunities to access
systems of higher education. The vast majority of undocumented students are also people of
color, come from working-class families, and are first-generation college students.
Decades of failed immigration policies, push and pull factors, and the harsh conditions
that undocumented immigrants are subjected to in their home countries have played a crucial role
in increasing the undocumented population in the United States (Passel & Cohn, 2009; Perez &
Cortez, 2011). Upon arrival, undocumented immigrants are quickly made aware of the harsh
reality of living in the United States without proper legal documentation. As a result of their
undocumented status, undocumented immigrants often work menial labor jobs that pay them
poverty-level wages, live with the fear of deportation, experience hate crimes, and have been
barred from federal public benefits (Dyck & Hussey, 2008; Perez & Cortez, 2011; ). These
experiences have not only negatively affected undocumented adults, but their children as well.
Historically, access to higher education for undocumented students has been an uphill
battle. The low enrollment, retention, and graduation rates of undocumented students in higher
education can be directly linked to federal and state policies that have intentionally made it
nearly unfeasible for this student demographic to continue their education past K-12 schooling.
Undocumented students are posed with a difficult scenario as they must consider various
6

variables if they wish to continue their education. In comparison to their peers who are U.S.
Citizens, most undocumented students do not have access to federal and state grants, have
limited work opportunities, and must consider whether or not they qualify for in-state tuition
(Abrego, 2006). The limited access to financial aid, the hostile college environment that some
students experience, and the uncertainty of DACA, all contribute to the low educational
outcomes for undocumented students.
These problems are further exacerbated by the diversity of undocumented students, as
many of them are Latinx and also male. Similar to undocumented students, the enrollment,
retention, and graduation rate for men of color is also a national issue. Not only are these
educational disparities seen in comparison to White men, but they also fall behind their female
counterparts. Historically, higher education institutions have placed the blame on men of color
for their underperformance; however, this deficit narrative fails to consider the systemic barriers
hindering their educational experiences (Broom, 2018). Men of color often come from
low-income families, attend underfunded schools that do not academically prepare them for the
rigor of college, do not feel supported by teachers and school administrators, and are
criminalized (Fischer, 2007; Halx & Ortiz, 2011; Noguera et al., 2011). Furthermore, men of
color often feel underrepresented in college, which affects their sense of belonging in the
institutions that they attend, particularly at predominantly White schools. Latino male students
face a unique set of challenges due to the intricate expectations of machismo, which creates
additional barriers.
The experiences of undocumented students are undoubtedly unique. However, very few
studies have focused on the intersectionality of this student demographic, particularly on the
intersectionality of students who are undocumented, Latinx, and male. These intersecting
7

identities create a distinct set of challenges that significantly hinder the educational outcomes of
this student population. Addressing the educational disparities of undocumented Latino male
students requires a comprehensive and holistic approach centered around the multifaceted
barriers that their intersecting identities entail.
Research Questions
The purpose of this study was to explore the experiences of undocumented Latino males
and seek ways to reframe their lived experiences as strengths towards actualizing their capacity
to thrive in educational settings. To guide this study, the following research questions were
utilized. The first question seeks to broadly explore how intersecting identities impact the
real-life experiences of undocumented Latino male students. A set of subquestions is also
engaged as a means to locate the specific strengths that this student group activates in their
educational pursuits while also exploring the ways that educational institutions can be more
supportive in their academic journey.
1. In what ways does the intersecting identities of undocumented Latino males impact their
college-going experience at a Southern California Community College?
a. What forms of capital do undocumented Latino males utilize as they navigate
their higher education experience?
b. What do undocumented Latino male students perceive as supportive institutional
practices impacting their college going experience?
Brief Description of Theoretical Framework
The experiences of undocumented Latino men of color are explored using Crenshaw’s
(1989) concept of intersectionality. Recognizing the interconnectedness of the identities of this
student population is vital in further understanding their college experiences. Their identities of
8

being undocumented, Latinx, and male of color, all create a complex set of challenges that have
not yet been addressed in the current literature available. Crenshaw (1991) explains that
intersectionality brings awareness to the interaction between gender, race, and other identity
categories, and how these identities do not operate as individual categories but are lived
conjointly. Understanding the lived experiences of undocumented Latino male students requires
a holistic understanding of their identities while also bringing awareness to the fact that they do
not experience oppression or privilege in isolation, but rather, their legal status, ethnicity, gender,
and socioeconomic class create a unique set of barriers that hinder their access to higher
education.
Additionally, Yosso’s (2005) Community Cultural Wealth (CCW) model is also used to
highlight the diverse cultural capital of undocumented Latino men of color in higher education.
In the context of higher education, students of color and other minoritized groups have often
been perceived as populations that lack the necessary cultural capital to succeed in college. This
deficit narrative that undocumented students do not possess the necessary capital to succeed in
higher education is problematic as it only considers the capital of families from middle-class and
wealthy families as valuable. This stems from Bourdieu and Passeron's (1990) Social Capital
Theory, where they claim that cultural capital is a form of assets that wealthy people possess to
reproduce their positions of power in society (Yosso, 2005). Bourdieu and Passeron (1990)
further claim that people who are not part of these wealthy social classes should work towards
learning the cultural capital that the dominant culture possesses to achieve upward social
mobility. There are six forms of capital outlined in CCW, which include aspirational, linguistic,
familial, social, navigational, and resistance. CCW is a counter-deficit and anti-racist framework
that has been utilized for justice efforts, particularly to bring awareness to the diverse forms of
9

cultural capital that students of color bring with them to their college campuses (Acevedo &
Solorzano, 2021). This research specifically looks at how undocumented Latino male students
utilize aspirational, familial, and navigational capital in higher education. Both intersectionality
and CCW are grounded in Critical Race Theory and are utilized in this study to provide a holistic
understanding of the challenges and strengths that undocumented Latino male students possess.
Methodology Overview
To further understand the lived experiences of undocumented Latino males in higher
education, testimonios were utilized as a research methodology. Testimonios provided a safe
space for individuals who had experienced injustices and oppression to tell their stories without
fear of repercussions. To understand how the intersectionality of undocumented Latino males
impacted their college-going experience and the forms of capital they utilized to overcome the
barriers in their educational journeys, testimonios provided a qualitative approach to further
allow this student population to share their stories. Not only do testimonios provide a safe space
for students to share their stories, but it also allows individuals to reclaim their identities which
may have been lost, which is an empowering process (Huber, 2009). The goal was to create a
platform for students to share their experiences, concerns, and triumphs, which they often did not
have the opportunity to do. Data were collected through semi-structured interviews at a
community college in Southern California.
Organization of Thesis
In Chapter One, I introduce the problem statement, the purpose of the study, the research
questions, a brief overview of intersectionality and Yosso’s (2005) Community Cultural Wealth
Model, an overview of the methodology, and the definition of key terms. In Chapter Two, I
review the current literature on undocumented students and narrow down the research to discuss
10

Latino males in higher education. A description of both intersectionality and CCW is also
discussed. In Chapter Three, I discuss the methodology and provide a rationale for the usage of
testimonios. Further, I also discuss how data was collected and analyzed. Chapter Four includes
the testimonios of the participants. Chapter Five discusses the implications of the study and
recommendations for future research, educational practices, and policies. Finally, Chapter Six
concludes with my overall reactions of engaging in this research process.
Definitions
For this study, the terms below will be defined in the following matter.
Undocumented and Unauthorized Immigrants: Both terms are used interchangeably to refer
to individuals who entered the country without inspection at an official checkpoint, overstayed
their visa, have been granted DACA, in the process of legalizing, or any immigrant who does not
have the proper documentation to be in the country legally (Immigrants Rising, 2023).
Undocumented students: This is an umbrella term used to refer to all students who do not have
the proper legal documentation to be considered citizens or legal residents (Immigrants Rising,
2023).
Latinx: An alternative gender-neutral term used throughout this research to refer to individuals
from Latin America or Hispanic descent. The term aims to be more inclusive, regardless of a
person's gender identity, and challenges the gender binary inherent in Spanish, where masculine
forms are often used as the default (Pew Research Center, 2020).
Men of Color: Defined as students who are Black, Latino, Native American, Southeast Asian
American, and Pacific Islander men (Huerta et al., 2021). This study emphasizes the experiences
of Latino males in higher education.
11

Intersectionality: A term coined by Kimberlé Crenshaw (1989) to further understand the
interconnectedness of our various identities, including race, gender, and social class.
Community Cultural Wealth: An anti-deficit model highlighting the diverse forms of capital
that communities of color utilize in their college journeys (Yosso, 2005).
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Chapter 2: Literature Review
The purpose of this study is to bring awareness to the lived experiences of undocumented
Latino males in higher education. As such, this chapter will consist of three major areas that
intend to contextualize these lived experiences. The first area will analyze the current literature
available as it pertains to undocumented students in higher education. The second area will
unpack the experiences of men of color, with an emphasis on Latino males, similarly in
post-secondary education. The third major area will discuss the theoretical framework that will
undergird this study.
The initial section of this chapter will begin by providing some historical context of
undocumented individuals in the United States and the political climate surrounding
immigration. From there, I will narrow down to focus on undocumented students in higher
education and provide data on this particular student demographic. Following, I will discuss the
Deferred Action for Childhood Arrivals (DACA) program and its implications. This will lead to
a discussion and analysis of the current laws and policies pertaining to the state of California -
the state in which this study is conducted. I will also highlight the significant differences and
inequitable policies that exist across the United States in this discussion. I then discuss the
financial burden that undocumented students face in their pursuits of earning a college degree to
close this first major area.
Central to this study is the intersection of the undocumented student experience and the
Latino male of color experience in post-secondary education. As such, after a robust discussion
of the literature as it pertains to undocumented students, I will then analyze the educational
outcomes of men of color in higher education. This will put into greater focus the intersecting
identities of undocumented Latino men and provide a platform to further understand the myriad
13

of barriers that this student demographic must overcome. Moreover, the undocumented student
experience is seemingly steeped in deficit frames. As such, in honoring movements of resistance,
I will offer a counternarrative that highlights the perseverance of undocumented students and
how, despite the challenges they face, they are still able to succeed in higher education. This
chapter will then conclude by discussing the theoretical framework of intersectionality and
Yosso’s Community Cultural Wealth model and how they will guide this study to bring
awareness to the lived experiences of a vulnerable student population in higher education.
The Undocumented Experience in the United States
Unauthorized Immigrants
According to the Pew Research Center, the foreign-born population in the United States
reached a record high of 44.8 million in 2018, including 10.5 million unauthorized immigrants
(Budiman, 2020). Roughly 67% of unauthorized immigrants come from Mexico and Central
America (Migration Policy Institute, n.d). Consequently, much of the political discourse over
immigration has centered around individuals from Mexico and other Central American nations.
Decades of failed immigration policies and economic push and pull factors have played a critical
role in increasing the immigration population in the United States (Passel & Cohn, 2009).
Moreover, many immigrants flee their home country to escape the harsh conditions that they are
subjected to due to armed conflicts, poverty, or political persecution (Perez & Cortez, 2011).
Upon arrival, unauthorized immigrants quickly realize the harsh conditions of living in the
United States without proper legal status.
Deprived of lawful status, immigrants endure harsh conditions such as poverty-level
wages, deportation, ICE raids at work and in their homes, and are victims of hate crimes (Perez
& Cortez, 2011). According to Perez (2009), terms like, illegal alien, illegal immigrant, illegals,
14

undocumented workers, undocumented immigrants, guest workers, temporary workers, braceros,
and wetbacks, have been used to further dehumanize Latinx immigrants. Further, there is a false
belief that unauthorized immigrants exploit the U.S. economy, burden public service agencies,
and are presumed to be prone to criminal activity, which has been proven to be false (Perez,
2009). Thus, in times of economic uncertainty, immigrants are often scapegoated and blamed for
the problems in society. Federal and state laws have further oppressed unauthorized immigrants
by depriving them of obtaining a driver's license, education, employment, and housing (Perez &
Cortez, 2011). It is due to these conditions that upward social mobility is a daunting challenge
for undocumented individuals. These policies and laws that have intentionally hindered the
advancement of undocumented immigrants have not only affected undocumented adults but their
children as well. In the following section, I will highlight key data points regarding the
educational outcomes of undocumented students, shedding light on the generational
consequences of systemic barriers. Before continuing with the following section, it is important
to understand who is considered an unauthorized immigrant in this country. Immigrants Rising
(2023) refers to individuals who are undocumented as:
● Entered the country without inspection at an official checkpoint,
● Entered the country with legal status but overstayed after their ‘duration of status’ date,
● Have or previously been granted DACA,
● Are currently in the process of legalizing,
● Vulnerable immigrants whose immigration status puts them in jeopardy by immigration
enforcement.
Undocumented students
15

In the United States, there are approximately one million undocumented children under
the age of 18 and 4.4 million under the age of 30 (Passel & Cohn, 2011). Consequently, this
study focuses on this demographic, further highlighting their experiences in accessing higher
education. The 1982 Plyler v Doe Supreme Court decision ruled that undocumented students are
entitled to equal protection under the 14th Amendment, implying that they should not be denied
access to K-12 education and that denying them access to education would create a lifetime of
hardships (Abrego & Gonzalez, 2010). This decision was fundamental in allowing
undocumented students to access public K-12 education. However, it left many unanswered
questions about access to higher education. Following this decision, in 1996, President Bill
Clinton signed the Personal Responsibility and Work Opportunity Reconciliation Act
(PRWORA), which denied undocumented immigrants federal benefits (Dyck & Hussey, 2008).
Undocumented immigrants were denied access to federal public benefits such as retirement,
welfare, public or assisted housing, and notably, forbidding undocumented students from
receiving federal loans or funding for higher education (Frum, 2007). As a consequence, the
extent of determining the access to higher education for undocumented students fell into the
hands of each state, creating a complex landscape.
Each year, there are approximately 98,000 undocumented students who graduate from
high schools across the country, and only 11% of them pursue a postsecondary education
(Diaz-Strong et al., 2011; Zong & Baltova, 2019). The number of undocumented students
pursuing a postsecondary education is astronomically low, and part of the problem is due to the
lack of access to higher education across the country. States like California, Texas, and New
York allow undocumented students to pay in-state tuition and receive state financial aid, while
states like Alabama, Georgia, and South Carolina actively bar enrollment in all or certain public
16

institutions for the state’s undocumented students. Furthermore, there are only 17 states, along
with the District of Columbia, that offer in-state tuition for undocumented students, and there are
six states that bar unauthorized individuals from in-state tuition benefits (Mendoza, 2015). As a
result, undocumented students have limited access to where they can attend school, further
creating a burden for students who live in states that have policies to intentionally exclude them
from accessing higher education.
Consequently, of the 427,000 undocumented students enrolled in postsecondary
education, the majority of them are attending schools in California, Texas, Florida, and New
York (American Immigration Council, 2023). Furthermore, 45.7% of undocumented students are
considered Hispanic, which is more than any other ethnic and racial demographic (American
Immigration Council, 2023). Given the statistical prevalence of undocumented students in
California postsecondary schools, and since the majority may identify as Hispanic, this study
will hone in on the experiences of Latino undocumented students in California, with a particular
focus on males. Further, along with an undocumented student's state of residency, it is also
crucial to acknowledge that the experiences of undocumented students are greatly impacted by
whether or not they have DACA. This significant factor in the undocumented student experience
will be discussed in the following section.
DACA
Due to mounting pressure over the uncertainty of the Development, Relief, and Education
for Alien Minors Act (DREAM) Act, President Obama signed an executive order in June of
2012, enacting the Deferred Action for Childhood Arrivals (DACA) program (Gonzales et al.,
2014). Those granted DACA receive immigration relief or deferment for two years, are granted
work permits, and receive temporary social security numbers (U.S. Citizenship &
17

Immigration Services, 2022). Various requirements must be met to be granted DACA, making it
difficult for many undocumented individuals to apply. Applicants must have arrived in the
United States before the age of 16, must have been younger than 31 when the program was
announced in 2012, resided in the U.S. for 5 consecutive years, must attend high school or a
GED program, or have a high school diploma, and cannot have been convicted of a felony or
significant misdemeanor (U.S. Citizenship & Immigration Services, 2022). Further, applicants
must pay a $456 processing fee every two years when renewing their DACA, which does not
include any legal fees that an individual pays to complete their application (Gonzales et al.,
2014). Although many have benefited from the program, not all individuals meet the necessary
criteria. According to Batalova et al. (2013), various undocumented individuals have been
excluded from applying or have been denied due to the specific and complex requirements.
Nonetheless, according to the Migration Policy Institute, over 800,000 individuals have benefited
from DACA, permitting expansive educational and work opportunities (Chishti & Gelatt, 2022).
The DACA program has allowed undocumented individuals to further themselves personally and
professionally and has allowed them to further their education.
Although DACA was not created as a permanent solution, as the program does not grant
any paths to citizenship for recipients, the impact it has had on undocumented individuals was
quickly seen. According to research conducted by Gonzales et al. (2014), DACA has expanded
work opportunities for recipients, allowed them to earn higher wages, and new internship
opportunities, individuals were able to open bank accounts and credit cards, and some states have
allowed them to obtain a driver's license. These transformative changes were fundamental in
allowing DACA recipients to enhance their access to U.S. institutions, fostering better
opportunities and upward social mobility. Furthermore, DACA students in postsecondary
18

education reported feeling a greater sense of belonging on their college campuses and in society
in comparison to students without DACA (Teranishi et al., 2015). This distinction is vital, as the
experiences of undocumented students in postsecondary education further vary due to whether or
not they have DACA. Gonzales et al. (2014) further elaborate that those who have benefited
most from DACA are individuals with higher levels of education and greater access to family
and community resources. Thus, earning a bachelor’s degree for DACA students will, in the long
term, allow them to take full advantage of all the benefits that the program offers.
Of the 409,000 undocumented students enrolled in postsecondary education, only
141,000 of them are eligible for DACA, which is a decrease of 22.5% of DACA-eligible students
from 2019 to 2021 (American Immigration Council, 2023). This is an alarming statistic and will
only continue to worsen because traditional-aged undocumented students who are currently
enrolling in postsecondary education do not meet the cutoff date of being in the country before
2007, as outlined in the DACA program criteria. Adding to these challenges is the
anti-immigration agenda that was pushed by former President Donald Trump. The fate of the
DACA program was jeopardized in 2017 when his administration deemed DACA illegal and
unconstitutional. Since then, the program has been subject to various ongoing legal battles,
further creating a sense of fear for recipients and those seeking to apply for the DACA program.
In a study conducted by Patler et al. (2021), they concluded that shortly after the creation of the
DACA program, DACA recipients self-reported that their health had improved; however, after
2015, their mental health had worsened. This is primarily due to the legal challenges surrounding
the DACA program, which have created a sense of fear, anxiety, and uncertainty for many
individuals. As the 2024 presidential election approaches, the topic of immigration will yet again
be at the center of attention, with DACA positioned in the spotlight. The ongoing uncertainty and
19

limitations of DACA underscore the pressing need for comprehensive immigration reform to
address the challenges faced by undocumented individuals, especially undocumented students
who are trying to further their education.
California Laws and Policies
Building upon the national context discussed earlier, it is fundamental to delve into the
specific laws and policies within California that impact higher education for undocumented
students. Due to much of the ambiguity of federal laws over postsecondary access for
undocumented students, states like California have enacted state-level initiatives that play a
pivotal role in the experiences of undocumented students in California colleges. The two
state-level policies I will discuss in this section are Assembly Bill 540 and the California Dream
Act.
In 2001, former Governor Gray Davis signed California Assembly Bill 540 (AB 540) into
law. This pivotal legislation was a step forward in creating greater access for undocumented
students in the state. Under AB 540, residents of California, regardless of their immigration
status, would be granted the ability to pay for in-state tuition fees in the state's public universities
and colleges (Abrego, 2008). Prior to AB 540, non-resident students were obligated to pay for
in-state tuition, which was a barrier for students who could not afford the high cost of tuition.
Under AB 540, non-resident students can apply for in-state tuition as long as they attended a
California high school for three or more years, graduated from a California high school, or
received an equivalent certification (Person et al., 2016). Students must complete an affidavit
proving that they meet one of these requirements while applying for college. According to Flores
and Chapa (2009), enrollment of undocumented students in higher education increased in states
that allow undocumented students to pay for in-state tuition. Furthermore, Abrego (2008)
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concluded that undocumented students who were able to pay for in-state tuition felt safer and
much more confident in applying for colleges. This is due to the new identity that AB 540 gave
to undocumented students. Not only did AB 540 help address some of the financial burdens that
undocumented students were facing, but it also transformed their identity of feeling a greater
sense of belonging for the states they call home. Although the implementation of AB 540 was a
great starting point, it fell short of providing undocumented students with financial aid to lower
the cost of pursuing a postsecondary degree.
In 2011, California signed the California Dream Act into law. This was a landmark
legislative effort to address the financial burden that undocumented students were facing in
funding their postsecondary education. While the passing of AB 540 allowed undocumented
students to pay for in-state tuition, the California Dream Act further extended this by allowing
undocumented students to be eligible for state financial aid. Under the California Dream Act,
undocumented students with DACA, U Visa holders, students under Temporary Protected Status
(TPS), and students who qualify for non-resident exception under AB 540, SB 200, and SB 68
are eligible to receive financial aid (California Student Aid Commission, 2023). This aid
includes private scholarships funded through public universities, state-administered financial aid,
community college fee waivers, university grants, and Cal grants (California Student Aid
Commission, 2023). Undocumented students, who were previously systematically barred by
financial constraints, now have the opportunity to fund their education, creating greater access to
postsecondary education.
According to a study conducted by Raza et al. (2019), the implementation of the
California Dream Act drastically relieved the financial burden associated with tuition. It
promoted students’ ability to continue their postsecondary education. Students in the study
21

reported feeling a sense of relief, both mentally and financially (Raza et al., 2019). This is
because they had the ability to choose where they wanted to go to school, had more time to focus
on their studies, and felt supported by the state to further their education. Furthermore, in a study
conducted by Ngo and Hinojosa (2022), they found that after the implementation of the
California Dream Act, undocumented students enrolled in community colleges increased their
average credit load, transferable courses, credit for degree applicable courses, and decreased
coursework in career/technical education. Undocumented students enrolled at community
colleges began to stray away from career/technical courses because they now had the opportunity
to further their education at four-year colleges. Both the California Dream Act and AB 540, are
critical legislations that have expanded the educational opportunities for undocumented students,
further creating an inclusive and equitable landscape in California’s postsecondary institutions.
Financial Hardships
As tuition costs continue to rise, the cost of obtaining a college degree will become a
burden for most middle-class and low-income families. According to Gonzales (2016),
approximately 70% of all college students utilize some form of financial aid. However, access to
financial aid is not equitable, particularly for undocumented students. Due to federal restrictions,
most undocumented students do not have access to federal and state grants, loans, and
scholarships, which their documented peers do have access to (Abrego, 2006). Thus, attending a
four-year institution is often unattainable for undocumented students even if they get admitted
into the university. Undocumented students face multifaceted challenges when trying to fund
their education. Undocumented students need to take into consideration in-state tuition
eligibility, financial aid limitations, state-level financial aid programs, scholarship and private
aid, and work opportunities. Thus, pursuing a postsecondary education becomes a daunting
22

experience, and in what should be a memorable experience, undocumented students are hit with
a harsh reality.
According to the Pew Research Center (2009), 61.3% of undocumented students come
from low-income families. Consequently, undocumented students must often decide whether
they want to pay for tuition and fees or financially contribute to the well-being of their families
(Contreras, 2009). This often puts undocumented students in an uncomfortable position as they
are torn between following their aspirations and a genuine concern to not further burden
themselves and their families with the cost of obtaining a postsecondary education. This is
further highlighted by a study conducted by Ibarra (2013), where he states that highly qualified
undocumented students often do not attend selective universities because of the lack of financial
aid. Access to scholarships is also limited, and many are hard to find, which is another obstacle
for undocumented students (Diaz-Strong et al., 2011). This draws further attention to the intricate
relationship between financial accessibility, educational aspirations, and the socioeconomic
constraints that hinder the educational trajectories of undocumented students.
Students who do decide to pursue post-secondary education, often attend community
colleges because of the lower costs of tuition and the accessibility to work part-time
(Diaz-Strong et al., 2011; Terriquez, 2014). The decision to attend a community college
represents a strategic plan to balance the financial and familial constraints. However, Terriquez
(2015) also claims that students who attend community colleges often do not complete their
intended degree, which is further exacerbated by students who work part-time. Thus, although
attending a community college is an accessible option for most students, including
undocumented students, many do not transfer to a four-year institution to complete their degrees.
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Undocumented students who do decide to continue their postsecondary education must
often find other avenues to fund their education. In comparison to students who are U.S. citizens,
a significantly higher percentage of DACA students reported paying for school using money
from jobs, money from savings, money borrowed from family members, and credit cards (Regan
& McDaniel, 2019). Regan and McDaniel (2019) also revealed that 56.7% of undocumented
participants reported that financing their college education was their biggest concern. Thus,
undocumented students, particularly those with DACA, often work part-time to reduce the
amount of money they borrow from family members and also to reduce the amount of credit they
use. According to Perez (2012), undocumented students often worked more than 20 hours in
comparison to their documented peers who had similar financial constraints. However, the jobs
undocumented students work often pay them low wages, which may not be enough to adequately
allow them to support themselves (Terriquez, 2014). This is especially true for students without
DACA, as they do not have work permits, which may make them ineligible for most on-campus
jobs. This challenging landscape highlights the urgent need for comprehensive solutions to
address the systemic barriers that undocumented students face in funding their education.
Educational Outcomes of Men of Color in Higher Education
Men of Color Students
Having outlined the experiences of undocumented students in higher education, the focus
will now shift to an examination of the educational outcomes of men of color. Below, I will shed
light on the unique challenges faced by this particular student population. The focus will narrow
down to highlight the experiences of Latino males in higher education, to align with the focus of
this study. It is vital to understand the intersectionality of being both an undocumented student
24

and a man of color and how they can further exacerbate the opportunities available to them in a
system that inherently was not designed to serve either population.
For this study, men of color will be defined as males who identify as Black, Latino,
Native American, Southeast Asian American, and Pacific Islander (Huerta et al., 2021). The low
enrollment, retention, and graduation rates of men of color in higher education are a national
issue (Dualeh et al., 2018). According to Perez Huber et al. (2015), fewer than 20% of men of
color possessed a four-year college degree in 2012, which has not improved in over a decade.
Not only do men of color have lower enrollment, retention, and graduation rates compared to
White men, but also their female counterparts (Dualeh et al., 2018). Consequently, questions
have been raised as to why this specific student population is not able to succeed at the same
level as other students. Much of the blame has been placed on men of color, signaling them as a
problem (Broom, 2018). According to Broom (2018), this narrative of placing the blame on men
of color for supposed underperformance and disengagement fails to examine the structure,
policies, and practices that impact schooling experience. In their pursuit of earning a college
degree, men of color must overcome various barriers such as their socioeconomic status,
academic preparedness, lack of representation, and masculinity, which will be further explored in
this section.
Socioeconomic Status
Similar to undocumented students, a significant percentage of men of color come from
low-income families (Fischer, 2007). Consequently, men of color are often faced with the
dilemma of either going to college or immediately starting to work to provide for their families
(Dualeh et al., 2018). This, in turn, influences their priorities, and their dreams of continuing
their education are often halted by economic and familial expectations. Furthermore, in a study
25

conducted by Solorzano et al., (2005) they concluded that socioeconomic status strongly
influences social capital. Their findings suggest that students that come from working-class
families, do not have a positive perception of being able to go to college. Building on this notion,
McCarron and Inkelas (2006), reported that there was a correlation between socioeconomic
status and degree attainment, particularly first-generation students from low-income families had
the lowest degree attainment in comparison to students from wealthier families. This highlights
the disparities that exist in higher education between students who come from working-class and
affluent families.
For men of color who decide to pursue higher education, their socioeconomic status
continues to impact their college trajectory. Fischer (2007) highlights that students from low
socioeconomic families struggle to do well in college due to the lack of financial resources.
Students have difficulty paying for books, tutoring, and other educational resources that can
further assist them with their studies. Furthermore, due to the rising cost of college tuition and
other related expenses, men of color are often unable to continue to pay for their education
(Ladson-Billings, 2006). This further contributes to the low retention and graduation rate of men
of color. It is clear that one’s socioeconomic status heavily influences whether or not a student
will pursue a postsecondary degree, but it also brings awareness to the academic preparedness of
students from low-income neighborhoods.
Academic/College Preparedness
The educational outcomes for men of color can be traced back to their K-12 experience.
According to Solorzano et al. (2006), educational structures and policies have intentionally
hindered the educational success of students of color, contributing to the low percentage of high
school completion and four-year enrollment. Students often do not feel supported by their
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teachers and school educators, negatively affecting their perception of the education system. In a
study conducted by Halx and Ortiz (2011), they discovered that teachers and school
administrators did not value the presence of Latino male students, and did not believe in their
abilities to persist in their education. In addition to this, Noguera et al. (2011) further reported
that Latino male students are oftentimes overrepresented in-school suspensions, labeled with
learning disabilities, and are targeted by school police. These actions have a negative impact on
students who are already in a vulnerable position in society due to their ethnicity and social class.
Men of color from low-income families often attend underfunded schools in their
communities that, unfortunately, are not equipped to prepare students for the academic rigor of
college (Burciaga, 2015). A study conducted by the College Board revealed alarming statistics,
with 51% of African-American males and 45% of Hispanic males scoring below the 12th-grade
reading level (Lee & Ransom, 2011). Additionally, 64% of African-American males and 51% of
Hispanic male students scored below the 12th-grade math level (Lee & Ransom, 2011). This
suggests that men of color, particularly Black and Latino males, have been underprepared by
their past academic experiences when they attend college. This may lead to the academic
dismissal of these students as they may struggle to adjust to the rigor of higher education. In
addition, due to the negative experiences that they had with teachers and school officials, they
may not want to seek the help needed to overcome the academic challenges they are facing.
Lack of Representation
Men of color often find themselves in a unique position in higher education as they may
feel a sense of isolation due to a lack of representation. This, in turn, hinders their sense of
belonging on college campuses. The concept of belonging is referred to as the “psychological
experience when an individual possesses membership to a particular community that is
27

committed to fulfilling, supporting, and meeting the needs of the individual as well as the group”
(Turner & Zepeda, 2021, p. 129). How individuals experience this sense of belonging can
significantly impact their overall college experience. According to Museus et al. (2018), men of
color attending predominantly White institutions are less likely to feel validated, understood, and
supported. These students experience high levels of isolation and alienation, as their campuses
do not mirror their communities (Museus et al., 2018). In a study conducted by Hausmann et al.
(2007) on Black and Latino male students in higher education, they concluded that a strong sense
of belonging was a clear indicator of whether or not a student would persist. However, men of
color have a hard time building relationships with their peers as they may be the only male of
color in their classroom and other spaces on campus. Not only do they have difficulty interacting
with other men of color students, but also professors and faculty.
Turner and Zepeda (2021) highlight that men of color students who have positive
interactions with faculty and staff correlate positively with retention and persistence. That is
because they can receive help from these individuals and a safe environment is being created
through these interactions. In another study conducted by Torres and Hernandez (2009), they
indicate that men of color students with an advisor/mentor have a higher percentage of retention
rates compared to students who do not. However, due to a lack of representation among faculty
and staff, students often lack trust and instead turn away when they need help (Turner & Zepeda,
2021). Addressing the lack of representation of men of color in higher education as well as the
diversity within college faculty and staff, is an issue that needs to be addressed to build a much
stronger relationship between faculty and students.
Masculinity and Machismo
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Central to this study is an examination of the intersecting identities of undocumented
Latino male students, thus discussing how their gender, social class, and ethnicity are needed to
further understand this student population. Men of color, specifically Latino males, often find
themselves navigating a complex landscape guided by ideals of machismo. Latino masculinity,
otherwise referred to as machismo, is a social construct that dictates how Latino men should
express their masculinity. This cultural construct, rooted in societal expectations, influences the
behaviors and interactions of Latino males in higher education. Latinos males, from an early age,
are taught to show assertiveness, power, control, aggression, and obsession with achieving status
while showing emotions is a sign of weakness (Hurtado & Sinha, 2016). Latino men often find
themselves in a contradictory position in the United States, as they want to assert their
masculinity, but since they are part of an ethnic minority and come from low socioeconomic
status, they are denied economic and political power (Saenz et al., 2013). As a result, Latino men
often feel the need to overcompensate their masculinity as a result of being unable to access
White middle-class patriarchy. Hurtado and Sinha (2016) further explain this paradox by
highlighting the contradictory position of Latino men in a system where they belong to a
privileged population due to their gender but as Latinos, they:
also experience the disadvantages of those belonging to devalued social categories, that
is, men who come from a working-class background, who are immigrants, who speak
Spanish, who often look racially nonwhite, who have a Latino background, and who may
be gay. (p. 56)
These traditional ideals of machismo can create barriers and hinder the educational experiences
of Latino males of color. As stated by Cerna et al. (2009), gender and masculinity constructs can
be magnified by the complex nature of college.
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In their study, Saenz et al. (2013) identified three key characteristics of the impact that
machismo had on Latino male students, “a) caused men to admit emotionality only in rigid ways,
b) pride and fear prevented men from seeking help when needed, and c) cultural and familial
expectations of getting a job and earning money was as a marker of manhood” (p. 95). Men
oftentimes are taught not to share or show their emotions which negatively hinders them as they
are not able to receive the help that they need to manage the circumstances that are causing them
hardships. Latino men are influenced by ideals of machismo, and as a result are reluctant to ask
for help because it is attributed to signs of weakness (Sanez et al., 2013). As previously
mentioned, from an early age, men of color are often instilled with the ideals and beliefs that
they must be the breadwinners of the family. They grow up with these familial and cultural
expectations which heavily influence their decision to start working as soon as they can. This
overview provides a clearer description of how the intersecting identities of Undocumented
Latino males impact their access and college experience. Their experiences are shaped by their
legal status, ethnicity, gender, and socioeconomic class.
Perseverance and Resilience
While the previous sections have shed light on the multifaceted challenges and systemic
barriers that have intentionally hindered the educational outcomes of undocumented Latino men
of color within higher education, it is equally important to bring awareness and focus on the
remarkable narratives of perseverance and resilience that characterize their journeys. In the face
of adversity, undocumented students have demonstrated an abundance of determination in their
pursuit of obtaining a postsecondary education. According to the Center For Migration Studies,
there are approximately 1.7 million highly educated undocumented immigrants in the United
States who have earned either a Bachelor’s degree, a Master’s degree, a professional degree
30

beyond a Bachelor’s degree, or a Doctorate (Millet, 2022). Below I will highlight key
characteristics that contribute to the success of undocumented students.
As defined by Luthar et al. (2000) resilience refers to, “ a dynamic process encompassing
positive adaptation within the context of significant adversity” (p. 543). How are undocumented
students able to persevere in their pursuit of obtaining a college degree despite the numerous
challenges they must overcome is a question that presents itself while reviewing the literature on
this particular student population. In a study conducted by Borjian (2016), they concluded that
undocumented students who felt supported by their friends, family, and especially educators, felt
motivated to persist in and outside of the classroom. Furthermore, educators play a critical role in
informing students about the opportunities available to undocumented students, and college
counselors are important guides to reassure students that they do have the possibility of going to
college (Borjian, 2016).
Addressing the mental health concerns of undocumented students is also a crucial
component to not only ensure their mental well-being but also their educational outcomes.
According to Gonzales et al. (2013), undocumented students who had individuals with whom
they could openly talk about their struggles were able to maintain a remarkable sense of hope in
the face of hopelessness. Building meaningful relationships with peers and educators is essential
to the success of undocumented students. Students who felt this sense of belonging and safety,
were able to pursue higher levels of education, while simultaneously advocating for themselves,
their families, and peers, becoming civic leaders along the way (Gonzales et al., 2013). In a
different study, Ellis and Chen (2013), concluded that when counseling psychologists, career
counselors, and mental health professionals, focused on reframing the experiences of
undocumented students, they were able to identify previous accomplishments that helped
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empower the students. Undocumented students are constantly reminded about their legal status,
which hinders their perception of themselves, but when they are reminded of their
accomplishments, it helps reframe their thought process on their personal, educational, and
professional goals. Furthermore, students who had a positive perception about going to college
were much more likely to persist and persevere because they recognized the benefits of obtaining
an education (Ellis & Chen, 2013).
Undocumented students are often fueled by the sacrifices of their families which
motivates them to succeed despite the obstacles. Undocumented students want to avoid failure,
as they not only want to prove doubters wrong, but they also want to succeed to repay their
parents for their hard work and value the sacrifices that their parents made in providing them
with greater opportunities (Anguiano & Najera, 2015). To expand on this, undocumented
students in higher education also feel a responsibility to fight for the rights of people in their
communities (Anguiano & Najera, 2015). This sense of responsibility fuels their desire to earn a
higher education to combat the challenges and barriers that are impacting their families and
communities. They recognize that to fight social injustices in their communities, they need to
earn a college degree. It is also interesting to note that undocumented students are often fueled
by their feelings of limitation, otherness, and disempowerment, to succeed (Anguiano & Najera,
2015; Borjian, 2016). This section further brings awareness to the dedication, courage,
perseverance, and resilience that help empower undocumented students in their pursuit of
navigating a system that historically was not made to serve them.
Institutional Support
Institutions play an important role in addressing the disparities that exist in higher
education. However, the low enrollment, retention, and educational outcomes of both men of
32

color and undocumented students, question the role that institutions have in ensuring equitable
outcomes for all students. According to Brooms (2018), ethnic student organizations, cultural
centers, and student-centered programs/initiatives, all contribute to the success of men of color in
higher education. However, very few institutions have adopted these ideals and instead, men of
color feel isolated and unwelcomed at the campus they attend (Brooms, 2018). Men of color are
unable to foster a sense of belonging and build meaningful relationships with students and
faculty because they often do not have the space to do so. In addition, Museus et al. (2018) argue
that the racial inequities that exist in higher education are caused by institutions because of their
focus on “creating temporary boutique programs that serve limited numbers of diverse students,
rather than transforming the larger systems that create these disparities” (p. 482). In order to
address the educational disparities that exist between men of color and their peers, a cultural shift
is needed by the institutions that serve these students to address the root causes of the low
enrollment, retention, and graduation rates among men of color.
Similarly to men of color, undocumented students have also been affected by the
proactive approach taken by institutions to address the barriers hindering their success.
Undocumented students often feel isolated, unsupported, and intimidated on their college
campuses due to a lack of understanding and support from staff and faculty who may not be
equipped with the necessary knowledge and background to understand their needs and
experiences (Contreras, 2009; Suarez-Orozco et al., 2015). Institutions play a vital role in the
professional development of staff and faculty; however, this remains an area of growth to address
the particular needs of undocumented students. Teranishi et al. (2015) argue that the government
and institutions have taken some positive steps to address the educational opportunities of
undocumented students, but they have not been enough which is reflected in their low enrollment
33

and graduation rates. Institutions need to address and reconsider their admissions, outreach,
financial aid, support services, and retention programs, to adequately support undocumented
students (Teranishi et al., 2015). Although there is still much work that needs to be done at the
federal and state levels, institutions can still help alleviate the barriers present in the educational
journeys of undocumented students.
Conceptual Framework
In further understanding the complex experiences of undocumented Latino males in
higher education, this study adopts an intersectional theoretical framework, as proposed by
Kimberlé Crenshaw, alongside Yosso’s Community Cultural Wealth model. It is vital to analyze
how intersecting identities, such as being undocumented, Latinx, and male, collectively influence
the experiences of this student demographic in society and higher education. Simultaneously, it is
also important to bring awareness to the diverse forms of cultural capital that this student
population brings with them to their college campuses, and how they are often unexplored. By
utilizing both of these theories as my conceptual framework, I hope to bring a holistic
understanding of the experiences of this student population.
Intersectionality is a term that was introduced by Kimberelé Crenshaw (1989) to further
understand the forms of oppression that Black women faced due to their race and gender.
Intersectionality is derived from Critical Race Theory and has been used as a framework in
feminist studies and social justice initiatives. According to Crenshaw (1989), an individual's
identity is shaped by the intersection of various social categories such as race, gender, and
socioeconomic class. Thus, to understand the lived experiences of people, their multiple
intersecting identities need to be taken into consideration. Intersectionality recognizes that
individuals can experience multiple, interconnected forms of oppression and privilege based on
34

their identities (Crenshaw, 1989). This signifies that individuals do not experience privilege or
oppression individually, but instead, those experiences are intertwined. Although
intersectionality was initially applied within the context of feminist discourse, it has expanded as
a framework that has been utilized to understand the complex experiences of minority groups in
the United States.
Central to this study is understanding the intersecting identities of being undocumented,
Latinx, and male and how these various identities create a complex landscape for this student
population in accessing higher education. As mentioned by Borjian (2016), undocumented
students face legal, social, and financial barriers that are difficult to navigate independently.
Thus, in understanding the experiences of this student population, it is important to understand
how their legal status, ethnicity, gender, and socioeconomic class create a unique set of
challenges that cannot be adequately understood in isolation. Instead, acknowledging that these
identities are interconnected allows us to unravel the complexities that are present in their pursuit
of navigating higher education.
In addition to intersectionality, this study will utilize Yosso’s Community Cultural Wealth
(CCW) model as a conceptual framework to further explore the strengths that undocumented
Latino males possess. Undocumented students are often portrayed as individuals who lack the
proper cultural capital and knowledge to succeed in higher education (Collier & Morgan, 2008;
Perez Huber, 2009). Furthermore, Latino masculinity, or machismo, has been seen as a barrier to
the educational outcomes for this student population. As mentioned by Yosso (2005),
first-generation Latino men enter college with a unique set of challenges, but they also possess
noteworthy talents and strengths. Bourdieu and Passeron (1990) argued that the knowledge of the
upper and middle classes is considered valuable capital to a hierarchical society, and if
35

individuals were born outside of these social classes, they should acquire them to achieve
upward social mobility. This deficit narrative and model suggesting that undocumented and
Latino men lack the proper cultural capital to succeed in higher education is problematic. It fails
to recognize and leverage the existing capital that this student population possesses (Yosso,
2005). Yosso (2005) identifies six forms of cultural capital that marginalized communities utilize
to succeed in higher education: aspirational, linguistic, familial, social, navigational, and
resistance. This study will specifically focus on aspirational, familial, and navigational capital.
Given the specific student demographic of undocumented Latino male students, and the deficit
narrative placed on this student population, a focused exploration of these three forms of capital
will provide a nuanced understanding of how they effectively utilize their strengths to succeed in
higher education.
Aspirational capital is the ability to “maintain hopes and dreams for the future, even in
the face of real or perceived barriers” (Yosso, 2005, p. 77). This is evident in both undocumented
students and men of color in higher education, as they can remain hopeful and show a
tremendous amount of resilience as they navigate systemic barriers that are hindering them from
pursuing higher education. Linguistic capital refers to the intellectual and social skills that
students of color have, and reflects the idea that “Students of Color arrive at school with multiple
language and communication skills” (Yosso, 2005, p. 78). Familial capital refers to the cultural
knowledge that is fostered between the immediate and extended family, which enforces the idea
of maintaining a healthy connection to our community and resources (Yosso, 2005). Social
capital is the network of people and resources that students of color rely on to attain, “education,
legal justice, employment, and health care” (Yosso, 2005, p. 80). Navigational capital is how
students of color navigate social institutions that were not created with people of color in mind
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(Yosso, 2005). In this instance, it applies to undocumented Latino males navigating higher
education. Finally, resistant capital refers to the ability of students of color to resist oppositional
behavior, often stemming from racism (Yosso, 2005).
Applying CCW, allows this study to embrace the rich cultural capital that undocumented
Latino male students bring to their educational experiences. It moves away from a deficit and
dominant ideology which suggests that this student population does not have the necessary
cultural capital to succeed in higher education. This study aims to further provide a
comprehensive understanding of equity in higher education by utilizing both intersectionality
and CCW. Further, this study seeks to shed light on the complexities inherent in the experiences
of undocumented Latino male students and advocate for educational policies and practices to
further promote equitable outcomes for this student population.
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Chapter 3: Methodology
This study is centered on amplifying the voices of undocumented Latino males of color
as they navigate the complexities of higher education in California. To provide a safe space for
this student population and allow them to share their lived experiences, this study utilized a
qualitative research approach. Specifically, testimonios were utilized as a research methodology
as it allows students to share their stories and the injustices they have suffered as a result of
marginalization (Romo et al., 2019). This student demographic has been forced to live in the
shadows of society, and as a result, their stories and experiences of navigating higher education
are unheard and overlooked. Unfortunately, undocumented students may not always have a safe
space or a platform to share their experiences without repercussions or judgment. Thus, this work
aimed to bring awareness to the inequities that exist in the educational trajectory of
undocumented Latino male students in higher education by providing a platform for them to
share their stories.
Research Questions
1. In what ways does the intersecting identities of undocumented Latino male students
impact their college-going experience at a Southern California Community College?
a. What forms of capital do undocumented Latino males utilize as they navigate
their higher education experience?
b. What do undocumented Latino males perceive as supportive institutional
practices impacting their college-going experience?
Methods
Research Design
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A qualitative research design was used in this study given the lack of literature available
on the intersecting identities of undocumented Latino male students. Qualitative research is “an
approach for exploring and understanding the meaning individuals or groups ascribe to a social
or human problem” (Creswell & Creswell, 2018, p. 41). To further understand how
undocumented Latino males make meaning of their college experiences, testimonios were
utilized to provide a narrative-based qualitative approach. As mentioned by Reyes and Rodriguez
(2012) testimonios are “an account told in the first person by a narrator who is the real
protagonist or witness of events. This definition focuses on testimonios evolving from events
experienced by a narrator who seeks empowerment through voicing her or his experience” (p.
527). Through testimonios, individuals are able to tell their own stories, which is a
transformative and empowering experience as they can be their authentic selves and share
information that they may not have disclosed previously. Testimonios allow the person sharing
their story to publicly claim their identity and stories, which have often been lost (Romo et al.,
2019).
Testimonios have been used particularly by Latina and Chicana feminists to “document
and/or theorize their own experiences of struggle, survival, and resistance, as well as that of
others” (Huber, 2009, p. 643). Testimonios offer a unique perspective in this study, as they can
challenge traditional gender norms given the vulnerability and privacy of the topic. Testimonios
provide an opportunity to challenge stereotypical narratives surrounding masculinity, which can
be an empowering tool. Huber (2009) further states that testimonios are often told by a witness,
someone who has experienced injustices, to raise awareness of oppression. Furthermore.
testimonios are grounded in liberationist pedagogy, which seeks to challenge oppressive systems
in order to achieve social liberation (Reyes & Rodriguez, 2012). Through testimonios and the
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two theoretical frameworks (intersectionality and community cultural wealth), I hoped to shed
light on the intersectionality of undocumented Latino men of color students, and how they utilize
aspirational, familial, and navigational capital to navigate the barriers present in their higher
education journey.
Site and Participant Selection
The research site for this study was conducted at a community college in Southern
California, which will be referred to as Monte Alban City College (MACC), a pseudonym used
to protect the privacy of the college and the participants of this study. MACC’s mission is to
empower and foster ethical students who actively engage in their learning and contribute to the
democratic structures of society (MACC, 2022). Their vision is to build an inclusive community
where their students can learn to be part of a diverse democracy (MACC, 2022). MACC has two
campuses which are six miles apart, one will be referred to as Mitla Campus (MC) and the other
Yagul Campus (YC). MACC publicly advocates and assists undocumented students through
advocacy, guidance, and support. As such, they have created Dream Services, which is located in
the MC campus, to create a safe space for undocumented students enrolled at the college.
MACC has a diverse student population. For the 2021-2022 academic year, MACC
reported an enrollment of nearly 35,000 students, of which, approximately 17,000 (50%)
identified as Hispanic or Latinx (MACC, 2022). Additionally, 56% of students identified as
female, 41% as male, and 2% selected other. The majority of students, 68%, are reportedly from
working-class families. Due to the high number of students who identify as Hispanic or Latinx,
MACC is a Hispanic Serving Institution (HSI). Given my specific research topic of exploring the
lived experiences of undocumented Latino male students in California, MACC’s HSI designation
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and its support of serving undocumented students make it an ideal site to conduct this particular
study.
Sampling and Recruitment
Due to the specific student demographic that this study aimed to explore, students must
have met the following criteria:
● Self-identify as an undocumented student, including DACA and non-DACA recipients,
● Self-identify as a Latino male,
● Currently enrolled at Monte Alban City College, part-time or full-time,
● 18 years and older
It was vital for students to identify themselves as undocumented, which included DACA and
non-DACA recipients, which highlights the diversity of the undocumented community. Further,
students needed to identify as Latino males, as this research focuses on the intersectionality of
undocumented students. Students needed to be enrolled at MACC, to ensure that the experiences
are grounded at the particular institution. Lastly, students must have been 18 years or older, as
they have the autonomy to decide whether or not they would like to participate in this study. This
intentional approach to sampling seeks to give a voice and a platform to a student group that is
understudied and often overlooked in the broader discourse of higher education.
There were two rounds of recruitment for this study. First, I emailed the Dream Services
counselor, as they have direct contact with undocumented students enrolled at MACC. I had
been in communication with the Dream Services counselor and had explained my interest in
conducting this particular study. Since I do not have access to an email list, and due to the
rapport that the counselor may have with the students, I found this was an appropriate way to
conduct the first round of recruiting. In the email to the counselor, I included the reasoning
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behind the study, the necessary criteria to participate, a recruitment flyer, and a link to a
screening questionnaire for students to complete if they wished to participate. The email also
highlighted the fact that students have the right to opt out of the study at any point. This is vital
as I wanted students to understand that this study was completely at will, and to ensure their
safety, a pseudonym was to be used to protect their identity. The recruitment flyer, email to the
counselor, and the interest form can be found in the appendix. In the second round of
recruitment, I emailed students who have already registered to participate in the study to share it
with their friends who may have met the necessary criteria. This form of recruiting is known as
snowball sampling in which participants are recruited using the social network of specific
populations (Browne, 2005). Furthermore, snowball sampling is often used in qualitative studies
where the population under investigation is ‘hidden’ due to the low number of potential
participants or the sensitivity of the topic (Browne, 2005). I hoped to recruit a range of five to
seven participants for this study to capture the experiences of undocumented Latino males at
MACC.
Due to the sensitivity of this study, I obtained verbal consent from the students
participating. This is another safeguard that was to be employed to protect the identities of the
participants so their information cannot be traced back. All students were required to provide
verbal consent and were reminded throughout the research that they had the right to remove
themselves from the study at any point.
Data Collection
Interviews
Students who completed the interest form, and met the necessary criteria were asked to
conduct an interview. In the interest form, students were asked to provide a pseudonym (to
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protect their identity), were asked if they met the necessary criteria to participate in the study, the
best form of communication (phone, email, or both), and if they wishes to conduct the interview
on-campus or over Zoom. I then sent an email or text message to the students confirming their
participation in the study. Interviews were one-on-one, semi-structured, and lasted approximately
40-60 minutes each. At the beginning of each interview, whether in-person or over Zoom, I
asked each student to provide verbal consent to continue with the study. Student participants
were reminded that even after completing their interview, they still had the option to omit any
information they had shared. For students who wished to conduct the interview over Zoom, they
were given instructions on how to change their username to their pseudonym and also had the
option to have their cameras on or off based on their comfort level. This was to ensure they were
comfortable throughout the interview and to protect their privacy. Participants were reminded
that audio recording was to only be viewed and heard by the principal investigator.
All interviews were recorded using the Zoom feature, and captioning was enabled to
transcribe. After the interviews were completed, I saved the Zoom recordings and the
transcriptions into a Google Drive folder using their pseudonym. I was the only individual who
had access to the initial questionnaire (Google form), Zoom recording, and transcription. In the
interview, participants were asked to share their background (identities), educational journey,
professional and personal aspirations, and resources they utilized. The questions for the
semi-structured interview can be found in the appendix. To answer my main research question,
as well as the subquestions, 16 questions guided the interview. As this is a semi-structured
interview, students guided the direction of the conversation, but the questions served as a guide
to further learn about their lived experiences. After I finished transcribing the interviews, I
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shared the transcription with the individual students to ensure the accuracy of their statements,
omit any information, or further explain a topic discussed.
Data Analysis
Before beginning the coding process, I listened to the recorded audio and ensured that the
transcriptions matched the student's statement. I wanted to ensure that there were no errors in
both the recording and transcription and would follow up with the student in case any edits were
needed. This part ensured the accuracy of the data and allowed me to start identifying possible
themes. I hand-coded the transcription and identified themes and critical elements connected to
the research study. This part of the coding was guided by the conceptual framework of this study.
As such, I used intersectionality to identify themes related to the students' identities, how their
identities affected their lived experiences, and ways that they may have experienced oppression.
Using Yosso’s Community Cultural Wealth model, I looked for themes in the interview as they
related to familial, aspirational, and navigational capital. I also looked to identify similarities in
the experiences of the participants as well as the differences in their stories.
Credibility and Trustworthiness
Limitations and Delimitations
Due to the specific nature of this study and the criteria needed to participate, I anticipated
that the sample size may be an issue. The sample size was limited due to the amount of students
that were eligible to participate, as there were four requirements that a student must have met.
Further, there are limited qualitative studies on undocumented students and even fewer on the
experiences of men of color in higher education. This is a vulnerable student population in higher
education, and due to their legal status and the ideals of machismo, they may not have wanted to
disclose any information. This study was also conducted at a specific community college in
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Southern California, which may have limited the generalizability of the research as the
experiences of undocumented students vary amongst regions, and from the different systems of
higher education in the state.
One of the main things that I had control over in this study was the institution in which
this research was being conducted. I had the option of choosing a four-year public or private
institution but instead picked a community college as I had been in communication with the
counselor who works with undocumented students. I also had control over the criteria needed to
participate in this study. Given the specific population of undocumented students that was being
explored in the study, students needed to have met the necessary criteria to participate. Finally, I
also utilized member checks to ensure the accuracy of the information that was collected and
shared.
Positionality
As the researcher, I recognize that my own experiences may have influenced the research
process and outcomes. As shared earlier, I myself identify as an undocumented Latino male. My
own experiences of navigating higher education as both an undocumented and a male of color
motivated me to embark on this journey. My own unique experiences served as an area of
strength due to my knowledge of the experiences of undocumented students but this can also be a
potential source of bias. On one hand, I can relate to the students participating in the study, which
allowed me to foster rapport and create an environment where the students were able to be
themselves. My own experiences allowed me to provide a deep understanding and empathy for
the students. However, my own experiences may also have influenced the framing of research
questions, interpretation of data, and the identification of themes during the coding process. As
such, I needed to take the necessary steps to ensure that my own biases did not impact the
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collection, interpretation, and presentation of the testimonios. As such, I engaged in regular
self-reflection activities to avoid imposing my values and beliefs on the students that I was
researching. I also sought feedback, particularly from my thesis committee to go over research
and interview questions, as well as consideration during the data analysis stage. It was also vital
to stay in contact with the student participants and be transparent during the whole research
process, to ensure that their stories were accurately collected and shared.
Conclusion
This chapter discussed the qualitative research methodology and the rationale behind
using testimonios. Furthermore, the site selection, participant selection, recruiting strategies,
sampling method, data collection, data analysis, and research credibility and trustworthiness
were all discussed in this chapter. In the following chapter, I will present the testimonios of the
participants.
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Chapter 4: Findings
This research sought to shed light on the experiences of undocumented Latino males in
higher education and how their intersecting identities impact their college-going experience. This
is a student demographic that remains largely understudied and underrepresented in both higher
education and academia. Students were able to share their experiences through testimonios,
where they were able to express themselves authentically, which allowed for them to talk about
their experiences, concerns, and triumphs, which they often lack a platform for. The experiences
of the students below, highlight the complexities inherent in their educational experience, due to
their intersecting identities. Their legal status, ethnicity, first-generation status, and
socioeconomic background all play a critical role in shaping their unique experiences. Within
this chapter, each student is afforded the space to articulate their journey navigating the
education system. These students courageously share their experiences, and offer
recommendations for institutions and their peers who share similar identities. Their insight is
important for fostering a more inclusive and supportive educational environment. Through their
narratives, we gain invaluable insight into their lived experiences and can further understand the
urgency to address the disparities that are inherent in their educational journey.
Participant Characteristics
Below we will learn about the experiences of three individuals who courageously
participated in a semi-structured interview in the Spring of 2024. All individuals completed the
interest form and they indicated that they identified themselves as undocumented, a Latino male,
over 18 years old, and actively enrolled at Monte Alban Community College. All three
individuals also shared during the interview that they were also full-time students, had been
enrolled at the community college for more than one year, identified themselves as
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first-generation college students, and came from working-class households. One student had
DACA, one student had recently received Temporary Protected Status (TPS), and the other
student had neither of these. This highlights the different experiences among undocumented
students.
All three students had enrolled directly at the community college after graduating high
school. They all had different reasons as to why they decided to enroll at a community college
which will be discussed below. All three students applied to transfer for the Fall of 2024 and are
interested in attending schools within the CSU and UC system, and also out-of-state Private
schools. One student is also interested in continuing their education at Monte Alban Community
College as they are pursuing a Nursing degree.
Table 1
Participant Characteristics
Participant Country of
Origin
Legal Status Enrollment
status
Career Interest
Ot Venezuela TPS Full-time Business
Javier Mexico None Full-time Nursing
Rafa Mexico DACA Full-time Business
Ot
Ot is a first-generation undocumented Latino college student, pursuing a degree in
business management while balancing full-time studies with part-time work to support his family
financially. Ot was recently able to obtain Temporary Protected Status (TPS), which has
significantly impacted his documented status allowing him to stay in the country and obtain an
employment authorization document. Ot’s family immigrated to the United States from
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Venezuela when he was 12 years old. Ot still has various memories of growing up in Venezuela
and most of his family still resides there. Ot mentions that he had to work from an early age
when he was in Venezuela to help contribute to his family and also worked with his father to
construct their house. Ot mentions that due to his experiences of immigrating to the United States
with his family and having worked throughout his childhood, he had to mature quicker in
comparison to his peers which impacted his schooling experience, particularly when he was in
high school. In a conversation that he had with a teacher while he was in high school, he shared
the following after feeling a sense of isolation due to not being able to build a sense of belonging
and community with his peers.
I'm having a mental breakdown, I cannot take it. And as she [teacher] started talking to
me, she pretty much told me that, because of my background, I had to mature a lot more
quicker. I came here at 12, I had to adjust to a completely new country, to a whole new
culture… I had to work during that period of time, from 12 to 17, so I had to mature
more, And she [teacher] told me that they [students] had not got there yet. And I told her,
‘what should I do’, just because I know why I can’t communicate with anyone, that ain’t
fixing anything. I'm even more alone, I know exactly why I'm lonely. She [teacher] told
me just wait for college, you just need one more year.
College Preparedness
OT further shares that despite all his efforts to take Advanced Placement (AP) classes,
join clubs, and participate in class discussions, he still felt isolated. This led to him not wanting
to attend classes anymore and this feeling of isolation negatively affected him emotionally,
which culminated in him graduating with a GPA that he did not desire. He also goes on to further
share more about his high school experience, and the lack of support that he felt, which he
49

attributes to having low grades. During our conversation about support systems, Ot mentioned
that his first time hearing about the different systems in higher education was in College, so I
followed up with a question about whether or not he felt supported by his counselors when he
was in high school, and he shared the following:
No, nobody at all… I just stopped attending classes so I guess that wasn't even a talk
[college]. Because if I'm not even attending classes, why even bring up colleges right?
Even though we did a project about colleges, I didn’t know there were Ivy leagues. I
chose Cornell, and I didn’t know that it was an Ivy league school… But that’s all I knew
[about colleges].
Balancing Work and School
Despite Ot’s setbacks while in high school, he was optimistic about the opportunity of
attending Monte Alban Community College. After graduating high school, he was able to
participate in a summer program offered at MACC, which served as a source of inspiration and
the start of a new chapter in his life. During this summer program, he was able to learn about the
various resources available for students at the institution and was able to connect with other
students, which is something that he was unable to accomplish during high school. When talking
about his experiences at the community college and the challenges he has had to overcome, he
talks about how his undocumented status impacted him during his first year at the community
college. Ot's undocumented status became apparent as he encountered difficulties securing
on-campus employment or finding well-paying jobs due to the lack of a social security number
or work authorization. As a result, he had to find a job further away from his house and the
college campus, to still support his family financially. He shared:
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I was undocumented during my first-semester. I had to wake up at 3:30am and walk all
the way over to the train station. Get on the train and travel for two hours… Work for six
hours and then come back for another two hours. And in the process I tried to study. I
would take out my chromebook, and I tried to do my things [coursework]. I was cleaning
apartments, and the only reason I got the job was because another undocumented friend
has a cleaning company, and she told me I could work for her.
Support Services
This is not the only job that Ot has had, as he also worked at an auto body detailing shop
throughout high school and the summer before his college enrollment. Ot's resilience and
determination are evident in his dedication to excelling academically while also financially
supporting his family. Through this conversation, Ot mentions the importance of support
systems, such as his friend who allowed him to work for her company and also attributes his
success to the specialized programs at the college. Since he is an undocumented, Latino male,
first-generation, and a working-class student, Ot recognized that he was not going to be able to
succeed on his own, without the proper support. He shared:
Undocumented services, EOPS, and Umoja club for African African-American students
and Male Success Initiative. Those are the pillars of my support system. During my
first-semester, man, I got a life saving scholarship, I think it was $250 dollars. But that
supported me during my first month when I had a social security number, but wasn’t
working to pay for my rent. Those $250 were huge. I also attended a workshop for
colleges. I saw Princeton, I saw Yale, ‘who are these people, what are these schools?’ I
started researching, and I saw that Princeton and Yale are pretty much on the same level
as Harvard. Excuse me, nobody told me about that. During my whole high school career,
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I didn’t know about any Ivy leagues. I just thought, you just go to college and get a
degree. But there are levels. I didn’t know about applications, I didn’t know about clubs.
Why does that matter [clubs] when you go to college… Nothing, I didn’t know about
these opportunities.
Familial and Aspirational Capital
The support that he has received from these various programs has played a significant
role in his education experience. They have drastically changed his perception of the education
system and have motivated him to persist despite the challenges he has had to overcome due to
his various intersecting identities. He has been able to connect with various educators,
professors, and students through these different specialized programs, which have contributed to
his sense of belongingness. He further shared that he did not want to let his undocumented status
get in the way of his education, and instead of getting discouraged about what programs he was
not eligible for, he asked around to see what programs could help support him. He further shares
his source of motivation and resilience, as to how he can stay optimistic in the face of adversity,
emphasizing the role of familial support. In regards to that support, he shared:
One of the pillars is my uncle. He has already been living here [United States] for 20
years. We did an exercise of introspection to actually measure how I saw myself in the
future. In summary, I saw that I had a lot of money but I didn't care about the money.
What I cared about was helping others that came from the bottom [working class] achieve
mine, or even greater success. I have my things, the car, the houses, who cares. What
fulfills me, was the ability of, okay this is what I did I'll give you a guide on how you can
also do it. So from knowing that, that’s inherently what I want. What’s the career that
handles money? Finance and accounting! But I don’t know about that, so I started
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researching. And then I came up with a thing for investment banking. What interested me
was the atmosphere and the culture. Which is pretty much everything that I have been
going through. Your ability to succeed in that environment is your work ethic and your
ability to keep pushing through. So that’s why I want to go into investment banking…
This college has provided me with so much value, in 20 years… I want to come back as a
professor at the community college, to summarize all the experiences I have… I was
exactly in the spot that you are in right now. I used all the resources at my disposal, and
this is what got me here.
Recommendations for Institution and Advice for Students
Through this activity that Ot did with his uncle, he was able to self-reflect on his
experiences and imagine what his future could look like. Ot is a highly motivated individual, and
shares that it is not success that drives him, but the ability to spread his knowledge to others. He
aspires to be able to work with individuals who may have similar experiences and identities as
him. This conversation then leads into what he believes the intuition can do to further support
students with similar experiences as him. He suggests that the institution can improve by
emphasizing the importance of proactive engagement from students seeking available resources
and opportunities. He acknowledges that the institution is doing a great job at providing
resources for students, like himself, but there needs to be greater effort in making students aware
of the opportunities that are available to them while also knowing how to best utilize the
resources. He suggests that the college should further promote and increase the visibility and
accessibility of resources such as the Dream Services, EOPS, and mentorship programs to ensure
students feel supported through their educational journey. I then asked Ot if he had any
recommendations for other students and he suggested the following words of love:
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My main advice and my words of love is that, it gets better. But, it is necessary to put the
work in. It will not be given to you. It will not fly out of the sky and pick you up. You
need to actively go and grab it. The resources are there, the opportunities are there,
everything that is necessary and even more that you can even imagine is there for you to
succeed and overcome impact. Everything for your success is there… You need to reach
out. Do it, and come.
Ot’s recommendations come from his own experiences and he acknowledges that what
has fueled him to succeed and overcome the barriers in his educational journey has been his
upbringing and the numerous challenges that he has faced. Instead of seeing his identities as a
barrier, he has instead used it to further stay motivated during times of adversity. He encourages
students to embrace resilience and determination during challenging times. He draws from his
own experiences as an undocumented Latino male student, emphasizing the importance of
perseverance and actively seeking the resources available to succeed in their educational journey.
Javier
Javier is a full-time, first-generation, and undocumented Latino male student pursuing a
degree in nursing. Javier is a leader at the institution as he is a President’s ambassador and also
an advocate for undocumented students on the campus. Javier first moved to the United States
when he was around 2-3 years old, but then moved back to Mexico for a few years. His family
then moved back to the United States when he was around 9-10 years old and it was an abrupt
move. Javier explains that due to medical reasons, his mother had to seek help in the United
States to continue the medication needed to treat her medical condition. As such, his family
decided to stay in the United States, and they have lived in Southern California since. Javier
shares that attending a community college was not his first choice after graduating high school,
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but being an undocumented and first-generation student, he lacked the proper information and
did not receive the necessary support to navigate the college application process. He shared:
Community College was definitely not plan A, so I applied to Cal State’s and I got into
all of them but given that you know, I'm first-gen and I don't know how to navigate the
system nor do I have the financial means to attend a university [Cal State] so I came here
for those reasons. [Monte Alban Community College] provided one year of free tuition to
attend the college. I came to [Monte Alban Community College] for financial [reasons]
and lack of knowledge.
High School Experience
Given what Javier had shared with me, I followed up to see if he felt supported while he
was in high school by his teachers, counselors, and administrators, and he shared the following
about his experience:
They definitely lacked [providing resources]. I didn’t realize how impactful it was to be
an undocumented student until my 12th year of high school. Before that I was just going
to school and getting good grades, I didn’t even think about that [undocumented]. It was
until my senior year of high school when it came to applying to colleges, I realized how
important this identity was and how impactful it would be moving forward. I almost
didn’t come to college because there was a lack of information. Thankfully I got help
from a counselor, who reached out, and it thanks to her that I’m here today.
Fortunately, that counselor who reached out to Javier was able to support him and help
him enroll at a community college, but he recognizes that if it was not for her support, he would
not be enrolled anywhere. However, he also recognizes that he was not properly supported and
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did not initially consider how impactful his undocumented identity was going to be in his
educational journey.
Educational and Career Aspirations
Despite the challenges that Javier faced in his high school experience, he was determined
to go to college. I asked Javier what motivated him to enroll in college and what he was
interested in studying as well as his career aspirations. He shared:
I came to [MACC] to complete my nursing prerequisites. I am pursuing a nursing major.
I applied [to transfer] to Cal States [in the area] and will also be applying for the nursing
program at [MACC] in March. I hope that I can work as a registered nurse. I want to
work as a registered nurse for a few years and then come back to school for a masters to
be a nurse practitioner… My mom was diagnosed with leukemia, she was in the hospital
for a few months and I would go visit her, and I would see the nurses do their thing. And
I was inspired by that. That was my exploration as to why I want to be a nurse.
Undocumented Identity
When discussing Javier’s various identities he shares the impact that his undocumented
status has played in his life and educational experience. Javier shares the following:
In my opinion, the identity that you know has impacted my life the most is being
undocumented because with that comes limited opportunities when it comes to
employment and educational as well. The fact that you're undocumented means that you
lack employment authorization, which results in having to work in jobs that don’t pay
well. I don't think very often of being a male, but I do think of being Latino because my
first language isn’t English… I feel like I am limited by being an undocumented student.
I have you know been offered opportunities which I couldn’t take because of my
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immigration status. So just to give one example, during my first semester at (MACC) I
was basically offered the opportunity to be a tutor, but since that position is a paid
position, it required a social security number and I couldn’t take it. That happened again
during my second semester, another professor offered me the opportunity to be her tutor
but I couldn’t do it. So it’s just things like that, that limit me as an individual. It prevents
me from pursuing many opportunities that I want to pursue.
Due to how impactful his undocumented status has been in his personal life and
educational experience, it is the identity that he most relates to. His experience of being
undocumented showcases the limited opportunities available to students who do not have work
authorization, and it impacted his sense of belonging at the institution.
Support Services and Leadership Opportunities
Given Javier’s negative experiences in high school, I asked him about the support
services that have helped guide him during his higher education journey at the institution and
other extracurricular activities that have helped develop his personal and professional growth. He
shared:
The Dream Services here, the counselor, has helped guide me throughout my years here
at [MACC], so I am very thankful for him. He has been a lifesaver to be honest… I also
go to the basic needs once in a while to get some free food. I’ve actually received a
textbook loan from EOPS through the Dream Services. The President’s ambassador
program also provides scholarships, instead of being paid monthly like a regular student,
I receive scholarships based on the number of hours that I volunteer… I am one of the
President’s ambassadors, but I am not an employee, I am listed as a volunteer. It’s sort of
a work study, but I am listed as a volunteer. I was offered that opportunity, and I am very
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grateful for it. It has helped me develop as a leader, before being a President’s
ambassador, I was very shy. It has helped me improve my public speaking skills as the
job requires you to go out in public and provide information about [MACC]. So it is
something that has helped me. One of my, sort of the individual who gave me the
position, told me that I'm a totally different person. He mentioned that I'm more open and
confident. I also want to mention that I’m currency advocating for undocumented
students. I was elected as a student representative from the foundation, and actually this
week, i’ll be presenting my quote on quote research. The Dream services conducted a
survey, and i’ll be presenting the research. I am advocating for a program similar to work
study, so undocumented students can earn income while being in college and grow
professionally. I was given this opportunity and I want others to have the same
opportunities. Work is important, and undocumented students are already at a
disadvantage if they don’t have DACA, since they don’t have work authorization.
The support service that Javier has benefited from the most is the Dream Services at the
campus as the counselor is aware of the barriers present in the educational journey of
undocumented students. He has also taken advantage of the Basic Needs program on campus,
where he has been able to receive free food and groceries. These services have helped Javier
navigate the complex landscape of higher education considering his legal status, socioeconomic
background, and first-generation status. Being able to participate in extracurricular activities
such as being a President’s ambassador and a leader for undocumented students on campus, has
helped him grow professionally, which is something that he recognizes that undocumented
students often do not have the opportunity to do.
Familial and Aspirational Capital
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Javier shares the impact that his family has played in motivating him to pursue a higher
education. He also dives into the role that his family has played in serving as a source of
inspiration for him during difficult moments. He shared:
It’s the thought of my parents. They have sacrificed a lot. I recognize that education is a
privilege, so I treat it as a privilege, I give it my all. I owe them [parents] a lot, they
support me financially, so that’s one of the things that keeps me motivated. Another thing
is personal growth. I am drawn to the idea of becoming the best person you can be. So
that’s another thing that keeps me motivated… My parents supported my decision to be a
nurse.
Like many other undocumented students, Javier highlights the sacrifices that his family
has made to provide him with a better life. He also values the education he has received and
recognizes the privilege of being in higher education. His family, and the idea of being the best
version of himself, have motivated him to excel and overcome obstacles present in his
educational journey.
Recommendations for the Institution
In light of Javier's involvement in advocating for undocumented students on campus, I
was interested in learning about his ideas on how the institution could enhance support for
students with similar identities and experiences. He shared:
Three things come to mind. One, financial grants. We currently have that but funding is
limited, so only 30 students benefit from this initiative. This initiative is the campus
engagement grant which allows students to earn income for participating in campus
activities. So maybe expand that program, and get more money. Also, add
employment-like opportunities to allow students to earn income and grow professionally.
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They can also build a dedicated resource center on campus. I think those are three
initiatives off the top of my head that benefit undocumented students.
As Javier actively engages on campus and communicates with fellow undocumented
students, the ideas he presents are reflections of shared sentiments within this community. These
are initiatives that other campuses have adopted, so he also hopes that MACC can also
implement these changes to better support undocumented students. Javier emphasizes the
importance of allowing students to work on campus and actively participate, as these
opportunities have played a pivotal role in his personal development, fostering a sense of
community, and nurturing his professional growth.
Advice for Undocumented Students
It was incredible to see how much Javier has grown throughout his time at MACC and I
ended our interview by asking him what advice he had for other undocumented students pursuing
higher education. He was excited to share:
I've been more open to asking for help so before you know a year ago like I was afraid of
asking for help, I feel that all undocumented students go through this, of not asking for
help and reaching out and I feel like that's a net negative in the end. Asking for help you
know that's how you learn about all the resources… Don’t be ashamed of who you are.
Often that comes with living in the United States. You hear things like, illegals benefit
from the government and stuff like that. And sometimes I get the idea of going back, you
know back to Mexico. It’s just really hard. But don’t be ashamed of who you are.
Adversity is what defines you… Reach out for help, we are often really scared of
reaching out for help. You know that might often entail you revealing your immigration
status and you know that can put you in danger.
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Javier’s narrative and advice for other undocumented students showcase his resilience
and advocacy to further improve the educational outcomes of marginalized students. His
testimonio resonates with many other undocumented students pursuing higher education. Javier’s
determination, familial support, and personal aspirations have propelled him to excel at MACC,
emerging as a prominent leader within his community.
Rafa
Rafa is a full-time, first-generation, undocumented Latino male student currently
pursuing an associate's degree in business. Rafa was born in Tijuana but his parents were born
and raised in Michoacan and Chihuahua, Mexico. Rafa’s family immigrated to the United States
when he was about five years old, so he has very few memories of living in Mexico. He states
that his family decided to relocate in pursuit of better opportunities and an overall better quality
of life, driven by the limited opportunities available in Mexico. He has resided in Southern
California since his arrival in the United States. When talking about his educational experience,
he shared that attending a community college was a second opportunity, as he did not perform as
well as he wished he could have when he was in high school. He explained:
I wasn’t the best student… I would always do what was asked, but I would never go
above and beyond. Some of my teachers knew that I was capable of certain things. But I
noticed that I wasn’t as disciplined in high school. So having that in mind, that I wasn’t
the best student, but also not the worst [academically], I thought of community college as
a second opportunity to demonstrate what I could do.
High School Experience
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Given what Rafa had shared about his academic performance while in high school, I
asked him whether he felt supported by his teachers and counselors and if they properly guided
him given his undocumented status. He shared:
I would say no because I don’t recall being part of any programs or clubs that supported
undocumented students. My school was predominantly Latino and Hispanic, and it’s not
uncommon to have undocumented students. So I think the school already supports that
style of student [undocumented students] but there’s no specific program that says, if
you’re an undocumented student, do this… So I don’t remember too much support in that
sense… Even though the school was really supportive and they tried to guide you to the
right people to get information, often times information that was given was information
for like a traditional student or like maybe if they need aid it would be for like FAFSA
and I learned that like undocumented students need to do the California Dream Act.
Rafa goes on to explain that while the school largely supported first-generation students
who were Latino, they did not have programs or clubs geared towards undocumented students.
This is important to highlight, given the unique experiences of undocumented students and how
differently they have to navigate the college application process and overall talks about
navigating a complex education system.
Familial Capital
After discussing his motive to enroll at a community college, I followed up and asked
Rafa why having a second opportunity to continue his education was important to him. He
shared:
Another aspect that motivated me to enroll at the community college was my mom. She
has a small business, and during high school I would help support her. And still to this
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day I help support her with administrative work like writing emails, attending clients, or
even manual labor when it is required. And that got me into the business mindset, where I
thought of pursuing an accounting [degree] and a business associate.
DACA
Rafa also mentioned that he had DACA, and I was curious to learn about how the
program has impacted his educational experience and if any individuals or organizations have
helped him with the application process. He shared:
So during high school I knew what DACA was, but I didn’t know the importance of it. I
thought I was always going to be a student, and when I was working, I was supporting
my mom’s business. During my first semester at the community college, my mom was
pushing for DACA since she would hear about it from her friends and just the news. I
didn’t really hear too much about it during school. But it was actually one of my
classmates that I met that had DACA, and once I started spending more time with them,
they had similar experiences as I had. And they already had DACA so they supported me
with that process and the initial application and where to finalize my application.
The conversation around DACA highlights the role that his mother played in influencing
his decision to apply for the DACA program as well as the importance of having a supportive
network, such as his classmate who helped him with the application process and referred him to
a place where he could get assistance in paying for the application.
Undocumented Identity
Rafa mentioned that he is a first-generation, Latino male, working class, and
undocumented, so I wanted to further learn about how his identities have influenced his life and
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educational journey. I also asked him if he has had to overcome any challenges due to these
identities. He shared:
Being an undocumented student does, I think, you realize what opportunities you miss
out on. More during college, I think in high school it’s not too much because you are not
expected to be working, for the most part. But in college sometimes there’s scholarships
and programs that are unique to U.S. residents, and not for undocumented students. You
realize it more, because you can’t be part of something since you’re excluded… Being a
first-generation student, a lot of the time I don’t know what’s out there. So I don’t know
which programs would benefit the student that I am. And I struggle to find those
programs. The programs that I do interact with, is because another peer has shared it. I
have spoken with other friends who are also in community college, and maybe their
parents have gone to college, so sometimes they have certain knowledge, a more clear
path since their parents can help guide them… Being a low-income student, and being
first-generation, sometimes you just figure it out as it goes by.
Rafa then goes on to share that he recognizes that undocumented students do not have the
same access to education depending on the state that they live in, so he is thankful that California
has policies that make higher education more feasible for undocumented students. Rafa’s
statement also underscores how intersecting identities of being undocumented, first-generation,
and low-income, can impact their higher education experience given the lack of knowledge that a
student may have.
Aspirations
Rafa had shared that he was interested in pursuing an associate’s degree in business and
the role that his mother’s business played in influencing his decision. I also wanted to further
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learn about his educational aspirations and what schools he was interested in transferring to. As it
connects to his goals, he explained:
Initially I wanted to study accounting, but I'm more on track to graduate with a business
associate instead of accounting. I did enter, I had in mind that I wanted to do accounting,
and my end goal in my head was, I wanted to be my mom’s accountant, help her support
with all that legal matter. But as I took more and more classes in college, I’m closer to
finishing an associates degree for transfer so I hope to transfer to some of the top UCs.
And if I don’t get into any of the UCs, there’s a lot of great Cal States in California.
There’s a lot of schools that have great business schools. If the schools that I am applying
to don’t have a business program, I’m applying as a Econ major. But if they do have
business programs, I’ll do business… Right now, the only schools that I’m aware of that
have business programs in the UC system, because a lot of Cal States have business
programs, I attended a workshop on colleges, because when I was in high school I didn’t
know about the differences between CSUs and the UCs, so I college I forced myself to
attend these workshops that show you the differences and sometimes they have students
that come to talk about the school. So right now in terms of local schools I’m thinking of
UCLA or USC. As I’m learning more about schools, I’m not just thinking about schools
in Los Angeles, but schools like UC Davis, UC Berkeley, and UC Santa Cruz… I’m the
oldest person in my family tree to be close to attending a university in the U.S., and even
in Mexico, I’ve talked to my mom and no one in my family has attended college. So
being the first, and having the opportunity to be the first, is very inspirational and
motivational. Another part is just seeing the overall benefits of going to school… I’ve
convinced myself that all these statistics that I see when I go to college workshops, that in
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the long term you’re better off. People that have bachelor’s in the long run earn more than
people who don’t [have a degree]. As your education increases, so does your earnings.
This segment of the interview highlights the significant influence of familial
considerations on students' decisions to pursue higher education. Additionally, Rafa goes into
further detail about attending workshops to learn about the different higher education systems,
something that he was unaware of while in high school. Rafa is a highly motivated individual
and has taken the necessary steps to ensure that he graduates and transfers to a top institution.
Like numerous others, he sees the education system as a means to advance socioeconomically,
enabling him to provide support for both himself and his family in the future.
Support Services
Throughout the interview, Rafa shared the importance of having other undocumented
peers and the invaluable support they offered him throughout his college journey. He also
mentioned attending a few workshops that provided him with crucial information, as he was
highly interested in transferring to a four-year college but was not too knowledgeable about the
process. Consequently, I asked him about the programs and services that played a role in guiding
and supporting him. In reflecting on his experiences, he shared:
One service or a program that I have used in college that I feel like does well in terms of
providing a breadth of information for students like myself is EOPS. I’ve gone to some of
the workshops, but one of the main reasons, or one of the reasons I like the program is
that they help low-income students with buying materials for the classes. So for example,
in one of my algebra classes I needed to buy a textbook and during that year, the
publisher published a new version so our professor wanted the latest version with a code
that gives you access to online homework. And it’s very expensive. So to have EOPS
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cover those costs really helped me. The EOPS program is what I’ve used most. In terms
of courses, I’ve lean on the first-year experience program, where they guide you and help
you navigate the courses. And they help gear you to take courses to transfer you out… I
feel more comfortable reaching out to my peers. If I don’t get help from my peers, and if
I’m stuck on something, I will reach out to my professor.
Campus initiatives like EOPS and the First-Year Experience program play a vital role in
supporting not only first-generation and low-income students but also extending their services to
undocumented students. While these programs may not be explicitly tailored to the needs of
undocumented students, as Rafa points out, they have proven beneficial in other aspects.
Interestingly, Rafa relies more on his undocumented peers for support in areas regarding his
undocumented status.
Institutional Recommendations
Exploring the participant's testimonios revealed a critical need to identify additional
support services or initiatives that the institution could implement to enhance the educational
opportunities for undocumented students enrolled at the school. Rafa shared his
recommendations:
I think there many things the school can do. But I think to start would be to have a
dedicated center, for these types of students that I identify with. And I say this because
when I go to EOPS, I put that I’m a low-income student, they’re not talking about
undocumented students, their problems and services. So I have to put on my low-income
[student] hat right. Then I go to my counselor and I have to put on my first-generation
[student] hat. But there’s currently no community or program where I can go and wear
my undocumented student hat. It’s mainly, if you do want to find that sense of
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community, it’ll be with peers that you meet along the way. I currently don’t participate
in clubs [undocumented] that do that, but I’ve heard on campus that there are students
who meet… So maybe having a truly dedicated community/center that offers those
resources. And once they have those resources, I think one thing that can be done is show
students what are the alternatives. We talk about, maybe hey I’m disqualified from this
scholarship, or I’m disqualified from this experience because of my status. And I’m sure
there’s ways to get that experience without having to be part of those programs. So
maybe offering that guidance to those alternatives. So for those that know, those that have
DACA, we’re lucky to be able to work, we have that opportunity, but there’s some of our
peers who don’t meet those criterias. And sometimes you’re just like, ‘what’s next’. That
opportunity is closed but sometimes we don’t know that, hey maybe there’s internships
that have stipends. And it doesn’t have to be internships, it can be any school opportunity,
just something that gives you that experience that you’re currently being excluded from
just because of your immigration status.
Rafa emphasizes the necessity for a dedicated center tailored specifically for
undocumented students. Although they have been able to benefit from EOPS and the First-Year
Experience program, they often do not receive the resources unique to the undocumented
experience. The absence of a dedicated space for undocumented students on campus is noted,
leading to a lack of community. Additionally, Rafa also advocates for initiatives that offer
alternatives to traditional opportunities, such as having scholarships, internships, work
opportunities, and other general campus positions, that may be restricted due to immigration
status.
Advice for Undocumented Students
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The interview ended with Rafa’s words of encouragement for other undocumented
students in higher education and in the K-12 system:
My initial advice would be to take advantage of all the resources that the campus
currently offers. Like I mentioned, sometimes we’re excluded from certain activities or
programs just because of our status but as I’m learning from my community college
journey, sometimes there are those alternatives they’re just difficult to find. Maybe,
sometimes you hear that, just because you're undocumented, you can’t get aid in a certain
way that’s not necessarily true. Try to do your best to reach out to as many people as
possible. If you have a question regarding your financial aid, don’t take the first person’s
word. Sometimes someone is going to have an opinion, and maybe that’s not true. Try to
talk to as many people that work for the campus. Maybe sometimes a student worker or
counselor who provides for traditional students, maybe they’re not aware of those
opportunities. I would say if you’re an undocumented student going through community
college as a first-gen, building that skill of networking and meeting other people is very
important in your experience in college.
Rafa's words of encouragement and advice stem from his journey, reflecting his
determination to excel despite the challenges he has faced. He has been able to succeed at the
institution due to his eagerness to learn and resilience to overcome the barriers present in his
educational journey. Rafa underscores the significance of networking and seeking guidance when
faced with uncertainty, emphasizing the need to explore multiple avenues for answers rather than
relying solely on one individual. Through a proactive approach, Rafa believes that other
undocumented students can also navigate their educational journey and achieve their goals.
Table 2
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Theme 1
Participant Theme Testimonio
Ot Most Impactful Identity “And as she [teacher] started talking to me,
she pretty much told me that, because of my
background [undocumented], I had to mature
a lot more quicker.”
Javier Most Impactful Identity “In my opinion, the identity that you know
has impacted my life the most is being
undocumented because with that comes
limited opportunities when it comes to
employment and educational as well.”
Rafa Most Impactful Identity “But in college sometimes there’s
scholarships and programs that are unique to
U.S. residents, and not for undocumented
students. You realize it more, because you
can’t be part of something since you’re
excluded…”
Table 3
Theme 2
Participant Theme Testimonio
Ot High School Experience “I just stopped attending classes so I guess
that wasn't even a talk [college]. Because if
I'm not even attending classes, why even bring
up colleges right?”
Javier High School Experience “I almost didn’t come to college because there
was a lack of information. Thankfully I got
help from a counselor, who reached out, and it
thanks to her that I’m here today.”
Rafa High School Experience “Even though the school was really supportive
and they tried to guide you to the right people
to get information, oftentimes information that
was given was information for like a
traditional student [U.S. Citizen]…”
Conclusion
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In examining the testimonios of these courageous and resilient students, we gain insight
into the intricate nature of their educational journey, shaped by their intersecting identities.
Despite encountering challenges that are oftentimes discouraging and the absence of adequate
support during their high school experience, each student has demonstrated remarkable
determination in leveraging support systems offered at the institution. Furthermore, each student
underscores the importance of having supportive peers and utilizing support systems to navigate
the complexities of higher education. Their commitment to transferring to a four-year university,
also emphasizes their determination to continue their education. I am filled with anticipation for
their futures, and inspired by each of their stories. Their unwavering resilience leaves no doubt
that each student will live out their educational aspirations, but they will also leave their mark
wherever they go, uplifting their communities in the process.
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Chapter 5: Discussion
The purpose of this study was to explore how the intersecting identities of undocumented
Latino males impact their college-going experience at a Southern California community college.
Engaging in testimonios as a qualitative approach, this study was guided by intersectionality and
Community Cultural Wealth (CCW) as theoretical frameworks. I aimed to explore the following
research question and subquestions:
1. In what ways does the intersecting identities of undocumented Latino males impact their
college-going experience at a Southern California Community College?
a. What forms of capital do undocumented Latino males utilize as they navigate
their higher education experience?
b. What do undocumented Latino male students perceive as supportive institutional
practices impacting their college-going experience?
The findings reveal that undocumented students primarily identify with their legal status and
being first-generation college students, which significantly shape their personal narratives and
educational journeys. Additionally, undocumented Latino males draw upon various forms of
cultural capital to navigate educational barriers successfully. The initial section of this chapter
will answer the main research question. I will then discuss the findings of the first subquestion
and conclude with implications for practice and policy, which addresses the second subquestion.
Through the courageous testimonios of the participants, this research offers valuable insight into
educational practices and policies to better understand and support this student population.
Analysis of Findings and Theoretical Framework
This research was guided by intersectionality and Community Cultural Wealth. The
analysis of findings in response to the main research question, guided by intersectionality, sheds
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light on the intricate dynamics of the college-going experience of undocumented Latino males.
Specifically, the research showcases how their various identities shape their higher education
experience. Participants underscore the significance of their legal status, first-generation status,
socioeconomic background, ethnicity, and gender. Through the testimonios of the students, we
can learn about the complexities inherent in navigating higher education within the context of
these intersecting identities.
The first sub-question is guided by Community Cultural Wealth. While CCW
encompasses six forms of capital, this study specifically analyzes familial, aspirational, and
navigational capital. Additionally, each student was allowed to express recommendations for
institutional support for undocumented students, addressing the second subquestion. The
significance of this study extends beyond providing a platform for these students to share their
experiences. It also challenges the deficit narrative by acknowledging the diverse set of capital
they bring, which helps them navigate a complex system.
Discussion of Findings in Response to the Main Research Question
The intersecting identities of undocumented Latino male students significantly impact
their college-going experience. The participants in this study were all characterized by multiple
identities, including being undocumented, first-generation, working-class, and Latino males.
Despite all these identities, each participant shared that the identity that most shaped their
personal and educational journey was their undocumented status. Through the students'
testimonios, they highlighted the profound impact of their undocumented identity, which
manifested early in their education, particularly when they were in high school. The students felt
unsupported by their teachers and counselors, as they lacked the necessary information to
adequately support undocumented students.
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Although the students were aware of their parent's undocumented status and their own,
the realization of being undocumented unfolded when they were in high school. This is
something that many other undocumented students also experience, and are often in a state of
shock and vulnerability (Suarez-Orozco et al., 2011). Suarez-Orozco et al. (2011) further explain
that undocumented students “come to recognize that they, like their parents, are vulnerable to
deportations, have drastically limited choices in the world of work, and will need to move ever
deeper into the shadows in adulthood” (p. 454). This realization is shocking for many
undocumented students, such as the participants of this study, as they come to realize that they do
not have the same opportunities as their peers who are U.S. citizens. As such, when having
discussions about college, the participants felt excluded as the counselors and teachers did not
have discussions as to how differently their college trajectory would be considering their
undocumented status.
Furthermore, upon transitioning to college, the participants encountered continuous
challenges as they had limited work opportunities on-campus and nearby and were restricted
access to certain programs and scholarships due to their undocumented status. One participant,
Ot, had to find employment two hours away, as he could not find any employment on-campus or
near the college. Another participant, Javier, was offered two employment opportunities
on-campus by his professors but was unable to take advantage of the opportunity due to not
having a social security number or a work permit, showcasing the barriers to his legal status.
Subsequently, the identity of being a first-generation college student also emerged as a
significant factor. All three participants underscored the importance of their first-generation
college status and the obstacles they had to overcome as a result. As mentioned by Ot and Rafa,
they were unaware of the different higher education systems in California, as they were not
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provided with that knowledge when they were in high school. Further, all three participants also
shared that attending a community college was not their first choice, but due to their
undocumented status, lack of guidance, and resources necessary to navigate the college
application process, they ultimately enrolled at the community college.
While this study aimed to examine the intersecting identities of being undocumented and
a Latino male, it became evident that the impact of their undocumented status outweighed other
identities. This, however, does not diminish the importance of their gender or Latino male
identity; rather, participants recognized the importance of their undocumented and
first-generation statuses due to the profound challenges and limitations associated with them.
Their gender and Latino male identity are still important to the students, but they often do not
consider them as much due to the barriers they already face as a result of their undocumented
status. One of the participants, Ot, is part of the Male Success Initiative program at the college
and is also part of the Umoja club, a space for Black students on campus. Through these spaces,
Ot has been able to connect with other males of color and educators at the college, improving his
sense of community and belongingness.
Addressing the challenges faced by this student population requires an intersectional
approach that acknowledges the complex nature of their intersecting identities, which I will
discuss below. The experiences of the participants of this research showcase the impact that their
intersecting identities play in shaping their higher education experience. Despite their various
identities of being first-generation, low-income, and Latino males, it is evident that their
undocumented status is most prevalent as it has not only impacted their parents but has also
shaped their own personal and educational journeys.
Discussion of Findings in Response to Subquestion 1
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The testimonios of the participants revealed the diverse forms of capital they have
leveraged throughout their higher education journey. All three participants will be transferring to
four-year institutions this upcoming Fall of 2024, highlighting how these forms of capital have
allowed them to prosper academically and professionally. Specifically, aspirational, familial, and
navigational capital emerged as pivotal resources that have empowered the students to persevere
despite the various barriers inherent in their educational trajectory.
Aspirational Capital
Reflecting on my own experiences, I was driven to delve deeper into understanding how
undocumented students navigate and find motivation to succeed amidst numerous obstacles and
limitations. Through the testimonios of the participants, it was evident that each student
showcased an abundance of resilience and motivation to overcome adversity. As noted by Yosso
(2005), aspirational capital refers to, “the ability to hold onto hope in the face of structured
inequality and often without the means to make such dreams a reality” (p. 77). Despite facing
intersecting challenges stemming from their undocumented status, first-generation college
student status, and economic constraints, these students showcased how their aspirational capital
has allowed them to continue dreaming about what their future can look like and the
opportunities that will present themselves from having a college education. Nevertheless, their
journey has been far from linear, as they each have had to overcome different obstacles,
including feeling excluded in high school, not knowing how to navigate the college application
process, recognizing the efforts and struggles of their parents, and encountering difficulties in
securing on-campus or nearby employment due to their undocumented status. Like many other
undocumented students, they must exhibit a tremendous amount of motivation and resilience to
succeed in higher education (W. Perez, 2012).
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Furthermore, the participants shared that they viewed their identities as a source of
inspiration, highlighting that their limitations and obstacles did not define them, but instead,
served as fuel to defy expectations. Undocumented students often use their feelings of
limitations, exclusion, and otherness to fuel their motivation to succeed (Anguiano & Gutierrez
Najera, 2015; Borjian, 2016; W. Perez, 2012). This was evident amongst the students, as they
were aware of the rhetoric surrounding immigration in the nation, and the potential detrimental
impact it could have on the self-perception of undocumented students. Nonetheless, each
participant had strong desires to further their education and envision themselves in positions of
influence, where they can advocate for others with similar identities and experiences. These
aspirations are further rooted in familial motivation, serving as yet another source of motivation.
Familial Capital
Another source of motivation for each participant was their family. As Yosso (2005)
explains, “aspirational capital overlaps with each of the other forms of capital, social, familial,
navigational, linguistic, and resistant” (p. 77). Each participant shared a story of how their family
has influenced their decision to continue their education. Yosso (2005) further explains that
familial capital, “refers to those cultural knowledges nurtured among familia (kin) that carry a
sense of community history, memory and cultural intuition” (p. 79). The participant’s family,
on-campus resources, clubs, and peers, are all key pillars in their educational journey. These
spaces have created a sense of community and belongingness at the institution for each
participant. As the students reflected on their high school experiences, they shared the lack of
community that they experienced due to their undocumented identity. In the case of Ot, he felt a
sense of isolation as he was unable to connect with his peers, which his teacher explained was
regarding his maturity level in connection with his undocumented status. As for the other
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participants, this feeling of isolation slowly diminished as they found spaces on campus.
Participants were able to meet other students and educators, in spaces such as the Dream
Services and EOPS. They not only provided the students with the necessary resources to
navigate higher education, but they also created a safe space where they could express
themselves. They met other students with similar experiences and helped one another as they
were learning new information. This highlights the importance of familial capital, and how
on-campus resources can be utilized as not only a space of knowledge but also an opportunity to
create a sense of family and community.
Navigational Capital
As mentioned by the participants, they emphasized that their undocumented status was
the identity they most strongly associated with, given the limitations and barriers it imposed on
their educational journey. As such, each participant demonstrated the importance of utilizing and
drawing upon their navigational capital. Yosso (2005) explains that navigational capital refers to,
“the ability to maneuver through institutions not created with communities of color in mind” (p.
80). Reflecting on their high school experience, they recognized the importance of seeking and
receiving adequate support. The students proactively engaged with the resources available on
campus, seeking programs and services they qualified for, inquired about scholarships they were
eligible for, sought alternative routes to engage in campus activities, and relied on their
undocumented peers for additional guidance and support. They recognized that these
opportunities that were deprived of them while in high school, were finally at their fingertips.
Javier’s testimonio highlights the importance of navigational capital, as he was unable to take
advantage of a paid opportunity on campus, and instead of letting the situation discourage him,
he sought an alternative option and was able to receive a scholarship from the institution for his
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services as a President’s ambassador. Despite facing obstacles due to his undocumented status,
he found a workaround with the support of his counselor, enabling him to secure alternative
employment. This opportunity allowed him to finance his education but it also lessened the
financial burden for his family.
Moreover, through utilizing their navigational capital, students were able to identify areas
for institutional improvement. Javier shares that through his experience, he discovered the
limited funding available to provide further scholarships for other undocumented students who
also participated in campus-related activities. As such, he connected with the Dream Services
counselor to create further awareness about the situation, advocating for enhanced support
systems for undocumented students within the institution. By recognizing the gaps in available
resources, these students demonstrated a proactive approach to overcoming systemic barriers, not
only for themselves but for other undocumented students enrolled at the campus. Their
navigational capital has allowed them to excel academically and professionally, and these skills
will continue to support them as they transfer to four-year colleges, where they will be able to
build on their knowledge and advocacy.
Implications for Practice and Policy
Beyond the academic outcomes of this research, it is vital to create actionable strategies
and policies to further support undocumented students in higher education. Through the
testimonios of the participants and an analysis of the literature available, several key implications
for practice and policy emerge. It is evident that undocumented students are impacted by their
various intersecting identities, but they also draw upon their various forms of capital to navigate
through the complex higher education system. Despite their high motivation and aspirations,
educators must continuously strive to ensure equitable outcomes for all students. Unfortunately,
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both undocumented and Latino male students remain vastly underrepresented in higher education
and often face disparities in academic achievement compared to their counterparts. Each
implication outlined below offers valuable insights into how institutions can create more
inclusive and supportive environments for undocumented students. By addressing these
implications, the institution can play a pivotal role in increasing the equity, access, and success of
marginalized students enrolled at the college.
1. First Touchpoint and Summer Transition Programs: Given the negative experiences of
the participants of this study while in high school, creating a welcoming and inclusive
environment from the beginning is vital. The initial interaction with the campus
environment holds significant importance for undocumented students. Therefore, summer
transition programs or welcome week activities are a great space to introduce students to
campus resources and foster a sense of belonging from the outset.
2. Inclusive Language and On-Campus Programs: Educational programs like the Dream
Services play an important role in supporting undocumented students in their higher
education journey. However, it's essential to recognize that these students also benefit
from and participate in programs such as EOPS. Therefore, it is imperative to use
inclusive language when discussing financial aid, scholarships, and work opportunities to
ensure that undocumented students feel supported and included in these spaces, which are
key pillars in their education.
3. Enhanced Funding for Scholarships and Stipends: Undocumented students often come
from low-income households so it is important to recognize the financial barriers that
undocumented students face in funding their education. Many of these students lack a
social security number or work permit, making them ineligible for on-campus
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employment or work-study opportunities. Thus, the institution must prioritize further
funding for scholarships and stipends to alleviate financial burdens. By improving
funding, undocumented students will have the opportunity to further feel like a member
of the community, while also allowing them to grow professionally in the process. It is
important to recognize that financial challenges often serve as barriers to academic
success for undocumented students.
4. Collaboration with Non-Profit Organizations: Traditional forms of on-campus support
services may not always be sufficient to adequately address the needs of undocumented
students. Their legal status poses significant barriers not only to their education but also
to their life trajectory. As such, it is vital to draw on support from local non-profit
organizations that specialize in serving undocumented communities. By establishing
collaborative partnerships, the institution can provide a comprehensive and holistic
approach to better support the unique challenges faced by undocumented students.
5. Undocumented Resource Center: The Dream Services has been a fundamental
educational program for undocumented students. However, the campus currently does not
have a dedicated Dream Resource Center on-campus. This center will provide a safe and
supportive environment where undocumented students can be their authentic selves and
access essential resources. Having a physical space on-campus tailored to their needs,
will foster a stronger sense of community and belonging amongst undocumented
students, ultimately enhancing their overall educational success.
6. Voicing the Concerns of Undocumented and Men of Color Students: Undocumented
students encounter systemic barriers that are often dictated by state and federal policies,
placing their academic and personal success beyond their control. As educators and
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institutions, we have an obligation to advocate for marginalized student populations who
have been historically excluded from higher education. By amplifying the voices of these
students, we can advocate for policy changes that dismantle barriers to access, promoting
equity and inclusion. It is critical to recognize that both undocumented and men of color
students remain significantly underrepresented in higher education, highlighting the
urgency to address the disparities inherent in their educational journeys.
Discussion of findings in response to subquestion 2
The above practices and policies were discussed by the participants of this research
through their testimonios. During the interview, students were asked what they perceived as
supportive practices and what the institution could improve upon, given their experiences. The
students shared that they believe the institution is doing a great job of providing them the
necessary resources, given their multiple identities. As shared by the participants, they are part of
various on-campus educational programs that have supported them throughout their college
experience and have placed them in the position to transfer to a four-year college. However, the
participants also recognized that they are fortunate to have been part of enrichment programs, but
not all their peers have had the same opportunities. For example, Javier mentioned that he was
able to receive a scholarship for his leadership position that he holds, but the funding for such
scholarships is limited. This is why he is advocating to increase funding for scholarships,
stipends, and other opportunities that allow undocumented students to work while they are
enrolled at the institution. These same sentiments are shared by Ot and Rafa as well, as they
believe that on-campus work opportunities help foster a sense of community and can build on
essential professional skills. In addition, the students also shared the importance of having a
dedicated space for undocumented students. Only two of the participants actively utilize the
82

Dream Services, and they are grateful for the service but recognize that having a center would
allow them to feel represented at the college. Not only is it a great space to build community, but
it also opens up the opportunity to host events to further provide them with crucial information.
Lastly, two participants shared that the institution should prioritize student outreach, as their
peers are often unaware of the resources that are available to them. One of the participants shared
that he was unaware of the Male Success Initiative on-campus and expressed that other students
are also in a similar situation. Through the testimonios of the participants, we gain invaluable
insight on how to better support undocumented and Latino male students.
Principles of an Intersectional Approach to Supporting Latino Men of Color Students
Central to this study is a comprehensive understanding of the intersecting identities of
undocumented students, particularly students who are also Latino males. While much of the
emphasis has been placed on the undocumented student experience in this research, it is equally
imperative to recognize the unique experiences of Latino males, who are also men of color.
Despite the importance of their Latino male identity, the students in this study may not always
foreground this aspect of their identity. Moreover, the study revealed gaps in awareness and
accessibility of support services, since two of the participants were unaware of the Male Success
Initiative or were not clear about whether they could participate in the program. The students in
this research actively participated and were involved in at least one educational program
on-campus, but this may not be the same case for other students who share similar identities. As
such, to effectively support Latino male students, it is essential to establish principles and
educational practices that recognize the importance of their intersecting identities. Similar to
undocumented students, Latino males often come from low-income households, are
first-generation college students, and work to support their families. Additionally, they may have
83

encountered negative experiences during their K-12 education. Below, I highlight key principles
and actionable strategies to foster a more inclusive and supportive environment for Latino male
students.
1. Recognize Their Intersecting Identities: It is important to recognize the intersecting
identities of Latino male students, understanding that their experiences are shaped by
their various identities such as ethnicity, gender, first-generation college status,
socioeconomic background, and immigration status.
2. Supportive Institutional Relationships: It is often difficult for Latino students to cultivate
a sense of belonging, due to the lack of Latino male representation and scarcity of men of
color faculty. Consequently, it is important to establish peer-to-peer relationships and
faculty mentorship opportunities. This will create spaces where Latino male students feel
supported, valued, and understood.
3. Challenge Gender Norms and Stereotypes: It is important to create opportunities for
critical reflection, dialogue, and skill-building activities that deconstruct harmful
behaviors of machismo within the Latino male community. Culturally sensitive
counseling and support services should focus on having discussions about masculinity,
identity, and mental health.
4. Continuous Reflection and Improvement: Much of the blame over the success of Latino
male students and other men of color, is that they do not value their education. This
deficit narrative fails to recognize the systemic barriers that hinder their educational
experiences. Thus, educators need to recognize the unique challenges faced by Latino
male students and engage in ongoing reflections, and evaluate support programs and
services to ensure that Latino male students, and other men of color students, are being
84

taken into consideration. By centering these principles, the institution can create a more
inclusive and equitable educational environment that empowers Latino male students to
strive in all aspects of their lives.
Conclusion
Through the courageous testimonios of the participants, it became evident that there are
numerous barriers that they must overcome, yet they actively leverage various forms of capital to
overcome the challenges present in their higher education journey. This thesis has served as a
platform for underrepresented and understudied students to share their experiences, which they
often lack space for. By amplifying their voices and advocating for actionable changes in
institutional policies and practices, this research contributes to the lack of literature surrounding
undocumented and Latino male students who are men of color. There is still much work that
needs to be done to ensure that undocumented and Latino male students feel supported and are
provided with the necessary resources to overcome the barriers that hinder their educational
outcomes. The institution must continue to advocate for these student populations and actively
work to create an inclusive and equitable environment that empowers success. Through ongoing
research, dialogue, learning, and collaborative efforts, we can collectively dismantle educational
practices and policies that hinder the educational outcomes of undocumented and Latino male
students.
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Chapter 6: Researcher’s Epilogue
This research has been a deeply personal and transformative journey. I embarked on this
journey to further understand the college-going experiences of undocumented Latino males,
given my personal experiences. Along the way, I found myself self-reflecting and having internal
dialogues about my own identities, allowing me to reclaim parts of myself that I had previously
overlooked or suppressed. The courage and vulnerability showcased by the participants of this
research were truly inspiring. As they shared their stories and experiences of navigating a system
that was created to intentionally exclude them, I felt even more eager to amplify their voices.
Despite their numerous barriers and challenges, these students have shown remarkable resilience
and a desire to persevere. Their achievements serve as a testament to their dedication and
commitment to uplifting their communities along the way. As I continue on my own educational
and professional journey, I am filled with motivation given the resilience and determination that
the students demonstrated. I am even more driven to ensure that marginalized students feel seen
and supported, amplifying their voices in educational spaces.
As I conclude this research, I am filled with a range of emotions. Anger and frustration at
the systemic injustices that continue to perpetuate the lives of undocumented students, but also
hope and optimism for the future. I am hopeful because, despite the limited opportunities, these
students have been able to excel, showcasing the transformative potential of comprehensive
federal, state, and institutional support. I am immensely grateful to the participants for entrusting
me with their stories. I am honored to have worked alongside the students and I thank them for
the opportunity to learn from their experiences.
86

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93

Appendices
Appendix A: Recruitment Flyer
94

Appendix B: Email to Coordinator/Counselor
Hello,
I hope this email finds you well. My name is Miguel and I am a student at the University of
Southern California conducting research as part of my master’s thesis project. I am reaching out
to you because of your valuable role in supporting undocumented students at this specific
college.
My study aims to bring awareness to the experiences of undocumented Latino male students in
higher education, particularly at this institution. This study focuses on the intersectionality of
undocumented students, and the various forms of capital that they utilize as they navigate
through the various barriers present in their educational journeys. This research aims to amplify
the voices of an underrepresented, understudied and often undervalued student population.
I would greatly appreciate it if you could share the flyer below with any students that you may
know who meet the following criteria:
● Self-identify as an undocumented student, including DACA and non-DACA recipients,
● Self-identify as a Latino male,
● Currently enrolled at the institution,
● 18 years and older.
If students decide to participate in the study they will be asked to do the following activities:
● Complete an interest form.
● Participate in a 45-60 minute 1:1 interview in person or Zoom.
● Review the interview transcript when it is available.
95

This study is completely at will, students have the right to opt out of the study at any point, even
after the interview is complete if they wish to do so. Students will be given a pseudonym to
protect their identities, and identifiable information will not be shared.
If any students are interested in participating or want to learn more about the research, they can
contact me using the information below. If a student is interested in participating they can
complete the interest form. I will then reach out to students individually to confirm their
participation.
I appreciate your support in helping me connect with potential participants. If you have any
questions or concerns, please feel free to contact me or my thesis committee chair Dr. Atheneus
Ocampo at acocampo@usc.edu.
Best regards,
Miguel Hernandez
Email: Miguelh9@usc.edu
96

Appendix C: Interest Survey
1. Pseudonym (Preferred Nickname for the purpose of the study)
2. Email
3. Phone number
4. Do you identify as an undocumented student?
a. Yes
b. No
c. Not sure
5. Do you identify as a Latino male?
a. Yes
b. No
c. Not sure
6. Are you 18 years or older?
a. Yes
b. No
7. Are you currently enrolled at the community college?
a. Yes
b. No
8. Questions or concerns?
97

Appendix D: Zoom Instructions
When joining a Zoom meeting, you have the option of changing your name. Please change your
name to your preferred pseudonym following the instructions below.
Step 1: Select “join”
Step 2: Enter the meeting ID and your pseudonym (nickname)
98

Appendix E: Participant Confirmation Email
Dear X,
Thank you for completing the interest survey. This study is focused on the testimonios of
undocumented Latino males enrolled at this community college. I am under the supervision of
my thesis committee chair, Dr. Ocampo, at the USC Rossier School of Education. Based on the
responses from the interest survey, you meet the eligibility criteria for this research. Therefore, I
invite you to an interview. The interview should take 45-60 minutes and can be conducted in
person or over Zoom. I am on campus on Tuesday, Thursday, and Friday, please let me know if
those dates work for you and what time works best.
Thank you so much for your time!
Best regards,
Miguel Hernandez
Educational Counseling
99

Appendix F: Interview Protocol
Intersectionality: A term coined by Kimberelé Crenshaw (1989) to further understand the
interconnectedness of our various identities, including race, gender, and social class.
Community Cultural Wealth: An anti-deficit model highlighting the diverse forms of capital
that communities of color utilize in their college journeys (Yosso, 2005).
Semi-Interview Matrix
Rapport Building
Questions
Alignment with RQ Alignment with
Capital (Familia,
Aspirational, &
Navigational)
Intersectionality /
Understanding of
Identity
1) Can you tell me a
little bit about
yourself? Do you
identify as Latino, are
you a first-generation
student, and do you
identify as a male?
MQ Intersectional
2) Can you tell me
more about your
background and
growing up including
your country of origin
and when you came
to the U.S.?
MQ Familial and
Intersectional
Intersectionality
Semi-Structured
Questions
Alignment with RQ Alignment with
Capital (Familia,
Aspirational, &
Navigational)
Intersectionality /
Understanding of
Identity
3) What motivated
you to enroll in
college?
SQ Aspirational
4) Can you tell me
more about your
enrollment status at
the Community
College and how your
SQ Navigational
100

documented status
has impacted your
enrollment status?
5) How does your
identity as an
undocumented Latino
male influence your
college experience?
MQ Intersectional
6) Can you share any
significant challenges
you have faced in
pursuing higher
education,
considering your
intersecting
identities?
MQ Intersectional
7) What aspirations
do you have for your
educational and
professional future?
SQ Aspirational
8) How do your
aspirations serve as
a
source of resilience
during difficult
times?
SQ Aspirational
9) How has your
family or support
network influenced
your academic and
career
choices/decisions?
SQ Familial
10) How do you
navigate fulfilling
familial expectations
while pursuing your
own educational
goals?
SQ Familial
11) What on campus
resources or support
systems have you
SQ Navigational
101

found most helpful in
navigating higher
education?
12) Can you share
more about any
networks or
connections you have
built within the
college community to
enhance your
educational
experience?
SQ Navigational
13) How comfortable
do you feel asking for
help when needed?
SQ Navigational and
Familial
14) Are there any
cultural or familial
expectations that
motivate you or
impede you from
seeking assistance?
SQ Aspirational and
Familial
15) What specific
actions or changes do
you believe this
college can
implement to provide
better support for
students with similar
identities?
SQ
2
16) What advice
would you give to
another
undocumented Latino
male pursuing
a
community college
education?
SQ
2
102

17) Is there anything
else you would like to
share with me in
regards to your
experience as an
undocumented Latino
male?
SQ 2
103

Abstract (if available)

Abstract This research delves into the college-going experiences of undocumented Latino males, examining the intersectionality of their identities and the impact on their educational journeys. This study is guided by intersectionality and Community Cultural Wealth as frameworks, utilizing testimonios as a qualitative approach to shed light on the challenges and resilience of this marginalized student population. The findings reveal that participants navigate multiple intersecting identities, with their undocumented and first-generation college status emerging as pivotal roles in shaping their educational and life experiences. Despite facing systemic barriers and limited opportunities, participants demonstrate resilience and determination to succeed. Through the utilization of various forms of capital, including aspirational, familial, and navigational, participants navigate the complexities of the higher education system. Policy and practice implications emphasize the importance of creating inclusive and supportive environments for undocumented students and Latino males. Recommendations include implementing summer transition programs, using inclusive language in support services, increasing funding for scholarships and stipends, and fostering collaborative partnerships with local non-profit organizations. Despite systemic challenges, the thesis concludes with a sense of hope and optimism, recognizing the potential for positive change with comprehensive support at the federal, state, and institutional levels.

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Asset Metadata

Creator Hernandez Najera, Miguel Angel (author)

Core Title Breaking the silence: testimonios of undocumented Latino men of color students navigating higher education in California

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2024-05

Publication Date 04/01/2024

Defense Date 03/28/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Higher education,Latino males,men of color,OAI-PMH Harvest,undocumented

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ocampo, Atheneus (committee chair), Banuelos, Sheila (committee member), Hernandez, Kortney (committee member), Zuniga, Desiree (committee member)

Creator Email mighernandez2017@gmail.com,miguelh9@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113865220

Unique identifier UC113865220

Identifier etd-HernandezN-12745.pdf (filename)

Legacy Identifier etd-HernandezN-12745

Document Type Thesis

Format theses (aat)

Rights Hernandez Najera, Miguel Angel

Internet Media Type application/pdf

Type texts

Source 20240403-usctheses-batch-1134 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu