University of Southern California Dissertations and Theses

Understanding the perceptions of Latine undocumented students' sense of belonging in higher education

(USC Thesis Other)

Understanding the perceptions of Latine undocumented students' sense of belonging in higher education

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Understanding the Perceptions of Latine Undocumented Students'
Sense of Belonging in Higher Education
by
Vera Haydee Constanza
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2024
Copyright 2024 Vera Haydee Constanza

i
Abstract
This study purposed to investigate the perceptions and the contributing factors that foster
belonging among Latine undocumented students. Thirteen Latine undocumented students
participated in semi-structure interviews belonging to different California higher education
institutions. This research study found that all Latine undocumented students describe their sense
of belonging differently and uniquely. Participants expressed their need to be seen and
authentically take up space in higher education. In addition this research study found that the
contributing factors that led to Latine undocumented students feel belonging depended on
various environmental conditions: extracurricular activities, activism, faculty support and peer
connection. This study urges college institutions to works towards creating safe spaces and
establish USRC to continue to foster belonging among Latine undocumented students.

ii
Acknowledgements
The completion of this dissertation owes immense gratitude to my committee members- Drs.
Courtney Malloy, Kim Hirabayashi, and Briana Hinga- who offered me unwavering support,
guidance and encouragement throughout the dissertation process. I extend my heartfelt
appreciation to my mentors Drs. Michael Cersosimo and Greg Akai, who motivated me to
embark in this journey and finish. I am deeply thankful to my partner Moises Rodriguez for
consistently providing me with positive affirmations and encouraging me to become a bold
educator. I also want to extend my gratitude to my parents for their consejitos and reminders to
self-care.

iii
Table of Contents
Abstract…………………………………………………………………………….. i
Acknowledgements ………………..……………………………………………....... ii
List of Tables ……………………...……………………………………………….... v
Introduction ……………………...…………………………………………...…….. 1
Literature Review ………………………………………………………...…………. 4
Theoretical Foundations ………………………………………………………...….. 12
Positionality ………………………………………………………..………………... 14
Methods …………………………………………………………..…………………. 15
Research Questions …………………………………………………………. 16
Participants ………………………………………………………………….. 16
Instrumentation …………………………………………………………….. 17
Data Collection ……………………………………………………………… 18
Data Analysis ...……………………………………………………………... 18
Findings ...…………………………………………………………………………… 19
Research Questions 1: What are the perceptions of Latine undocumented
students regarding their sense of belonging in higher education? ................... 21
Research Questions 2: What are the perceptions of Latine undocumented
students regarding the factors that contribute to sense of belonging? ............. 25
Discussion and Implications ………………………………………………………… 32
Implications for Practice …………………………………………………….. 36
Limitations………………………………………………………………. 39

iv
Future Research Recommendations …………………………………………. 40
Conclusion …………………………………………………………………... 40
References …………………………………………………………………………... 42
Appendix A: Interview Protocol ……………………...…………………………….. 47

v
List of Tables
Table 1: Narrative Table of Participants ……………………………………………………. 20

1
Understanding the Perceptions of Latine Undocumented Students'
Sense of Belonging in Higher Education
Sense of belonging is the need to feel connected to a group, valued, respected, and
accepted (Torres-Olave et al., 2020). Research shows that sense of belonging is an integral part
of the college experience as it fosters academic achievement, engagement, and retention, which
is linked to higher retention rates (Suárez-Orozco et al., 2015; Torres-Olave et al., 2020;
Terriquez, 2015). For undocumented students, sense of belonging is more than just a feeling of
being "a part" of an institution. Sense of belonging inculcates taking up space that is "desirable
and perceived as legitimate" despite outside perceptions of undocumented students not belonging
(Torres-Olave et al., 2020, p. 418). More research is needed on how undocumented students
make meaning of their experiences and the contributing factors that influence their sense of
belonging in higher education.
In this research study, sense of belonging pertains to undocumented students feeling
connected to their campus, valued in their learning, and respected by their peers and faculty
(Means & Pyne, 2017; Strayhorn, 2008; Torres-Olave et al., 2020). Research indicates that
several undocumented students may face challenges in finding sense of belonging on campus
due to their "triple minority status,” which is characterized by the absence of legal citizenship,
economic disadvantage, and of ethnic origin (Andrade, 2019, p. 276). Moreover, research shows
undocumented students are less likely to participate in campus activities, clubs, and
organizations due to their vulnerable status (Andrade, 2019, p.276; Rodriguez, 2020; Shelton,
2019). Many undocumented students experience various institutional barriers that may
negatively influence their sense of belonging. (Andrade, 2019; Means & Pyne, 2017; Shelton,

2
2019; Torres-Olave et al., 2020; Valdez & Golash- Boza, 2020). Identifying and removing such
institutional barriers is imperative so undocumented students may gain belonging.
This study aimed to understand the perceptions of undocumented students in higher
education. Higher education institutions are experiencing a substantial growth of undocumented
students yearly. With the increase of undocumented students in higher education, understanding
the perceptions of belonging among this demographic becomes increasingly imperative (HoyMartinez & Nguyen, 2021). The field of higher education needs more information on the
contributing factors that increase a sense of belonging among Latine undocumented students.
Recent studies show that some college institutions are taking steps to establish infrastructures
like Undocumented Student Resource Center (USRC). These centers offer a wide range of
services, including academic support, social engagement, and legal assistance to undocumented
students (Cisneros & Valdivia, 2020). They also provide a dedicated space to promote and
nurture sense of belonging on campus (Cisneros & Valdivia, 2020). Moreover, Cisneros and
Valdivia's (2020) research study showed that the initiatives by the resource centers and campus
activities resulted in a positive self-concept with an increase in inclusion. However, there is a
limited body of research that shows that higher education are taking enough action to foster
belonging and may not fully grasp the full perspectives of what a sense of belonging means for
undocumented students (Suárez-Orozco et al., 2015). Examining and understanding the factors
that increase a sense of belonging for undocumented students holds significance because it can
motivate institutions to create environments that promote equity, inclusion, and belonging among
the Latine undocumented population (Diaz-Strong et al., 2011; Shelton, 2019).
The purpose of this study was to investigate how undocumented students describe their
sense of belonging in higher education. This study uses semi-structured qualitative interviews to

3
learn more about the factors contributing to a sense of belonging and how they make meaning of
their experiences of belonging. By learning about the lived experiences of undocumented
students, institutions can help facilitate belonging and retention among this population (SuárezOrozco et al., 2015; Torres-Olave et al., 2020; Terriquez, 2015).
This problem of practice was important to research because a strong sense of belonging is
linked to retention and higher graduation rates in higher education (Diaz-Strong et al., 2011;
Suarez-Orozco et al., 2015). Belonging plays a crucial role because when undocumented
students feel valued and included, they actively engage in their academic journey (SuarezOrozco et al., 2015). In contrast, when undocumented students do not experience a strong sense
of connection to their campus, their willingness to seek help decreases (Diaz-Strong et al., 2011;
Suarez-Orozco et al., 2015). Research shows that undocumented students who experience
institutional barriers are more likely to pause their academic journey or withdraw from college
altogether (Diaz-Strong et al., 2011; Enriquez, 2011; Suarez-Orozco et al., 2015). It is crucial to
investigate this problem to identify and remove institutional barriers that prevent belonging.
The following sections summarizes the literature from a historical standpoint, beginning
with Plyler v. Doe (1982) to the ramifications of the temporary termination of Deferred Action
for Childhood Arrivals (DACA) during Donald J. Trump's presidency (Andrade, 2019;
Castrellón, 2021) to the current social challenges that undocumented students experience.
Secondly, I define Latino/a Critical Theory (LatCrit), an extension of Critical Race Theory
(CRT) framework, to guide my research questions (Ladson-Billings, 2013). Then, I define and
discuss how, in this study, racism and microaggressions may impact the experiences of
undocumented students (Huber, 2011). Following the theoretical framework, the methods section
will detail the sample used to collect data, followed by an analysis of the findings. Finally, I

4
discuss the findings and significant implications of the study so that higher education
professionals and college institutions can learn the factors that influence belonging.
Literature Review
The literature review provides an overview of the national policy landscape, which
directly affects undocumented students' ability to feel sense of belonging in higher education.
Following the national policy landscape, it will explain the social barriers that undocumented
students experience when navigating educational spaces. Then, it will provide context for the
environmental experiences that hinder belonging, which include financial burdens and
inadequate training from higher education professionals. Additionally, the literature review
provides strategies for building belonging among undocumented students. Finally, it will
emphasize the importance of being an undocuready campus, which is an “institution that takes
responsibility to provide sustainable resources for undocumented students and serves as a call to
action for envisioning an undocuready campus” (Castrellón, 2021, p.282) so that undocumented
students may build belonging.
National Policy Landscape
Historical U.S. national policies help to explain how systemic barriers continue to
disenfranchise undocumented students from the education system to our present time. In 1975
Texas withheld migrant children from enrolling in public schools while also not giving school
districts funding to cover educational costs for undocumented children (Castrellón, 2021; DiazStrong et al., 2011; Hoy-Martinez & Nguyen, 2021; Murillo, 2021; Rodriguez, 2020, SuarezOrozco et al., 2015). Public schools then resorted to charging undocumented students for their
education, creating economic barriers for undocumented students who already struggle to find
employment due to their lack of citizenship.

5
In 1982 the Supreme Court case Plyler v. Doe (1982) ruled that the states cannot
discriminate against undocumented children enrolling in K-12 solely based on their illegal status
(Diaz-Strong et al., 2011). Denying undocumented children an education would create a
"permanent underclass" in America (Diaz-Strong et al., 2011, p. 114; Hoy-Martinez & Nguyen,
2021; Murillo, 2021). However, the court ruling did not address access to higher education post
K-12 education. Without federal guidelines, many states created their own laws and policies,
complicating accessibility (in-state tuition costs, financial aid) for education (Hoy-Martinez &
Nguyen, 2021). Undocumented students still deal with the historical ramifications of Plyler v.
Doe, leaving them to navigate complex educational barriers, including inaccessibility to financial
aid and complex state laws.
In response to the inactions of Congress, President Barack Obama established the
Deferred Action for Childhood Arrivals (DACA) in 2012, which allows undocumented students
who arrived as children access to higher education without fear of deportation (Murillo, 2017;
Rosenberg et al., 2020). Being a DACA student means accessing higher education, obtaining
temporary social security, and legally being employed for two years per the bill (Andrade, 2019;
Gamez et al., 2017; Rosenberg et al., 2020). Nevertheless, DACA has limitations; students are
not allowed to vote, travel outside of the U.S, and are ineligible for most forms that provide
healthcare or file for federal student aid (Andrade, 2019; Rosenberg et al., 2020). Most
significantly, DACA recipients are only granted such privileges for two years, running the risk of
their application being denied a second time, halting their full academic trajectory enrollment at
a four-year university (Andrade, 2019; Murillo, 2021; Rosenberg et al., 2020). While DACA has
some benefits for undocumented students, it still does not break down institutional barriers or
provide full accessibility to higher learning.

6
In 2017, the DACA bill was threatened during Donald Trump's presidency, leaving many
recipients in turmoil and in uncertainty (Andrade, 2019; Flores, 2016; Rosenberg et al., 2020).
While the Supreme Court essentially saved DACA in 2020, it only demonstrated the fragility of
the bill and the need for stronger policies on accessibility to higher education for undocumented
students. Research shows that past and present national policies intentionally or unintentionally
produced more educational barriers, and bills such as DACA are only band-aids to solve the
problem of accessibility to higher learning (Andrade, 2019; Murillo, 2021; Rosenberg et al.,
2020). In addition, Trump's presidential campaign enforced many negative stereotypes of the
Latine community, and many undocumented students described his rhetoric of fearing foreigners
as damaging (Andrade, 2019; Flores, 2019). Throughout his presidential campaign, the political
environment led numerous undocumented students to struggle with self-perception due to the
stereotypical and negative terms of the Latine community, all while living with the constant fear
of deportation (Andrade, 2019).
Master Status Identity
Understanding the multifaceted identity of undocumented students is crucial for building
belonging. Research suggests that when undocumented students disclose their lack of
citizenship, in some cases, it becomes their master status, as defined as “salient identiti[es] that
conditions students’ education incorporation” (Valdez & Goulash-Boza, 2020, p. 481). As a
result, their undocumented status becomes the driving identity when navigating the educational
system. Disclosing information about their identity will sometimes lead into a “category” that
signifies lack of citizenship, low socioeconomic status, and assumptions of what undocumented
students can or cannot achieve (Enriquez, 2017; Valdez & Goulash-Boza, 2020). The risk lies in
adopting these assumptions of a dominant identity and neglecting other facets of their

7
intersectionality (Collins, 2015). Intersectionality is defined as a “critical insight that race, class,
gender, sexuality, ethnicity, nation, ability and age operate not as unitary, mutually exclusive
entities but rather as reciprocally constructing phenomena” (Collins, 2015, p.1). In understanding
that undocumented students hold many different facets of their identity, they can share different
interests with peers, which can lead to belonging among their network of peers (Enriquez, 2017;
Valdez & Goulash-Boza, 2020).
Anxiety of Disclosure
Undocumented students are apprehensive about drawing attention to themselves due to
external threats that can hinder their sense of belonging within both their college institution and
communities. Research indicates that undocumented students feel anxious when revealing their
immigration status potentially putting their families and themselves at risk (Andrade, 2019;
Valdez & Golash-Boza, 2020). While some undocumented students report feeling safe on
campus, the fear of deportation still looms over them (Andrade, 2019; Valdez & Goulash-Boza,
2020). Nevertheless, disclosing sensitive information is part of accessing college resources,
which leads to college success and campus belonging (Valdez & Goulash-Boza, 2020). Some
studies reveal that undocumented students are challenging college campuses to become safe
spaces or sanctuaries for non-deportation actions (Andrade, 2019; Torres-Olave et al., 2020;
Valdez & Goulash-Boza, 2020). Ensuring that higher education institutions take responsibility
for establishing safe environments where students can share sensitive information and lifeendangering information is essential, as these students are integral members of the college
community. Furthermore, providing safe places for disclosure allows undocumented students to
access necessary and vital information to succeed.
Financial Hardships

8
Undocumented students experience financial hardships, which leads to feelings of
exclusion, hindering their sense of belonging. Undocumented students perceive economic
insecurity to be one of the most significant challenges they encounter in the educational system
(Alanis et al., 2021; Andrade, 2019; Diaz-Strong et al., 2011; Enriquez, 2017; Gamez et al.,
2017; Hsin & Ortega, 2018; Lara & Nava, 2018; Murillo, 2021; Torres & Wicks-Asbun, 2014;
Sahay et al., 2016; Suarez-Orozco et al; 2015). Oftentimes, undocumented students receive
subtle messages about not belonging in higher education during their college application process
(Diaz-Strong, 2011; Enriquez, 2017; Gamez et al., 2017; Murillo, 2021; Torres & Wicks-Asbun,
2014). These subtle messages translate to exclusionary practices, such as only offering
information about the free FAFSA application process but no other financial aid avenues to the
undocumented population, like the DREAM Act, led to students feeling excluded (Enriquez,
2017, Murillo, 2021). Moreover, research has revealed that undocumented students are seeking
an initiative for financial aid information sessions to be customized for a diverse range of
populations, not solely focusing on the conventional path of traditional students (Enriquez, 2017;
Murillo, 2021).
Additionally, undocumented students feel isolated when facing financial burdens in
higher education (Diaz-Strong et al., 2011; Enriquez, 2017; Gamez et al., 2017; Murillo, 2021;
Suarez-Orozco et al., 2015). Many undocumented students work full-time and experience time
constraints that prevent them from meeting with faculty, study groups, and organizations,
decreasing their belonging on campus (Enriquez, 2017; Murillo, 2021; Suarez-Orozco et al.,
2015). Research suggests that the more students engage with their college campus, the more it
leads to a positive sense of belonging (Means & Pyne, 2017; Shelton, 2019; Valdez & GolashBoza, 2020). Many undocumented students work off-campus due to limited opportunities to

9
work on campus, as many of them are paid by federal aid (Diaz-Strong, 2011). Undocumented
students carry the financial burdens of paying college tuition and helping their families
financially (Diaz-Strong et al., 2011; Enriquez, 2017; Gamez et al., 2017; Murillo, 2021; Torres
& Wicks-Asbun, 2014; Suarez-Orozco et al., 2015). Numerous of undocumented students
struggle to work and manage their college coursework simultaneously, describing feelings of
isolation (Enriquez, 2017; Murillo, 2021; Suarez-Orozco et al., 2015). As a result, some opt to
take breaks between semesters to save money, which reduces their sense of belonging along their
academic trajectory (Andrade, 2019; Enriquez, 2017; Murillo, 2021; Torres & Wicks-Asbun,
2014; Suarez-Orozco et al., 2015).
Inadequate Training of Higher Education Professionals leads to Disconnection
A large body of literature suggests that higher education professionals are inadequately
prepared to address the academic needs of undocumented students, often leaving undocumented
students feeling lost and disconnected from their campus (Castrellón, 2021; Cisneros & Rivarola,
2020; Gamez et al., 2017; Hoy-Martinez & Nguyen, 2021; Murillo, 2021; Sarabia et al., 2021;
Suárez-Orozco et al., 2015; Valenzuela et al., 2015). Many higher education professionals report
struggling to interpret institutional and state policies and lacking in-service training to serve
undocumented students (Hoy-Martinez &Nguyen, 2021; Murillo, 2021). In some cases, higher
education professionals report undocumented students as “international students” or classify
them as “unspecified,” which leaves many undocumented students feeling like they do not truly
belong anywhere, affecting their sense of belonging (Hoy-Martinez & Nguyen, 2021). As many
navigate educational mazes, undocumented students also report not feeling comfortable sharing
their status with several higher education professionals (Hoy-Martinez & Nguyen, 2021; Ngo &

10
Hinojosa, 2021). Building trust is particularly important in building belonging with educators
and college campuses.
Strategies for Fostering Belonging
Research indicates that undocumented students aspire to establish stronger trust with
higher education professionals, fostering an environment where they feel more at ease sharing
sensitive information, ultimately encouraging a sense of belonging on campus (Hoy-Martinez &
Nguyen, 2021; Ngo & Hinojosa, 2021). Undocumented students often must disclose sensitive
information regarding their “undocumented status” or their family’s personal information when
working with students on DACA applications or scholarships (Hoy-Martinez & Nguyen, 2021;
Ngo & Hinojosa, 2021; Valenzuela et al., 2015). As undocumented students build trust with
higher education professionals, they are more likely to ask for help and feel that they are a part of
their college community (Ngo & Hinojosa, 2021; Valenzuela et al., 2015). Training higher
education professionals to respond sensitively to students’ vulnerable positions, experiences, and
unique educational needs (policy changes, financial support, DACA application) is part of
creating an undocuready campus (Castrellón, 2021).
Undocuready Campus
One strategy towards gaining a sense of belonging involves establishing an undocuready
campus. Undocuready means that higher education professionals actively “work to counter the
anti-immigrant environment by uplifting the principles of the undocumented immigrant rights
movement” (Castrellón, 2021, p. 2) and actively advocate for undocumented students' safety and
belonging. Furthermore, an undocuready campus creates a call to action not to tolerate any forms
of discrimination or racism while also protecting them from external threats such as deportation
(Andrade, 2019). Creating a safe campus climate encourages inclusivity, benefiting

11
undocumented students and the entire student body as it sends a powerful message of equity and
belonging (Shelton, 2019; Valadez et al., 2021).
A second strategy for nurturing belonging involves encouraging students to actively
participate in clubs, organizations, and leadership opportunities available, both within their local
community and beyond (Castrellón, 2021; Means & Pyne, 2019; Sarabia et al., 2021; SuárezOrozco et al., 2015; Valenzuela et al., 2015). Research by Suárez-Orozco et al., 2015 found that
many undocumented students have found belonging within their community and participate in
causes relating to the undocumented experience. As previously mentioned, some undocumented
students carry full-time employment that does not always allow time to engage with their campus
(Enriquez, 2017; Murillo, 2021; Suárez-Orozco et al., 2015). However, studies have shown that
their community shapes their support system; thus, with the help of their community, they take
causes that directly affect their population on campus and become activists for social justice
(Andrade, 2019; Enriquez, 2011; Terriquez et al., 2018). An undocuready campus is prepared to
support them in bringing these causes on campus (Means & Pyne, 2019; Sarabia et al., 2021;
Suárez-Orozco et al., 2015; Terriquez et al., 2018).
A third strategy is bringing legal advocacy for undocumented students on campus. An
undocuready campus work towards policies that treat undocumented students justly, provide
pathways to legal status, and protect their rights. One form of advocacy is providing legal
assistance to undocumented students and their families at no cost (Cisneros & Rivarola, 2020;
Flores, 2016). Legal assistance may include help filling out forms for DACA, and California
Nonresident Tuition Exemption (AB540) and reviewing family cases for citizenship eligibility
(Cisneros & Rivarola, 2020). Another form of advocacy can be institutional policies that support
undocumented students with their work-life balance. Undocuready campuses are establishing

12
private funds to create work-study positions so that undocumented students can work on campus,
reducing their workload and fostering feelings of belonging while working on campus (Cisneros
& Valdivia, 2020).
A final strategy is providing access to financial aid through grants or scholarships. As
previously mentioned, financial constraints are one of the biggest challenges among
undocumented students. Established USRC sites are working with community partnerships to
fundraise money to create scholarship opportunities for undocumented students (Cisneros &
Rivarola, 2020). Other college institutions work with donors to allocate funds for undocumented
students who experience financial hardships (Cisneros & Rivarola, 2020). Some institutions
provide paid on-campus and off-campus internship opportunities so undocumented students may
have access to financial gain (Cisneros & Rivarola, 2020; Suarez-Orozco et al., 2015).
Internships are also crucial for career development and belonging within the workforce (Cisneros
& Rivarola, 2020; Suarez-Orozco et al., 2015). These strategies work together to provide
belonging and equity among undocumented students.
Theoretical Foundations
CRT leads us to examine that “racism is not some random, isolated act of individuals
behaving badly” but that racism is rooted in U.S institutions, systems, and society (LadsonBillings, 2013, p. 37). CRT explains how people of color experience overt and covert forms of
racism and microaggressions (Ladson-Billings, 2013). LatCrit is a branch of CRT that examines
how systemic oppression harms the Latine community through forms of xenophobia and/or
racial assaults towards their language, ethnicity, and culture (Lara & Nava, 2018; Huber, 2011).
Moreover, analysis in LatCrit has led to the development of racist nativism, a framework that
illuminates how the perceptions of “non-native” and “fear of the other” vessels the idea of White

13
dominance (Huber, 2011, p. 380). LatCrit and racist nativism work together to inform how the
historical racialization of past migrants can also be carried out in contemporary experiences of
undocumented students in educational spaces (Solorzanó & Yosso, 2002).
In relation to this study, LatCrit is used to reveal the ways in which Latine
undocumented students experience race, class, and gender through the intersections of
immigration (Collins, 2015; Huber, 2011). As previously stated in the literature review,
intersectionality, in this study, is defined as social identities intersecting with other facets of
one’s identity and such identities can intertwine with oppressive systems like harsh migratory
laws and discriminatory actions that affect sense of belonging (Collins, 2015; Crenshaw, 1991).
The intersectionality of undocumented students is important to address because undocumented
students are likely to face oppressive experiences that disenfranchise them in education.
Current research shows how undocumented students experience microaggressions which
hinder their sense of belonging in college (Andrade, 2019; Rodriguez, 2020; Rosenberg, 2020;
Sahay, 2016; Shelton, 2019; Torres-Olave et al., 2020). Undocumented students have reported
that their lack of belonging is closely connected to subtle forms of racism and discrimination
when seeking academic services on campus (Andrade, 2019; Castrellón, 2021; Rosenberg, 2020;
Sahay, 2016; Suárez-Orozco et al., 2015). For example, research by Castrellón (2021) and
Rosenberg (2020) found that when undocumented students disclose that they do not have a social
security card to apply for financial aid, some counselors will stop providing academic support
resulting in exclusionary practices. Undocumented students reported feeling excluded and
“hopeless,” causing them to withdraw from college courses (Rosenberg, 2020).
Undocumented students also describe blatant forms of racism and oppression when
navigating educational spaces (Rosenberg, 2020; Shelton, 2019). In a study by Shelton (2019),

14
students reported hearing racial slurs aimed at their college campuses by majoritized peers and
groups. In this study, marjoritized is described as the White majority in predominantly White
institutions (Shelton, 2019). In this experience, the majority of voices perpetuate systems of
oppression against undocumented students (Shelton, 2019). The intersectionality of their
ethnicity and undocumented status creates a hostile environment which reduces a sense of
belonging (Shelton, 2019, p.97).
By employing LatCrit and counternarratives (Solórzano & Yosso, 2002), as tools to
deconstruct deficit accounts of historically marginalized populations, this current study gives
undocumented students an opportunity to describe both their academic challenges and triumphs.
Additionally, undocumented students will be able to describe their perceptions of belonging and
suggest ways in which their institutions can better support belonging on campus. Moreover,
undocumented students will challenge majoritarian stories filled with assumptions, stereotypes,
and deficit depictions of their undocumented experience. Undocumented students will become
authors of their own stories by sharing what it means for them to belong and how they take up
space in higher education.
Positionality
I am a first-generation Latina college graduate and a U.S born citizen, and I acknowledge
that my role as a researcher is one of privilege in this research study. I was raised by refugee
parents and grew up in a predominantly Latine migrant community. In my community, I saw and
heard many accounts of parents encouraging their children to pursue and value higher education
as a means to be “seen” and intellectual contributions respected. Unfortunately, I also witness the
inequitable and confusing educational mazes that undocumented students have to navigate to
access higher education, maintaining many in the margins.

15
I recognize that I will not fully understand the full depth of the undocumented student
experience given that I was born an American with citizenship privileges. Still, through this
research study, I seek to investigate how they make meaning of their sense of belonging so that
higher education professionals like myself can better understand and support them.
Throughout this research study, I will engage in critical reflexivity to gain awareness of
how my own positionality can create assumptions or biases of the research study or how the
process of conducting the research, participants, and data influences my position as a researcher
and worldview (Merriam & Tisdell, 2016). I will engage in this reflection by documenting my
learning and research observations by using a field journal. Additionally, I will show
transparency through respondent validation to ensure accuracy in my participant’s responses so
that I may not make any assumptions about their responses or experiences (Maxwell, 2016).
Finally, I will ask my colleagues to peer review my research study for accountability and
transparency.
Methods
The purpose of this study was to investigate how undocumented students describe their
sense of belonging as they navigate higher education. While there is a growing body of research
regarding the increase of undocumented students in higher education, there is still a relatively
limited amount of research that aims to understand the perspectives of a sense of belonging of
this unique population. This research study utilized semi-structured qualitative interviews to
learn more about the perceptions of belonging of undocumented students and the contributing
factors that influence belonging. Furthermore, in this research study, qualitative interviews were
conducted to gain insight into how undocumented students make sense of their belonging while
navigating academic, social, and higher education environments (Merriam & Tisdell, 2016).

16
The research questions guiding this study are as follows:
Research question 1: What are the perceptions of Latine undocumented students regarding their
sense of belonging in higher education?
Research question 2: What are the perceptions of Latine undocumented students regarding the
factors that contribute to sense of belonging?
Participants
The study employed purposeful sampling and recruited participants by using social media
platforms such as LinkedIn and Instagram. The reason for employing purposeful sampling was to
intentionally focus on the unique characteristics of the undocumented population (Merriam &
Tisdell, 2016). I reached out to USRC coordinators through the professional network site
LinkedIn to reach a wider audience of educators who are actively involved in providing
academic services to undocumented students in higher education. After USRC coordinators
received information about the study, USRC coordinators posted the research flyer on the
center’s Instagram social media account to recruit participants who were interested in the study.
Participants followed a QR recruitment link to access a short questionnaire to determine their
eligibility for the research study. Participants were required to be at least 18 years old, identify as
Latine undocumented students, and be enrolled in a four-year university. Participants were asked
to provide a pseudo name and a personal email address. The rationale for using a pseudo names
and personal email addresses is to protect their full anonymity and safeguard their connection to
their respective campus.
In response to the QR recruitment link, a total of 17 students responded with interest in
taking part in the study. All interested participants were emailed to set up an interview with a
date and time. A total of 13 undocumented students responded agreeing to participate in an

17
audio-recorded interview with consent forms. One participant, however, chose to provide
responses to the interview questions in written form, emailing responses back instead of
participating in the audio-recorded interview. Eight participants identified as female, while five
identified as male; all of them identified as Latine and undocumented. Ten students identified as
undergraduate students, while three students identified as graduate students. Among the graduate
students, three are female. The average age of participants was 26 from a range of 18-32. Five of
the participants are considered DACA recipients, having received a temporary social security
card number and a work permit authorization which allows them to work within the U.S.
Instrumentation
The instruments in this study include a semi-structured interview protocol (Appendix A)
that aims to answer the two guiding research questions. The purpose of using a semi-structured
interview format is to foster an atmosphere aiming to make undocumented students feel more at
ease when discussing their undocumented status and experiences. While some questions are
designed for students to respond more factually, other questions will be open-ended to allow for
more exploration (Merriam & Tisdell, 2016). The first set of questions consists of capturing how
undocumented students describe their identity, and how they learned they were undocumented.
The second set of questions asks how they describe their experiences on campus and with higher
education professionals. The last set of questions asks how participants perceive their connection
or disconnection with the campus and why (Patton, 2002). The total amount of questions in the
interview protocol consists of 20 questions with additional pre-written questions for probing.
Data Collection
Data collection for this study included a 60-minute semi-structured interview of 13
undocumented students enrolled in higher education. The interviews were conducted over the

18
media platform Zoom in a private virtual room. The interviews were recorded to ensure accuracy
and facilitate data collection. Prior to the interviews, participants were emailed information
regarding the research study, consent forms, explained participants' rights, and outlined potential
risks and benefits of participating in the study. The consent form also informed participants of
their compensation of a $20 dollar Amazon gift card for participating in audio or written
interviews. Participants were given a few days to review all the information and then were given
a date and time for their interview via Zoom. All participants provided pseudo names and such
names were used during the interview process and data analysis to protect their anonymity.
Lastly to ensure accuracy, I took shorthand notes and wrote down lasting thoughts after each
interview in my field journal.
Data Analysis
Interview transcriptions were downloaded from Zoom and uploaded to ATLAS.ti for
coding. Following Gibb’s (2018) process for coding, I started the process of data analysis with
open coding for each of the interviews. I began line by line looking for patterns in the data and
then moved to identify patterns that have already been established in the literature review. After
open coding, I moved to axia/analytic coding and began aggregating those ideas and patterns into
major themes. I identified themes and concepts and coded them through ATLAS.tic creating a
code manager/book. After five cycles of coding, I refined major themes and concepts into
research questions. Throughout each cycle of coding, I used my field journal to write notes of
thoughts that stood out to me and reflected on my biases and assumptions.

19
Findings
This research study interviewed 13 Latine undocumented students. Table 1 is a narrative
of the thirteen interviewed participants. As previously mentioned, one participant decided not to
participate in the Zoom interview and wrote written responses to the interview questions and
emailed responses to PI. To ensure confidentiality, only pseudonym names were collected at the
time of the interview. Eight participants self-identified as female and specified their pronouns to
be she, her, hers, while five participants identified as male and indicated their pronouns as he,
him, his. The age range spanned from 18, the youngest participant, to 32, the oldest participant.
Psychology emerged as the most frequently declared major among participants, followed by
political science as the second most popular choice. Five participants held DACA status at the
time of the interview. Lastly, all participants are enrolled in various higher education institutions
in California.

20
Table 1.
Interview Participants
Note: Only pseudo names were collected and used to protect their identities.
Participant Age Gender Pronouns Major DACA
Alice 30 Female She/Her/Hers Education Yes
Anabelle 21 Female She/Her/Hers Nursing No
Christopher 18 Male He/Him/His Journalism No
Daisy 26 Female She/Her/Hers Environmental
Sustainability
No
Daniel 23 Male He/Him/His Business
Administration
No
Ellie 22 Female She/Her/Hers Sociology &
Psychology
No
Gael 20 Male He/Him/His Biochemistry Yes
Giovanni 31 Male He/Him/His Statistics Yes
Luna 20 Female She/Her/Hers Political Science No
Maya 31 Female She/Her/Hers Psychology Yes
Nina 26 Female She/Her/Hers Political Science &
Chicano Studies
Yes
Victor 21 Male He/Him/His Computer Science No
Xiomara 32 Female She/Her/Hers Psychology No

21
Research Question 1: What are the perceptions of Latine undocumented students
regarding their sense of belonging?
A significant finding in this research study pertains to how Latine undocumented students
express their sense of belonging differently and uniquely. Undocumented students strive to be
seen and accepted as they navigate higher education spaces. Being seen inculcates being
recognized, acknowledged and understood for one’s true identity. Their descriptions of
belonging lead to feelings of acceptance regardless of their undocumented status. A second
important finding is how Latine undocumented students perceive belonging when their
intersectionality is acknowledged. A third finding indicates that their sense of belonging is
reduced when their college campus ignores facets of their identity. All findings highlight the
complexity of the undocumented experience and the diverse lived-in experiences of Latine
undocumented students in higher education.
Being Seen Authentically in Safe Spaces
Latine undocumented students attribute positive feelings of belonging when they feel like
they can be their true selves. Five students conveyed a sense of comfort when they found
themselves in spaces where they can be at ease. Moreover, each participant described their sense
of belonging differently depending on the context highlighting their unique perceived
experiences. When I asked Maya, a participant, what it means for her to belong, she replied:
For me? It means feeling comfortable in my environment. You know, feeling like there's
a sense of understanding within the group. There's a level of empathy. There's a level of
support, and we're all on the same playing field, more or less. There are no… feelings of
inferiority towards anybody.

22
Alice expressed similar feelings about how important it is for her to authentically belong in her
space and not be otherized. When I asked Alice what belonging means to her, she responded:
For me, what it means to belong is to feel comfortable in who I am and not have to feel
like I have to worry constantly about how I'm presenting myself. If I’m speaking
eloquently enough or eating the right food, and listening to the right kind of music. I
guess it just means being accepted for who you are.
While Maya and Alice both expressed feeling “comfortable” in a space, they also echoed that
their environment is unthreatening and they can be themselves without any risks. Xiomara,
another participant, describes the moment she felt belonging and “seen” as her campus promoted
different clubs and organizations that aid undocumented students. Xiomara says:
Um, like, that was such a unique moment. I remember going into the…so you know
when they set up the booths like… at the beginning of every semester. And for the clubs
and stuff, I remember coming across this table and, um, and I was like, wow, all of these
causes can directly affect my life. I felt like I belonged in that moment.
Xiomara describes that becoming aware of the causes aimed for undocumented students made
her feel recognized and like she belonged on campus. Descriptions of Maya, Alice, and Xiomara
define how their identity is acknowledged in safe environments and they feel empower to take up
space in higher education.
Multifaceted Identities of Latine Undocumented Students
Latine undocumented students perceive their sense of belonging is tied to their
intersectionality rather than a master status identity. Eight participants expressed a desire
to be recognized as multifaceted rather than just being undocumented. Participants identified as
being bicultural, bilingual, first-generation students and scholars in their respective fields of

23
study. In the case of Daisy, she describes how her cultural identity plays a role in how she takes
up space in the classroom. Daisy explains:
I am a Latina undocumented student, but I’m also so much more than that. I study
science, and for me, putting my perspective on the table, even if it's just me… is
important. I like to share my ancestral way of doing things and science in a nontraditional way compared to core science. Um, even though, like most of the time, I’m
the only person in the classroom or the only person speaking in regard to those
experiences.
Latine undocumented students also suggested that they draw power from their
intersectionality. Ellie, a participant who works in agrarian labor, shares that her undocumented
status is not a source of shame but embraces her undocumented status. She takes AB540 classes
sponsored by USRC to learn how to receive aid; she explains, “being in the class made me feel
empowered. I do not use my status as a way to give up.” She expresses that she is more than
being undocumented. She is a laborer, a daughter, a Latina, and a student. She shares this
empowerment and belonging with other Latinas: “it was great seeing a whole bunch of Latinas,
who also identified as undocumented.”
Participants expressed that when their intersectionality is not acknowledged, their
perceptions of belonging is reduced. Alice, a participant, shares that being called
“undocumented” entails preconceived notions, mostly lacking citizenship. However, Alice
echoes that it also means being bicultural and bilingual. Alice explains:
They [higher education professionals] believe undocumented students look like
or sound like me. The fact is that we are not a homogenous group. We have so many
different levels.

24
Alice suggests that the many “different levels” are the multifaceted identity she holds. Alice then
explains that when higher education professionals make assumptions about her when she is
seeking help, it reduces her identity as only undocumented and gives her “subliminal messages
of not belonging.”
Misidentification of Latine Undocumented Students
Another main finding relates to how their college campus categorizes undocumented
students into a single identity, disregarding all other aspects of their identity. For example, Daisy
is the first undocumented student to be accepted in the program but is often recognized as only
being first generation, disregarding that she is undocumented. Daisy explains:
I am the first undocumented student in my program. That's very interesting because it's
2023. When they sent me the offer letter, I was overly excited. I tried to explain my
situation [undocumented status], and to this day, there are limited resources. They
categorize me as a first-generation student, which is true, but I am also undocumented.
Participants often suggested that their campus fails to acknowledge their “undocumented status”
and often do not know how to categorize them or categorize them wrongfully. Many report that
they are viewed as international students or traditional first-generation students. In the case of
Alice, she reports that when she talks to campus representatives regarding her financial aid,
higher education professionals immediately want to categorize her as first-generation, which
does not help when asking for financial aid support. She states, “it is hard, you know, the
additional layer of not only being first-generation but also undocumented and everything that
entails.” The prevailing issue for Latine undocumented students seeking recognition and support
within higher education is that when campuses overlook their undocumented status and

25
categorize them into a single identity, it disregards the intricacies of their multifaceted identities,
leaving them with no sense of belonging.
Research Question 2: What are the perceptions of Latine undocumented students
regarding the factors that contribute to a sense of belonging?
Five themes were observed that contributed to Latine undocumented students' sense of
belonging. Latine undocumented describe their sense of belonging depending on the
environmental conditions they were found in: 1) extracurricular activities; 2) student activism; 3)
faculty support; 4) peer connection; 5) perceived exclusion from campus communication.
Findings show that Latine undocumented students found belonging while engaging in
extracurricular activities which then encouraged students to take part in student activism.
Additionally, faculty support played a pivotal role in fostering feelings of belonging and
acceptance by offering academic and personal support to Latine undocumented students.
Moreover, Latine undocumented students found connection when interacting with their peers
leading them to feel sense of belonging. A final finding reveals that students felt excluded from
campus communication when email resources do not pertain to the needs of the undocumented
population. All the contributing factors collectively contribute to a stronger sense of belonging
among Latine undocumented students, promoting a more inclusive and equitable educational
environment.
Finding Belonging Through Extracurricular Activities & Community
Latine undocumented students find belonging while participating in extracurricular
activities. Eight participants tied feelings of belonging and acceptance as they became active
members of academic and social clubs and organizations. Luna is part of a sorority and is also
involved in Latinx/e pre-law association. She shares that she finds belonging not just in her

26
sorority but in her Latinx/e pre-law association, stating, “I feel belonging with other Political
Science majors in the Latinx/e pre-law association” and then shares, “I do not often get to
interact with people that look like me so it was important for me to find a space where I can do
that.” She then shares that she wants to become a lawyer to help immigrant families gain
citizenship. Luna associates her extracurricular activities to affect future change among the
undocumented population.
Similar to Luna, Nina associates her membership in a sorority to be a contributing factor
to belonging. She states that she had never seen so many Latina sorority sisters who looked like
her when she joined. She states:
I am part of a Chicana Latina-based sorority and did the summer bridge program. I was
so mesmerized with seeing this many people of color, like Latina sisters. We were so
comfortable playing around and talking Spanish and you know just reminiscing about our
home life.
Her membership in the Chicana Latina-based sorority and her engagement in the summer bridge
program, a six-week residential initiative designed to cultivate community, nurtured a sense of
belonging for her. Gael, another participant, describes his sense of belonging in the context of his
surrounding community, stating, “belonging to [me] means feelings of inclusion, connection, and
security in my community,” as he sometimes discloses that his immigration status while
representing “Dreamers” organization around his community. Gael explains that a sense of
belonging is ultimately a feeling of “being accepted.”
Student Activism
A second finding concerns the role of student activism in fostering a sense of belonging
among Latine undocumented students. Five students report that their extracurricular activities

27
have equipped them to bring social issues affecting the undocumented population to their
campus or community. For example, Ellie, a participant, shares that she was part of an
organization called Latinos Unidos Por Educacíon, also known as LUPE, in her community
college. Ellie explains that the organization's goal is to help undocumented youth and families
with DACA applications and teach them about their rights and how to exercise them in a safe
space and in times of adversary. Ellie explains that when she was accepted into a university, she
noticed that LUPE was not a program on campus. She shares that she became an activist to bring
the program on campus for other undocumented students like her:
I am in the process of creating LUPE, the club on campus. The goal is for other
undocumented students to learn about their rights and feel empowered. I mainly want
others to feel connected to the campus and let them know that there are others like me. I
want them to feel belonging, just like how I felt in my community college.
Like Ellie, Daniel, another participant, describes how his extracurricular activities have given
him the tools to become an activist on campus. Daniel is part of the Latino Business Student
Association and describes how he feels empowered to advocate for issues on behalf of students.
He states:
In the organization that I am in [Latino Business Student Association] ... I engage in
activism and advocate for issues regarding undocumented students. So, uh, while I
engage in this activism, it gives me a sense of purpose. You know it empowers me.
Like Daniel, Xiomara also speaks about her experiences as an activist on campus. She joined an
organization called M.E.Ch.A, also known as Movimiento Estudiantil Chicano de Aztlán, a
Chicano student organization. She states, “I joined M.E.Ch.A. I became like an activist and
really wanted to give a voice to my peers who, like me, could not fully express themselves.”

28
Additionally, she shares that with M.E.Ch.A and members in her community, she has rallied to
bring awareness to causes that affect undocumented students, she shares:
To fight for a cause like that goes beyond, you know, like the simple pleasures of being
young adult. It’s a daunting experience. Because we were talking about like real issues,
like who is going to drive us? Like none of us have licenses to drive, but we felt the need
to attend conferences or marches… And if we’re able to create change, like that would be
great.
Xiomara's experiences of taking real-life risks to attend conferences or marches speak to the
urgency to bring undocumented issues to the forefront on campus, in the community, and the
country. Furthermore, it sheds light on how undocumented students wield power to affect change
for social justice. By uniting voices from her campus and community, they challenge the status
quo and exemplify the resilience and determination of students fighting for a more inclusive and
equitable society.
Faculty Support
A final finding that contributes to belonging is faculty supporting undocumented
students, resulting in feelings of acceptance. Ten participants expressed that a faculty member
supported them in their academic and personal development. Maya, a participant, describes a
time when she needed faculty support:
So I explained to him [professor], you know, like I don't have the means to be able to
enroll in school next semester, just to pay for tuition for one class. It's really going to be
a struggle for me, and I explain my legal status and how I didn't qualify for financial aid
or any of that stuff at the time, and he ended up letting me add the class. But if it hadn't
been for him, you know, just kind of taking that role of letting me add and connecting

29
with whoever he needed to connect with to allow for an exception. I would not have been
able to graduate this semester.
Additionally, Nina shares a time when a faculty member emotionally supported her and made
her feel like she belonged. She recalls when President Donald J. Trump was announced as the
elected president and the uncertainty she felt about her future as an undocumented student. Maya
shares that she felt safe being in class:
He [professor] wanted to make sure we were taking care of ourselves in every way,
shape, or form. Um, and I did decide to go to class that day, mainly because my dad
called me, and he was like, you are not gonna stay in bed and be sad all day.
Maya then shared that her professor facilitated a group discussion where they shared their
feelings regarding the election results. She shares that she felt “understood” and “accepted”
during the group facilitation. Similar to Maya, Christopher, another participant who is part of the
Male Success Alliance, formed a connection with a higher education professional:
I think he [higher education professional] was why I connected with other students. Like,
you know, I got to, like, network with a couple of students that were also in my same
boat, and, you know, I'm friends with them now.
Additionally, Christopher states that the coordinator at the USRC has also been instrumental in
supporting him with DACA related questions and connecting him with other undocumented
students. He shares:
We do get DACA help, but they also teach us how to be professional and
everything. I feel really grateful towards them [USRC], I got to meet a bunch of students
who are on the same boat as I am and that I'm not alone in this.

30
Christopher expresses gratitude for the opportunity to meet other students in a similar situation as
him. This aspect is essential because it addresses the well-being and belonging of Christopher. It
created a sense of belonging and community for him, reducing feelings of isolation.
Peer Connection
Participants associate feelings of belonging with having positive peer connections and
shared experiences. Nina, a participant, explained that she bonded with her sorority sisters as
they also understood the unique challenges of the undocumented population. When I asked Nina
what belonging meant to her, she responded with:
I instantly connected with my now sisters; they were very welcoming. There was another
sister who was also undocumented. And so she and I, we were able to connect on a
different level, and all of our sisters, like, they provided us that extra support. We all
supported each other, but I always felt like because she and I are undocumented, they
always gave us an extra little spice of support. Um, and for me, that always made me feel
like I belonged there. When Trump was elected president, they immediately checked in
on me. Um, so I think a sense of belonging is having people be there who care for me,
who validate my experiences.
Like Nina, Luna, another participant, perceived feelings of belonging in her sorority because her
line sister understood the challenges of being undocumented. Luna explains:
Sense of belonging to me is people who understand where I am coming from. I feel like a
lot of people on campus can be tone-deaf about immigrant communities. In the Latina
sorority, I am a part of, there are other undocumented sisters. They have full-time jobs,
and they understand, um, the struggle a bit more.

31
Nina and Luna expressed that their sense of belonging was tied to being part of a sorority with
other Latinas who shared their cultural background. Within the organization, they also found
sisterhood and support when facing political external threats. More importantly, they perceived
their belonging by connecting with others who understand and accept them.
Perceived Exclusion from Campus Communication
Latine undocumented students perceived a sense of exclusion from the broader campus
communication. Eight participants report feeling excluded from wide campus emails,
newsletters, or social media postings, resulting in a loss of sense of belonging. For example,
Alice describes how she receives emails regarding studying abroad opportunities but feels
excluded as she cannot travel due to her undocumented status. Alice states:
I feel that sometimes…it’s not their [campus] fault, but I receive mass emails regarding
studying abroad. So, when there’s like emails of like studying abroad or inviting us to
come to an information meeting and learn about Spain… I feel that these emails are
obviously not for me or with undocumented students in mind. I definitely feel excluded.
Alice explains that while the email attempt is to inform students and probably not exclude them,
she still feels “excluded” for not being able to take an opportunity to learn and travel like others.
She shares that college campuses should be more intentional about how it affects undocumented
students or others who cannot take such opportunities. Daniel, a participant, shares the same
experience about receiving campus emails regarding job opportunities he cannot apply for. He
states that receiving emails and knowing he misses out on great opportunities “does not really
give [him] a complete sense of belonging.” Similarly to Alice and Daniel, the remaining six
participants share that campus communication should be more inclusive about the different types
of opportunities they distribute via email.

32
Discussion and Implications
The study aimed to understand the perceptions of undocumented students in higher
education. Previous research has indicated that a sense of belonging plays a crucial role in the
integration of students in higher education (Suárez-Orozco et al., 2015; Torres-Olave et al.,
2020; Terriquez, 2015). Nevertheless, there is a scarcity of research examining the perceptions
and factors contributing to a sense of belonging among Latine undocumented students, a
vulnerable population, in higher education institutions. This research study aimed to gain an
understanding of the perceptions of Latine undocumented students and knowledge of the
contributing factors that increase or decrease belonging. Through qualitative interviews and
analysis of the narratives, this research study aimed to contribute to the existing body of
literature.
Unveiling Multifaceted Narratives in Belonging
The first finding suggests that all research participants describe their sense of belonging
differently, which highlights the nuances of each of their individual lived-in experiences. Those
nuances in perceptions can be shaped by how they believe belonging means, intersectionality,
and how their institutional culture fosters that belonging. The variations in participants'
descriptions emphasize the importance of considering the multifaceted nature of belonging,
considering the unique backgrounds, perspectives, and personal histories of the individual
narratives.
As previously mentioned in theoretical foundations, the application of LatCrit
illuminates the way in which Latine undocumented students experience race, class, gender
through intersections of immigration (Collins, 2015; Huber, 2011). Based on the findings, Latine
undocumented students share that they want to be recognize for the different ways their identities

33
intersect with their migration status as not only being recognized as a migrant but a scholar, peer,
activist, and how they authentically take up space in higher education. The threat of not
acknowledging the different intersections of their identity lies in being misunderstood and
experiencing forms of oppression through miscategorizing and being placed in one sole identity.
In this research study, the LatCrit framework highlights and empowers the authentic and unique
narratives of Latine undocumented students, enabling them to interrogate and dismantle the
educational system that attempts to box them into one sole identity (Huber, 2011).
In conversation with a counternarrative framework serves as a means to dismantle deficitbased accounts of the Latine undocumented population (Solórzano & Yosso, 2002). The
narratives of Latine undocumented individuals in this study suggest a shift away from the
negative stereotypical narratives often portrayed of this population. Instead, the findings suggest
that Latine undocumented students describe their belonging with wanting to be perceive as their
authentic selves and are empowered to take up space in different areas in higher education.
Findings show that Latine undocumented students occupy space by immersing themselves in
extracurricular activities, student activism, connecting with peers and building relationships with
higher education professionals. Through these actions Latine undocumented students forge
belonging and are empower to bring issues that affect the Latine undocumented community
along with pursuing professional interests and initiatives.
Multifaceted Identities as Intersections
A second finding relates to how Latine undocumented students want to be acknowledge
for their multifaceted identities and intersectionality. In connection with the literature review, a
recent study by Valdez & Goulash-Boza (2020) found that when undocumented students disclose
their undocumented status, it sometimes transforms it into a dominant or master status identity.

34
The findings of this research study indicate that Latine undocumented students aspire to be
recognize for all the aspects of their identity, especially when receiving academic and social
support, emphasizing the significance of recognition for a sense of belonging. Findings show that
eight participants describe wanting to be acknowledged as more than just undocumented but
recognized as bilingual, bicultural, and belonging to the first-generation and undocumented
population. This perspective emphasizes the importance of higher education institutions
providing a holistic and inclusive approach in understanding and addressing the unique needs of
Latine undocumented students.
Misidentifying Undocumented Students
A third important finding is how Latine undocumented students describe being
misidentified in higher education systems. Similar to the findings of Hoy-Martinez and Nguyen,
(2021) in the literature review, Latine undocumented students describe being labeled as
“international” or just as first generation, disregarding their identity as undocumented students.
This research study found that when Latine undocumented students are misidentified, it limits
educational resources and creates confusing mazes, particularly when seeking financial aid
support. As evident by the descriptions of research participant Alice, she states that she is not
only first-generation student but also undocumented and needs financial resources that are
specific to the undocumented population. This research findings demonstrate the dangers of
higher education institutions not understanding the multifaceted needs of the undocumented
population.
Perceived Exclusion from Campus Communication
A fourth finding shows that Latine undocumented students felt excluded from the wider
campus communication. In line with the findings, eight participants experienced a sense of

35
belonging when the campus disseminated communication that failed to take their needs into
account, leading to a loss of belonging. It is important for higher education institutions to note
that one form of building belonging is to acknowledge the diversity of their campus and use
language that acknowledges undocumented students. Campus communication is one of the wider
forms of promoting inclusivity and can foster equity among a diverse population. Additionally,
mass communication can contribute to a supportive environment that validates the presence and
experiences of Latine undocumented students. In supporting the presence and belonging of
undocumented students they can receive equitable opportunities for internships, job
opportunities, and participation of study abroad programs. Receiving communication that is
inclusive creates environments where Latine undocumented students identities can be “seen”
thus forging their place in higher education through the acknowledgement of campus
communication.
Faculty Support
A final important finding is the significant role of faculty and higher education
professionals in supporting Latine undocumented students. In relation to the literature review,
faculty and higher education professionals employ a strategy to build trust and cultivate a sense
of belonging by offering academic, professional, and personal support to undocumented students
both in the classroom and on campus (Hoy-Martinez & Nguyen, 2021; Ngo & Hinojosa, 2021).
This research study's findings illuminate the positive impact that faculty and higher education
professionals can have on Latine undocumented students when they actively engage in creating
inclusive and supportive environmental spaces. Findings found that ten out of the 13 research
participants found belonging and acceptance because a faculty or higher education professional

36
showed support. Building trust is essential to fostering belonging and safe spaces for learning
and cultivating a supportive educational environment.
Implications for Practice
The first implication for practice is ignoring the urgency to not establishing USRC in
higher education institutions. Previous research shows that some college campuses are taking
steps in creating USRC, but there are still some colleges that are not making enough strides in
establishing them (Cisneros & Rivarola, 2020). Based on the findings of this research study, it is
evident that Latine undocumented students yearn for the desire to be authentically seen in safe
spaces. USRC can become hubs and safe spaces where undocumented students feel safe to get
involved and are encouraged to lead campus activities and initiatives with the support of higher
education professionals. A USRC can help foster a safe space for undocumented students to
connect, share experiences, and build a sense of community. Centers have the capacity to
organize student-led dialogues, creating spaces for exploration and sharing experiences related
towards intersectionality and challenges with misidentification when navigating the broader
campus.
In the absence of a designated center or safe spaces on campus, students might encounter
feelings of isolation, negatively affecting their sense of belonging on campus. The inclusion of a
USRC can also play a role in advocating for the rights and needs of undocumented students at
both an institutional and policy levels. Without a USRC, college institutions may miss on
opportunities to raise awareness of the challenges facing migrant students, influence policy
changes, and promote inclusivity on campus.
A second implication is the need to provide comprehensive training to all higher
education professionals on campus to reduce misidentifying undocumented students in efforts to

37
promote a sense of belonging (Suárez-Orozco et al., 2015). One recommendation is for faculty
and higher education professionals on campus to take an UndocuAlly training course. An
UndocuAlly program educates higher education professionals about the national challenges
undocumented faces and equips them on the institutional policies that are in place to help and
protect undocumented students (Sanchez & So, 2020). Moreover, higher education professionals
and faculty also gain understanding into the undocumented students’ rights and how to be
effective allies (Sanchez & So, 2020). The training also consists of intersectionality and holistic
support for undocumented students. The training educates and brings awareness that
undocumented students may identify with one or more groups related to ethnicity, culture, and
gender is important and such awareness and practices should expand across the college campus
(Sanchez & So, 2020). Expanding across campuses and programs helps educators avoid
misidentifying undocumented students and ensures they receive comprehensive support instead
of being isolated.
Additionally, the training equips allies to create an environment of trust and respect and
is committed to maintain the confidentiality and privacy of students’ immigration status. Allies
are encouraged to foster belonging by being visible allies. This can include showcasing pledges
of completing an UndocuAlly training in classrooms and offices. This allows students to know
that they are safe, valued, and accepted.
The findings of this study indicate that undocumented students experience a sense of
exclusion from college campus communication. In conversation with the literature review
strategies for belonging, one recommendation is for the campus to work towards becoming an
Undocuready campus. One strategy is for campus communication to be trained in using inclusive
language to ensure that all students feel represented and informed. In relation to the findings,

38
undocumented students feel exclusion when study abroad opportunities emails are disseminated.
One proactive measure of disseminating study abroad information is to provide a wealth of
information regarding Advance Parole in order for undocumented students to take advantage of
study abroad opportunities. Advance parole allows DACA students to temporarily leave and
return to the U.S for a short period of time. College communication should continuously address
the diverse body of students.
Moreover, higher education institutions can generate additional opportunities for
representation of the undocumented population in campus-wide email while demonstrating
allyship, inclusivity, and promoting belonging. Moving beyond college campus communication,
colleges can foster opportunities on campus by facilitating spaces where undocumented students
can participate in campus dialogue. Dialogue forums can be facilitated by student leaders with
the support of higher education professionals. Both undocumented students and higher education
professionals can collaborate and provide each other with feedback on the appropriate and
inclusive language that is disseminated through forms emails, flyers, and social media messages.
Furthermore, initiatives can include undocumented students leading the social media
communications on events they have taken a leadership roles in. In this way, Latine
undocumented students take the forefront in leading different forms of communication and take
charge of communication that is equitable.
The final findings of this study show that faculty and Latine undocumented students build
strong relationships and allies that led to students feeling belonging resulting in feelings of
acceptance. Findings showed that faculty and higher education professionals support
undocumented students academically, professionally, and through difficult political climates in
the country. Implications exist if college institutions do not continue to encourage and equip

39
higher education professionals from becoming co-conspirators with undocumented students.
Without allyship undocumented students may lose visibility and belonging inside and outside the
classroom and on campus. In conversation with strategies for fostering belonging in the literature
review, higher education professionals are instrumental in creating an undocuready campus that
works toward eliminating discrimination, prejudice, and racism. Furthermore, creating an
undocuready campus that works towards uplifting the rights of undocumented students thus
creating a safe environment for students (Castrellón, 2021).
Limitations
The limitation of this research study stems from participants belonging to various higher
education institutions rather than a specific one, which hinders a more focused exploration of
sense of belonging of the undocumented student population. A single campus could provide
insights into specific resources, support structures, and community dynamics that contribute to
the experiences and perceptions of undocumented students. Furthermore, research conducted
within a specific university can pinpoint areas in which the college campus can improve to foster
belonging.
Additionally, it is important to note that the sample size, represented by a single
participant, might not encapsulate the diverse range of experiences among all undocumented
students in higher education. I also relied on participants self-reporting their experiences. It is
important to consider that these accounts may include exaggerations or potential biases in their
perceptions. Self-reporting may also vary among the 13 participants because their perceptions
are based on different college institutions and campus dynamics may differ. Nevertheless, the
study provides valuable insights into the perceptions of various students in different California
universities.

40
The delimitation of this study involves the research design. The study limited the research
to Latine undocumented students excluding other ethnicities who also identify as undocumented.
While the research design allows for an in-depth examination of the experiences and challenges
of the Latine undocumented population, it simultaneously imposes a constraint on the study’s
generalizability to a broader undocumented population. Additionally, the research study is
limited to the state of California and the perceptions and experiences of undocumented students
may differ in Midwest and East Coast states.
Future Research Recommendations
To address one of the limitations of this research study, future research studies should
consider recruiting several participants from a specific university. In doing so, it will provide a
more comprehensive understanding of the sense of belonging of undocumented students and the
college campus they are enrolled in. Secondly, future research should include a diverse sample of
various ethnicities, as it is essential to capture the cultural diversity of the undocumented
population within the context of higher education. Thirdly, expanding the scope of future
research to different regions of the country is crucial, as the attitude towards the undocumented
population can vary across diverse geographical areas. This approach will enhance the
generalizability of findings and provide insights that are reflective of the broader national
landscape, fostering a more inclusive understanding of the complex dynamics of sense of
belonging for undocumented students.
Conclusion
The problem of practice was important to address and research because a sense of
belonging can have a profound impact on a student’s academic and social growth. Given the
rapid growth of undocumented students in higher education, understanding how undocumented

41
students perceive their sense of belonging is crucial to investigate so that institutions can be
active in fostering belonging and retain this vulnerable population (Hoy-Martinez & Nguyen,
2021). This research study aimed to fill a gap in the research by understanding the perceptions of
undocumented students and uncovering the contributing factors that encourage belonging.
This research study urges institutions to establish spaces similar to USRC, aiming to
cultivate environments that encourage community-building. Such initiatives not only promote a
sense of belonging but also enhance relationships among faculty and students, ultimately
strengthening the overall fabric of the institution. Establishing USRC, building allies across
institutions, and moving beyond a network of universities can help foster belonging for
undocumented students. It will eliminate messaging of discrimination and send a message that
undocumented students belong and are important to the body of higher education.

42
References
Alanis, J., Witkowsky, P., & Tapia-Fuselier, N. (2021). Undocumented Students’ Perceptions of
Institutional Support. Journal of College Access: 6(2), 11
https://scholarworks.wmich.edu/jca/vol6/iss2/11
Andrade, L. (2019). “The War Still Continues”: The Importance of Positive Validation for
Undocumented Community College Students After Trump’s Presidential
Victory. Journal of Hispanic Higher Education, 18(3), 273–289.
https://doi.org/10.1177/1538192717720265
Castrellón, L. (2021). “As Soon as They Hear ‘Undocumented,’ They Stop Advising”:
Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to
Undocumented Students. Educational Studies (Ames), 57(3), 269–286.
https://doi.org/10.1080/00131946.2021.1892680
Collins, P. H. (2015). Intersectionality’s definitional dilemmas. Annual Review of
Sociology, 41(1), 1–20. https://doi.org/10.1146/annurev-soc-073014-112142
Cisneros, J., & Rivarola, A. R. R. (2020). Undocumented Student Resource Centers. Journal of
College Student Development, 61(5), 658–662. https://doi.org/10.1353/csd.2020.0064
Cisneros, J. & Valdivia, D. (2020). “We Are Legit Now”: Establishing undocumented student
resource centers on campus. Journal of College Student Development, 61(1), 51–66.
https://doi.org/10.1353/csd.2020.0003
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence
against Women of Color. Stanford Law Review, 43(6), 1241–1299.
https://doi.org/10.2307/1229039
Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged:

43
Undocumented Students, Financial Aid Policies, and Access to Higher Education.
Journal of Hispanic Higher Education, 10(2), 107–119.
https://doi.org/10.1177/1538192711401917
Enriquez, L. (2011). “Because we feel the pressure and we also feel the support”: Examining the
educational success of undocumented immigrant Latina/o students. Harvard Educational
Review, 81(3), 476–499. https://doi.org/10.17763/haer.81.3.w7k703q050143762
Flores, W. V. (2016). Undocumented and Unafraid: The Emergence of an Undocumented
Movement and Its Impact on Immigration Policy, the DREAM Act, DACA, DAPA, and
Family Unification. Journal of Family Strengths, 16(1).
Gámez, R., Lopez, W., & Overton, B. (2017). Mentors, Resiliency, and Ganas: Factors
Influencing the Success of DACAmented, Undocumented, and Immigrant Students in
Higher Education. Journal of Hispanic Higher Education, 16(2), 144–161.
https://doi.org/10.1177/1538192717697755
Gibbs. (2018). Analyzing qualitative data. In Analyzing Qualitative Data (Second, Vol. 6).
SAGE Publications Ltd. https://doi.org/10.4135/9781526441867
Hoy- Martinez, Z., & Nguyen, D. H. K. (2021). Higher Education Professionals Navigating
Anti-Immigration Policy for Undocumented Students. Educational Policy (Los Altos,
Calif.), 35(7), 1163–1190. https://doi.org/10.1177/0895904819857823
Hsin, A., & Ortega, F. (2018). The Effects of Deferred Action for Childhood Arrivals on the
Educational Outcomes of Undocumented Students. Demography, 55(4), 1487–1506.
https://doi.org/10.1007/s13524-018-0691-6
Huber, L. P. (2011). Discourses of Racist Nativism in California Public Education: English
Dominance as Racist Nativist Microaggressions. Educational Studies (Ames), 47(4),

44
379–401. https://doi.org/10.1080/00131946.2011.589301
Ladson-Billings, G. (2013). Chapter 3. Critical race theory-What it is not. In M. Lynn and D.D
Dixon (Eds.). Handbook of critical race theory in education (pp. 34-47). New York:
Routledge
Lara, A., & Nava, P. E. (2018). Achieving the Dream, Uncertain Futures: The Postbaccalaureate
Decision-Making Process of Latinx Undocumented Students. Journal of Hispanic Higher
Education, 17(2), 112–131. https://doi.org/10.1177/1538192718758855
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. (3rd ed.). SAGE.
Means, D.R., & Pyne, K. B. (2017). Finding My Way: Perceptions of Institutional Support and
Belonging in Low-Income, First-Generation, First-Year College Students. Journal of
College Student Development, 58(6), 907–924. https://doi.org/10.1353/csd.2017.0071
Merriam, S., & Tisdell, E. J. (2016). Chapter 1. Qualitative research: A guide to design and
implementation (4th ed.). San Francisco: Jossey-Bass.
Murillo, M. (2021). Undocumented and College-Bound: A Case Study of the Supports and
Barriers High School Students Encounter in Accessing Higher Education. Urban
Education (Beverly Hills, Calif.), 56(6), 930–958.
https://doi.org/10.1177/0042085917702200
Ngo, F., & Hinojosa, J. K. (2021). Supporting undocumented community college students. New
Directions for Community Colleges, 2021(196), 57–68. https://doi.org/10.1002/cc.20483
Patton, M. Q. (2002). Chapter 7: Qualitative Interviewing. In Qualitative research & evaluation
methods (3rd. ed.) (pp.339-380). SAGE Publications.
Rodriguez, S. (2020). “I Was Born at the Border, Like the ‘Wrong’ Side of It”: Undocumented
Latinx Youth Experiences of Racialization in the U.S. South. Anthropology & Education

45
Quarterly, 51(4), 496–526. https://doi.org/10.1111/aeq.12357
Rosenberg, J., Robles, S., Agustín-Méndez, M. O., Cathell, E., & Casasola, A. (2020). What
Happens to a Dream Deferred? Identity Formation and DACA. Hispanic Journal of
Behavioral Sciences, 42(3), 275–299. https://doi.org/10.1177/0739986320936370
Sahay, K., Thatcher, K., Núñez, C., & Lightfoot, A. (2016). “It’s Like We Are Legally, Illegal”:
Latino/a Youth Emphasize Barriers to Higher Education Using Photovoice. The High
School Journal, 100(1), 45–65. https://doi.org/10.1353/hsj.2016.0020
Sanchez, R. E. C., & So, M. L. (2015). UC Berkeley’s Undocumented Student Program: Holistic
strategies for undocumented student equitable success across higher education. Harvard
Educational Review, 85(3), 464–477. https://doi.org/10.17763/0017-8055.85.3.464
Sarabia, H., Enriquez, L. E., Rodriguez, V. E., Zaragoza, L., & Tinoco, S. (2021). What Helps
Students Get Help?: An Exploratory Analysis of Factors that Shape Undocumented
College Students’ Use of Academic Support Services. Journal of Latinos and
Education, 20(3), 290–303. https://doi.org/10.1080/15348431.2021.1949994
Shelton, L. (2019). Undocumented Latinx College Students’ Perceptions of Campus Climate.
Journal of Student Affairs Research and Practice, 56(1), 92–104.
https://doi.org/10.1080/19496591.2018.1519438
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an
analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
Strayhorn, L. (2008). Sentido de Pertenencia: A Hierarchical Analysis Predicting Sense of
Belonging Among Latino College Students. Journal of Hispanic Higher Education, 7(4),
301–320. https://doi.org/10.1177/1538192708320474

46
Suárez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C. M., Hernandez, E., Garcia, Y.,
Michikyan, M., Cerda, J., & Teranishi, R. T. (2015). Undocumented undergraduates on
college campuses: Understanding their challenges and assets and what it takes to make an
undocufriendly campus. Harvard Educational Review, 85(3), 427–463.
https://doi.org/10.17763/0017-8055.85.3.427
Terriquez, V. (2015). Dreams Delayed: Barriers to Degree Completion among Undocumented
Community College Students. Journal of Ethnic and Migration Studies, 41(8), 1302–
1323. https://doi.org/10.1080/1369183X.2014.968534
Torres, R. & Wicks-Asbun, M. (2014). Undocumented Students’ Narratives of Liminal
Citizenship: High Aspirations, Exclusion, and “In-Between” Identities. The Professional
Geographer, 66(2), 195–204. https://doi.org/10.1080/00330124.2012.73593
Torres-Olave, B., Torrez, M. A., Ferguson, K., Bedford, A., Castillo-Lavergne, C. M., Robles,
K., & Chang, A. (2020). Fuera De Lugar: Undocumented Students, Dislocation, and the
Search for Belonging. Journal of Diversity in Higher Education, 14(3), 418–428.
https://doi.org/10.1037/dhe0000182
Valdez, Z. & Golash-Boza, T. (2020). Master status or intersectional identity? Undocumented
students’ sense of belonging on a college campus. Identities (Yverdon, Switzerland),
27(4), 481–499. https://doi.org/10.1080/1070289X.2018.1534452
Valenzuela, J. I., Perez, W., Perez, I., Montiel, G. I., & Chaparro, G. (2015). Undocumented
Students at the Community College: Creating Institutional Capacity. New Directions for
Community Colleges, 2015(172), 87–96. https://doi.org/10.1002/cc.20166

47
Appendix A: Interview Protocol
Introduction
Hello! It is nice to meet you. I know we have communicated over email a few times but I
wanted to introduce myself to you again formally. My name is Vera Constanza and I am a doctoral
student at the University of Southern California. I want to thank you for agreeing to participate in
my study. Your time is valuable, and I appreciate the time you have taken to meet with me. You
have been selected for this study because your experiences will help me understand how you
(undocumented student) perceive your belonging on campus. Sense of belonging can include your
relationships with professors, staff members, or peers, but it can also include how your campus
makes you feel welcomed and accepted.
Confidentiality
Before we begin, I want to assure you that I am strictly wearing the hat of a researcher.
My position is not to make any judgments or assumptions about your experiences. I am here to
learn and understand from you. This interview will remain confidential, and your name will be
changed to a pseudonym in our interview transcript. Protecting your identity is of the utmost
importance to me. Please note that the interview transcription and recording will be kept in a
password-protected computer, and all the data will be destroyed after a three-year period. I
intend to record our interview with your permission.
The purpose of recording the interview is to ensure that I clearly capture your words in
my data collection. May I have permission to record our conversation? I will also be writing
down notes during the interview to ensure that I capture your thoughts.
Before we begin, do you have any questions for me? The interview will take approximately 45-
60 mins to complete, does this still work for you? Let’s begin!

48
Interview Questions
Demographics:
I would like to get to know you a little bit better. I am going to ask you some questions about
your background and how you describe yourself.
1. How old are you?
2. What is your major?
3. What are your pronouns?
4. Are you a DACA recipient?
5. Are you the first in your family to attend college in the U.S.?
Background:
6. Describe how you learned you were undocumented.
Possible probing questions:
i. Who told you?
ii. How did it make you feel to know that you were undocumented?
iii. What was your initial reaction when you found out?
7. How do you think your educational experience has differed from American-born
students?
8. What does being identified as a Latine undocumented student mean to you?
9. Tell me in what ways you feel connected to your campus community
10. Tell me in what ways you feel disconnected from your campus community
11. Tell me the ways in which your campus takes action to make you feel safe.
12. To what extent, if at all, have you felt connected to particular groups of people or
organizations on campus?
Now, I am going to ask you about how you sense your belonging on campus…

49
13. What does it mean for you to belong?
14. If anything, tell me of an experience on campus where you belonged.
Possible probing questions:
i. What contributing factors, if any, led you to feel like you belong?
15. If anything, tell me about an experience on campus where you felt like you did not
belong.
Possible probing questions:
i. What contributing factors led you to feel like you do not belong?
16. Tell me of an experience on campus where you belonged?
17. Tell me of an experience where you did not feel like you belonged?
Lastly, I am going to ask you about some of your experiences building relationships on campus.
18. Describe a time, if any, when a faculty or staff member has been particularly supportive
of you academically, socially, or in your academic journey all together.
Possible probing question:
i. What did they say or do to make you feel supported?
ii. Do you belong to any study groups?
19. What steps have you taken to create a community at your university or outside
community to foster sense of belonging?
Possible probing question:
i. What activities/actions did you lead or take part in?
ii. How did you feel after taking part in such activities on campus or in your
community?
20. Is there anything you’d like to add that I have not asked about?

50
Closing
Thank you so much for spending some time with me and sharing your thoughts. If any
further questions arise, can I contact you? If so, is the contact information you provided me with
the best way to reach you? As we end, I’d like to remind you that your confidentiality is very
important to me and your identity will not be shared with anyone else.
Once again, thank you for entrusting me with your thoughts and experiences.
Thank you!

Abstract (if available)

Abstract This study purposed to investigate the perceptions and the contributing factors that foster belonging among Latine undocumented students. Thirteen Latine undocumented students participated in semi-structure interviews belonging to different California higher education institutions. This research study found that all Latine undocumented students describe their sense of belonging differently and uniquely. Participants expressed their need to be seen and authentically take up space in higher education. In addition, this research study found that the contributing factors that led to Latine undocumented students feeling belonging depended on various environmental conditions: extracurricular activities, activism, faculty support, and peer connection. This study urges college institutions to work towards creating safe spaces and establish USRC to continue to foster belonging among Latine undocumented students.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

The power of community-building circles (a restorative practice approach): fostering Black and Latino students’ sense of belonging

PDF

International student perceptions of threat in U.S. higher education

PDF

Latine college belonging: influences and differences of immigration and college generation

PDF

Understanding Filipino student sense of belonging in a Hawaiʻi public school

PDF

A new lens to examine and increase sense of belonging of Latin* students from postsecondary institutions in the midwestern United States

PDF

“Black” workplace belonging: an examination of the lived experiences of Black faculty sense of belonging factors in community colleges

PDF

Developing a sense of belonging and persistence through mentoring for first-generation students

PDF

"Sino ka ba?" The impact of community gatherings on Pilipinx American students' identity formation and sense of belonging in higher education

PDF

Relationships between a community college student’s sense of belonging and student services engagement with completion of transfer gateway courses and persistence

PDF

What makes a house a home: factors of influence for Black students' sense of belonging at a predominately White institution

PDF

Stories of persistence and courage: undocumented students' educational experience enrolled at a 4-year institution

PDF

Students’ sense of belonging: college student and staff perspectives during COVID-19

PDF

UndocuStrength: testimonios from undocumented Latinx students financing their education at a community college in Southern California

PDF

Power-sharing in co-constructed community-school partnerships: examining values, opportunities, and barriers around community engagement in New York City school leadership teams

PDF

Well-being, sense of belonging, and persistence among commuter college students in Hawai’i

PDF

Experience of belonging for full-time hybrid physical therapy faculty

PDF

Promoting students' sense of belonging as a practitioner inquiry community

PDF

Post-secondary distance education: cultivating a sense of belonging through teaching presence

PDF

An exploration of the relationship of awareness and use of student services to sense of belonging, overall satisfaction with institution, and intent to persist to degree completion among internat...

PDF

Working-class social identity and sense of belonging in higher education: a mixed-methods study

Asset Metadata

Creator Constanza, Vera Haydee (author)

Core Title Understanding the perceptions of Latine undocumented students' sense of belonging in higher education

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2024-05

Publication Date 12/19/2023

Defense Date 12/01/2023

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

Tag Higher education,OAI-PMH Harvest,sense of belonging,undocumented students

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Malloy, Courtney (committee chair)

Creator Email veraxconstanza@gmail.com,vhconsta@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113797579

Unique identifier UC113797579

Identifier etd-ConstanzaV-12577.pdf (filename)

Legacy Identifier etd-ConstanzaV-12577

Document Type Dissertation

Format theses (aat)

Rights Constanza, Vera Haydee

Internet Media Type application/pdf

Type texts

Source 20231221-usctheses-batch-1117 (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