Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
Navigating the unknown: uplifting the experiences of mixed-status families in higher education
(USC Thesis Other)
Navigating the unknown: uplifting the experiences of mixed-status families in higher education
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
NAVIGATING THE UNKNOWN:
UPLIFTING THE EXPERIENCES OF MIXED-STATUS FAMILIES IN HIGHER
EDUCATION
By
Raymond Anthony Alvarado-Hernandez
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
EDUCATIONAL COUNSELING
December 2024
© Copyright 2024 Raymond Anthony Alvarado-Hernandez
ii
Dedication
To my family, first I want to thank you. Without my parents who have given me a life
full of blessings I would not have been able to attend the colleges and universities that have
brought me to this point in my life. The sacrifices made by those before me do not go unnoticed,
the education that I have received is priceless. To my parents, Alexx and Hector, the belief you
have instilled in me to know I am capable of whatever I set my mind to is the greatest gift I have
ever received. To my siblings, I hope this project proves to you that we have been given the tools
to sculpt a beautiful future. Needless to say, I give all the praise to the man up above for
inspiring me that through faith and hard work comes desired results.
iii
Acknowledgements
First and foremost, I would like to extend my deepest gratitude to my committee
members for their guidance, support, and belief in this project. To Dr. Ocampo, your invaluable
feedback and encouragement have been instrumental in shaping this research. I am deeply
thankful for your mentorship and unwavering commitment to my academic growth. You pushed
me beyond my limits, and I cannot thank you enough for the confidence and trust you placed in
me. Those Hilltop Coffee runs were much needed! To Dr. Banuelos, your insights and expertise
have added depth and clarity to my work, and for that, I am profoundly grateful. Your check-ins
were always timely and appreciated. A special thank you to my boss and committee member, Dr.
Mosqueda, for the unique balance of professional support and academic mentorship. Thank you
for opening the door to the community college environment for me—I will be forever grateful.
As leaders in education, your dedication and passion for empowering students is truly
inspiring. I can only hope to one day become half the educator that each of you are, continually
striving to make a lasting impact on the lives of students, just as you have done for me.
Transitioning from being your student to a professional in the same field has been a humbling
and transformative experience.
To my dear friends, thank you for being my constant source of encouragement and
keeping me grounded throughout this journey. Your patience, your listening ears, and your
words of motivation have carried me through some of the most difficult moments. I truly
couldn’t have done this without your friendship and unwavering belief in me. A special thanks to
Cynthia for reminding me daily to stay focused, and to Juan for always being there to help with
my Microsoft Word and Google Docs troubleshooting.
iv
To my incredible cohort, I am so grateful to have shared this journey with such an
inspiring group of individuals. Your camaraderie, support, and shared dedication have made this
experience all the more rewarding. Together, we have navigated the highs and lows of graduate
school, and I am honored to call you my colleagues and friends. I can’t wait to join you all in the
field of education, where I know each of you will continue to make a profound impact. It’s an
honor to be part of this cohort, and I look forward to sharing this meaningful work with you in
the years to come. Fight on! #ECFOREVER
Last but certainly not least, to my familia, thank you for loving me from a distance, even
when I missed birthdays, holidays, and other special moments because of school and being far
away. Your constant support and understanding, despite my absence during those important
times, have meant the world to me. You have all been my anchor throughout this journey. I
carried your love with me every step of the way, knowing that I was doing this not just for
myself, but for all of us. Your belief in me has fueled my determination and been my greatest
source of strength. I couldn’t have done it without you. Los quiero mucho.
v
Table of Contents
Dedication…………………………………………………………………………………………ii
Acknowledgements ………………………………………………………………………………iii
Abstract …………………………………………………………………………………………...ix
Chapter One: Overview of the Study……………………………………………………………...1
Background of the Problem ……………………………………………………………….5
Statement of the Problem………………………………………………………………….7
Purpose of the Study ………………………………………………………………………8
Research Questions ………………………………………………………………………11
Significance of the Study ………………………………………………………………...12
Methodology ……………………………………………………………………………..13
Decolonizing Interpretive Research …………………………………………….14
Theoretical Framework …………………………………………………………………..15
Definition of Terms ……………………………………………………………………...18
Organization of Study ……………………………………………………………………18
Connections to Method and Data………………………………………………..19
Chapter Two: Research Design ………………………………………………………………….20
vi
Literature Review Research ……………………………………………………………...20
Decolonizing Interpretive Research……………………………………………………...22
Locating My Story ……………………………………………………………………….23
Researcher Positionality………………………………………………………………….24
Other Considerations …………………………………………………………………….28
Trustworthiness of the Data ……………………………………………………………...28
Limitations and Delimitations……………………………………………………………29
Chapter Three: My Story and The Literature ……………………………………………………31
Understanding the Landscape ……………………………………………………………34
Undocumented Populations ……………………………………………………………...34
Undocumented Students’ Challenges ……………………………………………………34
Legal Consciousness ……………………………………………………………………37
DACA and AB 540 ………………………………………………………………………40
DACA ……………………………………………………………………………………42
AB 540 …………………………………………………………………………………...44
Weaving DACA/AB 540 and My Professional Experiences ……………………………46
Current Trends …………………………………………………………………………...47
vii
Mixed Family Status ……………………………………………………………………..48
Resilience and Resourcefulness ………………………………………………………….50
Legal and Financial Challenges Faced by Mixed-Status Families ………………………53
Familial Vulnerability and Mental Health ……………………………………………….54
Sense of Belonging Within Educational Institutions …………………………………….54
Campus Resources ……………………………………………………………………….55
Student Centers …………………………………………………………………………55
Community Cultural Wealth……………………………………………………………..56
Chapter 4: Discussion, Implications for Practice and Beyond …………………………………..59
Research Questions ………………………………………………………………………59
Response to Research Question 1 ………………………………………………………..60
Response to Research Question 2 ………………………………………………………..61
Not Fitting In …………………………………………………………………………….64
Inclusivity ………………………………………………………………………………..65
Limitations of the Study………………………………………………………………….67
Recommendations for Practice …………………………………………………………..68
Recommendations for Research …………………………………………………………70
viii
Epilogue ………………………………………………………………………………………….73
My story of unfinished success…………………………………………………………..73
ResiliGuide: Principles for Empowering Mixed-Status Families………………………..74
References………………………………………………………………………………………..77
ix
Abstract
After high school, many students from mixed-status families face the daunting question
of, “What’s next?” At this critical juncture, most students who are considering higher education
must commit to an institution. Those who did not plan ahead often find themselves enrolling in
community colleges. These students, from mixed-status families, aim for certificates, associate
degrees, and transferring to universities. While they face a unique set of challenges, they can
benefit from certain policies available in California and the United States.
The problem under investigation in this study is understanding how the experiences of
students from mixed-status families differ from those of both fully documented and fully
undocumented students, and how policies can influence these experiences. The purpose of this
study is to explore the educational journeys of students from mixed-status families attending
community colleges in California. In doing so, this study analyzes their journeys and focuses on
the policies established both outside and within institutions to determine their effectiveness in
addressing the challenges faced by these students. Through a personal autoethnographic
framework, the experience collected will be done so personally, as I come from a mixed-status
family, and my experiences are integral to understanding the challenges that undocumented
students face in higher education. By employing an autoethnographic approach, I can offer a
first-person perspective that adds depth to the analysis of institutional policies and their realworld implications. This method allows for a richer, more empathetic examination of the barriers
and facilitators within educational environments, thereby providing valuable insights that can
inform more effective and inclusive practices.
x
Findings suggest that students from mixed-status families may have a more difficult time
transitioning from high school to college. Their navigational capital, or the skills and strategies
they use to navigate educational systems, may hinder their success in this academic setting. This
study revealed that students from mixed-status families often encounter significant barriers that
impact their educational journey, including legal uncertainties and financial hardships. Effective
support for these students requires an approach grounded in empathy and understanding,
advocacy for supportive policies, cultural competence, and community building. By
implementing these guiding principles and in turn empathizing with students’ unique challenges,
advocating for resources and inclusive practices, understanding their cultural contexts, fostering
community, and staying informed about relevant developments educators and counselors can
better assist mixed-status students in overcoming obstacles and achieving academic success.
Keyword: Mixed-Status Student, Mixed-Status Family, Undocumented, Higher Education
1
Chapter One: Overview of the Study
Can I be real with you? I feel really privileged right now and I always really have felt this
way. The generational sacrifice of those before me has offered me the opportunities of a lifetime.
I’d be lying if I said I did not see myself going to graduate school because I always did. My
parents from an early age instilled in me the belief that I could do this. Growing up I was never
really given an option; my parents told me I was going to college, and it was only a matter of
where. I have been fortunate enough to have experienced many post-secondary educational
systems including enrollment in a community college, a state college, and several private
institutions. Within these educational institutions, I’ve come to realize the potential my parents
saw in me from an early age - endless hope.
Growing up in a mixed-status family has profoundly influenced my educational journey
and personal identity. My mother, the first in her family to be born within the United States, and
my father, who immigrated from another country, have both shaped my understanding of
resilience and opportunity. Their stories of arrival and adaptation are integral to my narrative.
My mother's family migrated to the United States seeking better opportunities, and she
became the first American-born member of her family. This milestone came with unique
challenges and responsibilities, as she navigated cultural expectations and societal pressures,
balancing the traditions of her heritage with the demands of assimilating into American society.
Her determination to succeed and provide a better future for her children is a testament to her
strength and perseverance.
In contrast, my father's journey to the United States was marked by courage and sacrifice.
Leaving behind his homeland, he first arrived with my grandfather with hopes of building a new
life. His experiences as an immigrant brought a distinct set of challenges, including learning a
2
new language, adapting to a different culture, and facing the uncertainties of creating a new
home away from home. Despite these obstacles, he demonstrated resilience, and upon meeting
my mother worked tirelessly to support our growing family and instill in us the values of hard
work and determination that were passed down to them from their own parents.
The combination of my mother's and father's experiences has significantly shaped my
identity and aspirations. Their stories of overcoming adversity and striving for a better future
have instilled in me a deep appreciation for education and the opportunities it can provide. As a
first-generation college student, I carry their legacy with me, motivated by their sacrifices and
inspired by their resilience. Their history has taught me the importance of perseverance, the
value of education, and the strength found in embracing both my American and Mexican roots. I
owe it to not only them but also my Grandparents for the sacrifices they made to provide our
family the beautiful lives we have today.
In truth, I often feel like a .5 generation student. My father attended college at the same
time I began my postsecondary journey, but his experience was much different. Stationed outside
of California during his deployments, he navigated a distinct college system far from the one I
knew in California. I was expected to sort of figure it out myself. The physical distance and
unique challenges of his situation made it difficult for us to have regular conversations, let alone
discuss college. This experience has deepened my understanding of the complexities of our
different educational paths and has reinforced my commitment to achieving my goals. Although
he won the race to both a bachelor’s and master’s degree, I am determined to complete the
ultimate step in our academic journeys.
To begin, my educational journey took a unique turn when I decided to reverse transfer
from a private university to a community college. Initially, attending a private university seemed
3
like the pinnacle of success, but the reality of excessive costs and a sense of disconnect made me
rethink my path. I distinctly remember a conversation with a high-ranking administrator at La
Sierra University who bluntly told my father and me that they couldn’t negotiate tuition fees
because they were "a business." I will never forget that conversation, I couldn’t stay at an
institution that devalued its students. The university’s refusal to release my transcripts over a
staggering $5,000 fee felt like imprisonment, barring me from continuing my education.
This choice was not a reflection of academic capability, but a strategic decision rooted in
the values my parents instilled in me, values starkly absent in the university I initially attended.
Community college, by contrast, offered an affordable and accessible path to higher education,
allowing me to honor my parents' sacrifices while pursuing my academic and professional goals
in a more supportive environment. From joining the Honors program at Riverside City College
to transferring to California State University, Long Beach, and becoming a member of Hermanos
Unidos, I finally found the community I needed.
Today, I’m enrolled at a school perceived by many as a "rich kid school." In truth, I’m
not rich, but I’ve been fortunate to receive resources that many others do not have. I’m blessed—
thank you, Mom, for holding it down while Dad was away, and thank you, Dad, for sacrificing
your presence to give my siblings and I a better life. The words of David Mills, an English
honors professor at Norco Community College, deeply resonate with me. He shared with me the
concept of "delayed gratification." This principle has profoundly shaped my journey. I recognize
that my financial stability has not always been guaranteed, and I may not have impacted as many
people as I would have liked in the short term. However, I've chosen to delay immediate
gratification in favor of making a more substantial impact overall.
4
Emerging from humble beginnings, I carry profound lessons of resilience and
determination that have shaped my character. My path has been marked by challenges, sacrifices,
and moments of doubt, each serving to deepen my appreciation for every opportunity afforded to
me. As I set my sights on graduate school and beyond, I am steadfast in honoring my parents'
sacrifices and unwavering belief in my potential. Their support has been my bedrock, propelling
me forward with a determination to continue learning, growing, and positively impacting the
world around me.
Through this hybrid approach of integrating thematic and reflective elements, I aim to
present a nuanced and deeply personal narrative grounded in relevant research that highlights the
unique challenges and triumphs of being a first-generation student from a mixed-status family
who found empowerment and success through the community college experience and beyond.
The aim of this work is to shed light on the unique experiences of mixed-status families. In
contemporary American society, access to higher education remains a significant challenge for
members of these families. Despite the availability of programs such as Deferred Action for
Childhood Arrivals (DACA) and state legislation like Assembly Bill 540 (AB 540) in California,
mixed-status families encounter unique obstacles in their pursuit of education. This research
aims to illuminate the experiences of these families, focusing on their challenges, the impact of
immigration policies, and the role of educational institutions in supporting their academic
journey. More significantly, this work strives to amplify the strengths of mixed status families
and shift the narrative to their experience.
This research seeks to investigate current practices in higher education relevant to
supporting mixed-status families. At present, it is important to note the gaps in literature
surrounding this community and their experiences. As such, this study will uncover the
5
significant challenges that persist in the mixed status family experience. The intersectionality of
experiences within mixed-status families, examining how changes in legislation and policy
influence these families at the micro-level, and evaluating the effectiveness of support services
will all be explored. Further, most of the literature available regarding mixed status families is
steeped in colonizing frames. Thus, as previously mentioned, this study will highlight the
significant strengths that mixed status families activate in their experience. This aligns with the
decolonizing frame of the study and highlights the hope and possibility that is inherent in the
community.
In sum, this study will be grounded on my personal lived experience, as an individual
identifying from a mixed status family. In contrast and woven with the existing literature, this
thesis can address the persistent gaps, such as barriers in higher education, while elevating the
voices and experiences of mixed-status families. It aims to provide insights for policymakers and
educators to develop comprehensive policies and practices that meet the diverse needs of mixedstatus families. Specifically, this study's intent is to center the mixed-status family experience
and find a path for better education support. Ultimately, this work elevates the experience of
mixed-status families as sites of strength and hope.
Background of the Problem
Abrego (2019) defines mixed-status families as families living in the United States with
at least one undocumented parent. During a 4-year span (2009-2013), it was identified that at
least 5 million children under the age of 8 in the United States had at least one undocumented
parent (Abrego, 2019). Minimal research exists expanding on mixed-status families and their
numbers in post-secondary education including graduate school. Yet, students from mixed-status
families face unique challenges in pursuing higher education, often navigating a complex
6
landscape shaped by state legislation and federal policies that are uniquely different from their
pre-post-secondary experience. This research will highlight the experiences of these students’,
with a particular focus on those currently attending community colleges. The choice of a
community college, far from indicating lower academic ability, is often a strategic decision
driven by the prospect of receiving quality education at a more affordable rate (Jenkins & Fink,
2021).
Despite the challenges posed by ineligibility for financial aid, particularly for students
from mixed-status families, California's progressive stance, exemplified by AB540 and DACA
legislation, plays a crucial role in alleviating financial burdens and making higher education
more accessible (Raza, Williams, Katsiaficas, & Saravia, 2019). Undocumented students often
face the challenge of self-funding their education, as they are frequently ineligible for financial
aid, impacting their persistence and degree completion (Ngo & Hinojosa, 2022). This financial
burden may lead them to work longer hours, reducing the time they can dedicate to their studies.
While DACA offers temporary relief, it falls short of providing a path to citizenship. The
limitations of DACA highlight the need for California to continuously expand its legislative
support. Moreover, the California Dream Act, specifically AB540, plays a pivotal role in
alleviating this financial strain by exempting non-residents from paying nonresident tuition.
Although I will speak from the perspective and experiences of a native-born student
navigating education and life in this thesis, I want to highlight the importance of California's
progressive stance and how these policies are positively impacting students from mixed-status
families who are non-citizens. The research will explore how these policies impact students from
mixed-status families, examining their effectiveness in addressing the financial and educational
challenges they face. By highlighting these experiences, the study aims to provide insights for
7
policymakers and educators to develop comprehensive strategies that support the diverse needs
of mixed-status families in higher education.
Statement of the Problem
Recognizing the unique struggles faced by mixed-status students, this research delves
into how California's state legislation, within its liberal framework, influences this student
population. Despite the state's progressive stance, challenges persist, prompting the need for
additional support. Fortunately, policies like DACA have been implemented to assist mixedstatus students, offering opportunities not available in other states. While DACA does not
provide a path to citizenship, it does offer temporary relief. The limitations of DACA are
evident, and California must continue to expand on the established legislation.
Grounded in decolonizing interpretive research methodology, this study will be a deep
reflection on my experiences as both a student and an employee at community colleges while
weaving in relevant literature on students arriving from mixed-documentation status families.
While recognizing that each family’s experiences are unique, I aim to shed light on some of the
shared experiences that mixed-documentation families encounter while navigating education.
Further, I will share insights from my professional experience working at two community
colleges within Southern California to reveal commendable efforts to support mixed-status
families, including undocumented students. For confidentiality, pseudonyms will be used for
these institutions: Cristiano College and Bale College. My personal ties to these colleges allowed
me to witness firsthand how the establishment of the Immigrant Student Success Program at
Cristiano College and the Dream Resource Center at Bale College are committed to assisting
mixed-status students in their educational journey.
8
This narrative is informed by my experiences as the primary researcher of this study.
However, challenges persist, emphasizing the need for further support and exploration. The
concept of decolonizing interpretive research will be expanded upon in a subsequent section.
Mixed-status students, despite the challenges they encounter, possess limitless potential.
It is imperative for colleges and universities to provide proactive support, create safe spaces, and
advocate for policies that ensure equal opportunities for all students. As the nation grapples with
immigration policies, educational institutions must take the lead in fostering inclusive
environments that empower mixed-status students to thrive academically and contribute to
society.
Purpose of the Study
Due to the unique challenges faced by mixed-status family students, there is a necessity
to further center their experiences within California Community Colleges in order to identify
means to address those challenges. My research will focus on highlighting my experiences as a
member of the mixed-status family community within the context of existing literature on the
subject matter. My privileged position as a current scholar and scholar practitioner provides a
unique perspective to this community while also providing a lens from someone within the
community. This research project will include reflecting on my professional experience working
with student centers in support of undocumented students at Cristiano and Bale College. This
comprehensive exploration aims to identify areas for improvement and develop effective
strategies for better support. By reflecting on my experience working with these centers and their
students, this study can identify their impact on mixed-status students and what can be done to
build upon the foundation that has already been established. These centers including the Dream
Resource Center and the Immigrant Student Success Program, and their students are well
9
positioned to provide insightful knowledge about the substantial barriers in accessing and
succeeding in higher education, as well as what currently hinders students’ academic pursuits
and future opportunities. One area that can certainly be strengthened is raising awareness of the
strategic decision-making process behind choosing a community college for many mixed-status
students. During the college decision-making process, these students often act cautiously (Perez
et al., 2010). Community colleges must keep in mind that they are one of the few resources that
can offer accessible support to mixed-status students. By providing accessibility and
affordability, practical tuition policies, support services, and open admission policies, colleges
can lessen the burden on mixed-status students.
1. Access and Affordability
Access and affordability are critical factors for mixed-status students in community
colleges. Ensuring that educational opportunities are within financial reach can significantly
impact students' ability to pursue and complete their studies. Community colleges can play a
pivotal role by offering affordable tuition rates and financial aid options. This might include
implementing scaled tuition, offering targeted scholarships, and providing emergency funds to
support students facing unforeseen financial challenges. By addressing affordability, community
colleges can reduce the financial barriers that often deter mixed-status students from enrolling
and persisting in their academic programs (Smith, 2020).
2. Practical Tuition Policies
Practical tuition policies are essential for supporting mixed-status students. Policies such
as in-state tuition rates for eligible undocumented students, and streamlined processes for
applying for financial aid, can make a substantial difference. Community colleges should
10
consider adopting and maintaining policies that are transparent and inclusive, such as those that
align with AB 540 provisions in California. Additionally, colleges could offer workshops to help
students, and their families understand and navigate these policies effectively, ensuring that
students fully benefit from available resources (Johnson & Lee, 2019).
3. Support Services
Support services are vital for the success of mixed-status students, providing them with
the necessary resources to overcome educational and personal challenges. Community colleges
should offer comprehensive support services, including academic advising, legal assistance, and
mental health counseling. Specific programs like the Dream Resource Center and the Immigrant
Student Success Program exemplify how tailored services can address the unique needs of
undocumented students. By offering mentorship programs, legal clinics, and financial aid
counseling, colleges can create an environment where mixed-status students feel supported and
empowered to achieve their academic goals (Martinez, 2018).
4. Open Admission Policies
Open admission policies are crucial for ensuring equitable access to higher education. By
maintaining open admissions, community colleges can provide opportunities for students from
diverse backgrounds, including those from mixed-status families. These policies help remove
barriers to entry by allowing a broader range of students to enroll without facing restrictive
admission requirements. Community colleges can also benefit from creating pathways for
students to transition from non-credit to credit programs, thereby enhancing their educational and
career prospects. Ensuring that admission policies are inclusive and accessible is essential for
supporting the educational aspirations of mixed-status students (Brown & Davis, 2021).
11
It is important to reemphasize that choosing a community college is not indicative of
lower academic ability. Rather, there is an equivalence between the education found at
community colleges and four-year institutions. However, the financial challenges faced by
mixed-status students, in relation to their documented peers, and the impact of these challenges
on their academic pursuits, are not equivalent (Gonzales, Heredia, & Negrón-Gonzales, 2015).
Mixed-status students often experience significant barriers to accessing financial aid due to their
immigration status, which can make them ineligible for federal financial aid programs like
FAFSA (Cervantes & Estrada, 2021). Additionally, mixed-status families may have complex
financial situations that complicate the financial aid application process.
To address these challenges, California has implemented the California Dream Act (AB
540), which has been instrumental in alleviating financial strain by allowing eligible
undocumented students to apply for state financial aid and in-state tuition rates. Despite this
progress, the California Dream Act does not cover all mixed-status students, and the lack of
access to federal aid remains a significant gap. Furthermore, while DACA provides some
temporary relief, it does not offer a pathway to citizenship or long-term security, leaving these
students in a state of uncertainty.
Sustainable efforts are needed to fully support mixed-status students, such as expanding
state-level financial aid programs, advocating for comprehensive immigration reform, and
increasing institutional support through scholarships and resources specifically tailored to their
needs. By setting the stage and highlighting these issues, we can better understand the financial
inequities faced by mixed-status students and the critical need for ongoing advocacy and support.
Research Questions
12
1. What are the experiences of students from mixed status families as they navigate
postsecondary endeavors and what forms of capital do they utilize as they navigate their
college going experience
2. In what ways can educational institutions provide strengths-based support of students
from mixed status families?
Significance of the Study
A valuable contribution to education can be made by suggesting a framework that meets
the needs of a diverse mixed-status family population. The problems that mixed-status students
face will be brought to the forefront and this study will highlight strategies to address those
problems. The stakeholders in this case will be educators and policymakers who have the ability
to adopt and implement these suggestions into higher education. Of course, this study is a major
gesture to the mixed-status family student. Mixed-status family students will benefit from this
study both those found within and outside of higher education with the hope that policies and
initiatives will be enacted centering equity and inclusion and dismantling prejudice and racism.
In doing so there will be an increase in educational access for prospective learners and hope for
success and access to those already within the higher education setting. Through the study, it is
my aspiration to bring awareness of mixed status student experiences and provide
recommendations for higher education administrators and California policymakers to ensure they
are working toward the improvement of supporting students from these families.
These suggestions will contribute to the development of mixed-status family considerate
educational practices focused toward the improvement of eliminating barriers currently in
practice, including working toward improving the experiences of a marginalized group of
students and eliminating barriers by utilizing culturally responsive practices. This includes
13
practicing cultural humility, humanizing students' experiences, and fostering a supportive and
inclusive educational environment.
Colleges will also benefit from adopting such practices in potential for student retention
to increase while prospective students will be more likely to attend their institutions. When
finding community among others who share similar experiences, these prospective students will
hopefully feel a sense of belonging on college campuses. I envision a future where mixed-status
families are not only acknowledged but fully supported within higher education institutions. This
support should encompass tailored financial aid options, legal resources, and culturally
competent counseling services that address the unique challenges faced by mixed-status students
and their families. By advocating for policies that promote equity and inclusion, systemic
barriers can be dismantled and in their place are pathways for families to access higher education
without fear or uncertainty. Additionally, increasing representation of mixed-status families in
campus leadership and decision-making processes will ensure that their voices are heard, and
their needs are prioritized. Through these efforts, educators can foster a campus environment
where all students, regardless of immigration status, feel valued, supported, and empowered to
succeed.
Methodology
This research is deeply personal for me as I was a member of a mixed-status family.
Mixed-status families are those that have members who are both documented and
undocumented. This positionality offers me privileges and experiences that have led to my
passion for advocating for the undocumented community. As a child of a once-undocumented
father and a mother who was the first of her siblings born within the United States, I formed part
of a family with distinct characteristics. Although I knew of my family dynamics growing up
14
relevant to our immigration status, it was only recently that I was exposed to the term mixedstatus family. As such, this study will be centered around uncovering this relatively underexamined landscape of this experience and what can be done to support these families. Due to
the lack of research on mixed-status families, it is crucial to highlight their experiences and
challenges to develop comprehensive support strategies.
Decolonizing Interpretive Research
Decolonizing Interpretive Research (DIR) challenges traditional research by prioritizing
indigenous and marginalized knowledge systems, promoting equitable research practices, and
emphasizing change (Darder, 2015). It advocates for participatory methods, ensuring that
subjects are active collaborators in the research process (Darder, 2015). DIR also contextualizes
research within historical and socio-political frameworks, acknowledging the legacies of
colonization and systemic inequality (Darder, 2015). This approach seeks to produce ethically
responsible research that empowers communities and contributes to social change.
To collect and analyze data, I will draw on personal reflections, family stories, interviews
with staff, institutional documents, field notes, and observations, along with other qualitative
sources. By utilizing Yosso’s (2005) Community Cultural Wealth as a lens in which to view the
experiences of students from mixed-status families, I aim to recognize how strengths-based
capital is activated by mixed-status families. This approach allows me to contextualize my
experiences within a broader framework of cultural wealth, providing a deeper understanding of
the strengths and resources in mixed-status families - in this case, my own.
Furthermore, the intent in engaging in a decolonizing interpretive research project will be
instrumental in challenging and transforming traditional academic methodologies to better reflect
the diverse perspectives of marginalized and mixed-status families. By adopting a decolonizing
15
approach, I will critically review existing literature while integrating my own lived experiences
to provide deeper insights into the complexities faced by mixed-status families. This approach
will enable me to uncover and highlight the often-overlooked voices and experiences of these
communities, fostering a more inclusive and equitable understanding.
Currently available literature and scholarly works will form the backbone of my
methodological framework, but equally important will be the sharing of my subjective
experiences. As someone who has navigated the challenges of being part of a mixed-status
family, I bring a unique and valuable perspective to the study. This dual approach of combining
academic literature with personal narrative will help develop a new understanding of what it
means to live in a mixed-status family, shedding light on the emotional, social, and legal
complexities involved.
Although my father’s immigration status has since changed, my experiences as a former
member of a mixed-status family remain a crucial part of my identity and research. Emphasizing
that "we are experts in our own lived experiences," as articulated by bell hooks, underscores the
importance of valuing personal narratives and testimonies in academic research. By sharing what
this experience means for others, I aim to contribute to a broader dialogue about the impact of
immigration policies on families and the ways in which they navigate their everyday realities.
This research not only aims to contribute to academic knowledge but also to advocate for more
empathetic and informed policies that recognize the unique experiences of mixed-status families.
Theoretical Framework
As previously mentioned, in this research project, I intend to utilize a decolonizing
interpretive research framework while adopting the Community Cultural Wealth (CCW) lens,
developed by Dr. Tara J. Yosso. CCW shifts the focus from a deficit-oriented perspective of
16
marginalized communities to one that highlights their strengths and resources (Yosso, 2005).
This framework encompasses six forms of capital: aspirational, linguistic, familial, social,
navigational, and resistant capital. By highlighting these forms of capital activated by mixed
status families, this study can effectively capture the experiences in a way that sheds light on the
inequities while also maintaining a positive perspective that uplifts the experiences.
In this research, the Community Cultural Wealth (CCW) framework by Dr. Tara J. Yosso
plays a leading role in analyzing the experiences of mixed-status families. CCW redefines the
way marginalized communities are perceived, focusing on their strengths and resources rather
than viewing them through a deficit-oriented lens. This study specifically emphasizes familial
capital, aspirational capital, and social capital, which are integral to understanding how mixedstatus students navigate higher education.
Aspirational capital refers to the ability to maintain hopes and dreams for the future, even
in the face of barriers. For mixed-status students, this capital is crucial as it drives their
perseverance despite the unique challenges they encounter. Their aspirations often stem from a
desire to improve not only their own lives but also those of their families, making it a powerful
motivator in their educational journeys.
Social capital, in this context, involves the networks of people and community resources
that students can draw upon for support. Mixed-status students often rely on relationships with
peers, mentors, and community organizations to navigate the complexities of higher education.
These networks provide access to information, resources, and opportunities that might otherwise
be inaccessible, helping students to overcome barriers related to their immigration status.
Familial capital, which encompasses the emotional and moral support provided by family
members, is another critical element. Despite the complexities of mixed-status situations,
17
families often serve as a dedicated support system, providing the encouragement and guidance
necessary for students to succeed. This support is deeply rooted in cultural values and shared
experiences, which reinforce the students' resilience and determination.
By applying the CCW framework, this research highlights how these forms of capital
empower mixed-status students, enabling them to overcome challenges and achieve success in
higher education. These elements of CCW provide a lens through which the analysis of the
findings can be understood, showing how the strengths of mixed-status families contribute to
their resilience and success.
Additionally, the autoethnography inherent in decolonizing interpretive research provides
a qualitative research methodology that embraces the researcher’s firsthand experiences as
primary data, while still simultaneously assisting in the development of these theories as it aligns
well with CCW. By applying these approaches this study can prioritize lived experiences and
amplify the voices of individuals from marginalized communities. In employing CCW, I aim to
frame and interpret my experiences as part of a mixed-status family, emphasizing the value of
personal narratives in understanding broader social phenomena.
To capture and analyze the role of familial capital in my research, I use personal
reflections, family stories, and qualitative interviews with coordinators that work with these
groups on a daily basis. By applying the CCW framework, I highlight how familial capital has
been a crucial resource in our lives, providing emotional strength, practical support, and a sense
of belonging. Incorporating familial capital into my autoethnography challenges the deficitoriented perspectives that often dominate discussions about marginalized communities by
showcasing the vital role of family in fostering resilience and success. Through this lens, my
18
research will contribute to a broader recognition of the diverse forms of capital that support and
empower mixed-status families.
In summary, the CCW framework offers a valuable perspective for my research,
validating my individual experiences and contributing to a deeper understanding of the resilience
and resourcefulness of mixed-status families. By adopting this framework, I hope to illuminate
the strengths within marginalized communities and advocate for social justice and equity.
Definition of Terms
Community Cultural Wealth - Community cultural wealth refers to the array of knowledge,
skills, abilities, and contacts possessed and utilized by communities of color to survive and resist
macro and micro-forms of oppression. This concept challenges traditional views of cultural
capital by recognizing the value of various forms of capital within communities of color (Yosso,
2005).
Decolonizing Interpretive Research - Decolonizing interpretive research involves a
methodological approach that seeks to challenge and transform the dominant colonial narratives
and structures within research (Darder, 2015). This approach emphasizes the importance of
indigenous knowledge, voices, and perspectives, and aims to create research that is more
inclusive, equitable, and reflective of diverse experiences and realities (Smith, 2012).
Mixed Status Families - Mixed-status families are families in which one or more family
members are U.S. citizens or lawful permanent residents (green card holders) and some are
undocumented without legal immigration status. Approximately 6.2 million people in the United
States live in a mixed-status family, which includes an estimated 6. million U.S. citizen children
(National Immigration Forum, 2020).
Organization of Study
19
This study seeks to uplift the experiences of mixed status families. It is grounded in a
decolonizing interpretive research approach located within a community cultural wealth lens.
Chapter 1 provides an overview of the study. Chapter 2 focuses primarily on expanding on the
research methodology of decolonizing interpretive research. Chapter 3 will be weaving personal
narrative with the available literature on the topic. Chapter 4 will provide an analysis of the
findings from chapter 3. The closing chapter will also provide recommendations and possibilities
to activate the strengths of mixed status families in education. This work will close with an
epilogue of lessons learned and hope held to move forward.
Connections to Method and Data
The next chapter will delve into the specific methods employed in the study, including a
detailed description of the research design, data collection techniques, and analytical strategies. It
will outline the participatory approach used to engage with mixed-status family and
undocumented student issues, emphasizing the ethical considerations and culturally sensitive
practices implemented throughout the research process. Additionally, the chapter will discuss the
strategies employed to ensure the trustworthiness of data, including triangulation, and reflexivity.
20
Chapter Two: Research Design
This study hopes to unpack the invisiblized experience of mixed-status families.
Specifically, students that arrive from mixed-status families have to negotiate the tensions that
arise from balancing the challenges associated with that standing. As bell hooks suggest, “we are
experts in our lived experience.” As such, it is important to note that my own lived experience
has played a significant role in bringing me to this moment in pursuing this study. This study will
be grounded by my lived experience arriving from a mixed-status family along with academic
literature that will provide context to this topic. Specifically, the central sources of “data” in this
work will be informed on the narrative expression of the researcher woven through the existing
literature. The following sections will expand on how these will be utilized and engaged in the
study. Although, it is important to mention there is minimal research available specifically on
this issue.
Literature Review Research
In researching the experiences of mixed-status families along with the undocumented
students in California community colleges, I utilized the University of Southern California
(USC) library to locate relevant literature and theoretical frameworks. The most significant term
that guided my research was Decolonizing Interpretive Research (DIR). The primary sources of
information for this research comprised scholarly and peer-reviewed articles, books (hooks), and
reports. Leveraging the extensive collections and academic databases available through USC
Libraries, I accessed several databases, including EBSCOhost, Sage, and ProQuest, to gather
relevant literature. The research focused on the challenges faced by mixed-status families and
undocumented students, as well as the policies and legislation impacting these groups.
21
To efficiently locate and evaluate pertinent sources, I used a strategic approach involving
the selection of keywords and filtering methods. Keywords were carefully chosen to reflect the
core themes and issues relevant to the study. For experiences and challenges, these keywords
included "mixed-status families," "undocumented students," "community college," "higher
education," "student experiences," and "educational barriers." For policies and legislation,
keywords included "California education policy," "immigration policy," "DACA," "California
Dream Act," "AB 540," "immigrant rights," and "educational equity."
The literature search and selection involved several steps. Using USC Libraries' access to
EBSCOhost, Sage, and ProQuest, I conducted searches with the identified keywords. Each
database provided a comprehensive array of scholarly articles, books, and reports relevant to the
topic. To refine the search results, I applied filters based on publication date, peer-reviewed
status, and subject area, ensuring that the most current and academically rigorous sources were
considered. For instance, I used date ranges (e.g., the past ten years) to capture recent
developments and ongoing discussions in the field. I then reviewed abstracts and summaries to
determine the relevance of each source to the research questions and theoretical frameworks.
Sources that directly addressed the experiences of mixed-status families and undocumented
students, as well as those discussing related policies and legislation, were prioritized.
By employing this systematic approach, the researcher ensured that the literature review
was comprehensive and well-grounded in relevant research. The selected sources provided a
robust foundation for understanding the multifaceted experiences of mixed-status families and
undocumented students in California community colleges. Additionally, the inclusion of policy
and legislative analyses offered critical insights into the broader socio-political context
influencing these experiences.
22
This chapter will also discuss the ethical considerations and culturally sensitive practices
implemented to engage effectively with mixed-status families and undocumented students. This
methodological approach aligns with the principles of Decolonizing Interpretive Research (DIR),
ensuring that the study not only meets academic standards but also advocates for social justice
and equity.
Decolonizing Interpretive Research
Decolonizing Interpretive Research (DIR) as conceptualized by Darder (2015) is a
methodological approach that aims to dismantle the colonial legacies embedded in traditional
research paradigms. One of the key tenets of DIR is the prioritization of indigenous and
marginalized knowledge systems. This involves recognizing and valuing the unique perspectives
and experiences of those who have been historically marginalized or silenced. DIR challenges
the dominance of Western-centric epistemologies and advocates for the inclusion of diverse
voices in the research process. This approach seeks to produce knowledge that is not only more
inclusive but also more reflective of the lived realities of marginalized communities (Darder,
2015).
Another essential aspect of DIR is the emphasis on reflexivity and researcher
positionality. Researchers are encouraged to critically examine their own backgrounds, biases,
and the power dynamics inherent in the research process. This reflexive practice helps ensure
that the research is conducted in a manner that resists against hierarchies of knowledge.
Researchers must be transparent about their positionality and how it influences their interactions
with participants and data interpretation. By acknowledging their own positionality, researchers
can work towards minimizing power imbalances and fostering more authentic and collaborative
research relationships.
23
DIR also advocates for participatory and collaborative research methods. This involves
engaging research participants as active collaborators rather than passive subjects. Such
participatory approaches ensure that the research process is mutually beneficial and that the
findings are grounded in the perspectives of those at the center of the study. Additionally, DIR
calls for a contextual and historical awareness that situates research within broader sociopolitical frameworks (Darder, 2015). Understanding the legacies of colonization, systemic
racism, and other forms of oppression is crucial for producing research that is both ethically
responsible and socially relevant. By incorporating these tenets, DIR aims to contribute to social
justice and the empowerment of marginalized communities.
Locating My Story
In presenting my journey as a first-generation college student from a mixed-status family,
I have chosen to use a hybrid approach that combines thematic and reflective elements. This
approach is particularly useful in locating and presenting my story because it allows for a
multifaceted exploration of my experiences. By organizing my narrative thematically, I can
highlight key issues such as identity, belonging, and the unique challenges posed by my family's
immigration status. Each theme is illustrated with detailed anecdotes from different points in
time, providing a comprehensive view of the obstacles and milestones I encountered. The
reflective component enables me to delve deeper into my thoughts and emotions, offering
insights into how these experiences shaped my personal and academic journey. This combination
of thematic organization and reflective analysis not only captures the progression of my
experiences but also connects my individual story to broader sociocultural contexts and
theoretical frameworks. Through this hybrid approach, I aim to provide a rich portrayal of my
24
journey, shedding light on the complexities and triumphs of navigating higher education as a
first-generation student from a mixed-status family
Researcher Positionality
Researcher positionality is a critical consideration in DIR, as it acknowledges the
influence of the researcher's background, beliefs, and identity on the research process (Darder,
2015). Positionality involves reflecting on one's social, cultural, and political positioning and
how these factors shape interactions with participants, data collection, and interpretation.
Recognizing positionality allows researchers to address power imbalances and strive for more
equitable and authentic research relationships. In the context of mixed-status families and
undocumented students in California community colleges, researchers must be aware of their
own biases and privileges and how these might impact their engagement with vulnerable
populations (Creswell, 2007). By being transparent about their positionality, researchers can
enhance the trustworthiness of their data and foster more meaningful connections with their
subjects.
For example, “As previously mentioned, I come to this study arriving from a mixedstatus family. As such, my lived experience as an “insider” and having an emic perspective of
this experience provides me great insight while conducting this study. Yet, I must remain open
that my biases may play a role in my exploration of this study. As such, I aim to hold a necessary
reflexivity stance as I explore this topic, open to the findings.
As someone already deeply rooted in the educational landscape, my journey through both
academic and professional roles has been profoundly shaped by my interactions with mixedstatus students. Although I had not previously noted this impact, my own experiences as a
student and scholar practitioner have provided me with a unique perspective that enhances this
25
research. By drawing on these experiences, I can reflect upon my first-person experiences
seeking an understanding of the challenges and strengths of mixed-status families. Being a
student in a mixed-status family gave me a firsthand perspective on the challenges of navigating
higher education in such a context. I’ve felt the tension of being both included and excluded,
aware of the systemic barriers that exist while also recognizing the impact of support systems.
I’ve experienced both disadvantages and privileges in numerous ways. Learning how to leverage
educational resources helped me turn around a declining academic trajectory; I was initially a
sub-3.0 student, struggling with time management and the demands of rigorous coursework. The
golden child who was not so golden, being a first-generation student navigating an unfamiliar
landscape weighed heavily on my shoulders. These personal insights inform my approach to
research, which is instilled in finding those students in similar situations who may need a helping
hand the same way I did. These experiences deeply guide my personal mission, allowing me to
connect daily with students on a more personal level, as I understand their struggles and
aspirations. My daily mission is to reach out to students in similar situations, offering the support
and guidance that made a difference in my own journey.
Furthermore, my educational journey at the University of Southern California (USC)
solidified my commitment to advocacy and the power of counseling in shaping students' lives.
USC’s mission of promoting social justice, diversity, and inclusion has increased my
understanding of the role that educational institutions can play in supporting marginalized
communities. This was a major reason why I chose USC for graduate school and why I aspired
to work at colleges that shared these values. It also influenced several other decisions such as my
decision to study Sociology and to work as a Case Manager at Social Work Action Group an
organization that prided itself on “advocating, educating, and inspiring marginalized individuals
26
and families in the Inland Empire to achieve sustainable independence through community
support." The emphasis on these values in my studies and profession empowered me to
recognize the significant impact that a counselor can have in transforming the educational
experiences of students from mixed-status families and those within my community. As I prepare
to work as a counselor, I recognize that I would have the power not only to guide students
academically but also to advocate for their rights and well-being within the broader educational
system. The training I received at USC equipped me with the tools to approach this role with
empathy, cultural sensitivity, and equity. By using my position to create supportive and inclusive
environments, I aim to help students from mixed-status families navigate the complexities of
their educational journeys; in doing so I hope to minimize the stress and uncertainty that often
are associated with higher education as a marginalized student.
Today, in my professional capacity, I've had the privilege of working closely with
students from all backgrounds including those from mixed-status families. I aid them as they
navigate not just academic challenges but also the legal and social obstacles they face. This role
has given me an understanding of the importance of creating supportive and inclusive
environments that validate students' identities and experiences. Through these interactions, I've
seen firsthand how the acknowledgment of their unique circumstances can empower students,
boosting their confidence and engagement in their educational journeys. This boost in confidence
can encourage students to find community amongst their peers and ultimately increase their
likelihood of performing well academically. Working as an advisor with first-year students has
shown me the significant impact that community engagement can have on a student's success. In
one program I’ve had the pleasure of being a part of, I’ve observed just how successful students
placed in “cohorts” can be compared to those who are not. Within cohorts, members are more
27
likely to form meaningful relationships, where they can rely on each other for support, such as
study partners and networking opportunities. These students, who are strategically grouped, often
share similar interests and goals, helping them hold each other accountable for staying on top of
their studies and professional development.
Personally, as a member of the Educational Counseling Cohort at USC, I am especially
appreciative of the mentor-to-mentee program, where I was connected with a student from the
cohort one year ahead of me. I want to give a special shout out to Ayman, who frequently
motivated me to do my best and offered insights that I might not have been aware of without his
guidance. This experience has reinforced my belief in the power of cohorts as a transformative
tool for both academic and personal growth. The support system within a cohort fosters a sense
of belonging and encourages continuous improvement, ultimately contributing to a more
enriching and successful educational journey.
By integrating these individual experiences into the research, I can ensure that the study
remains grounded in the real-life challenges and focuses on the strengths of the individuals it
seeks to represent. This personal connection also allows me to approach the research with
empathy and authenticity, ensuring that the voices of mixed-status families are not just heard but
utterly understood and respected. Moreover, my experiences allow me to critically reflect on the
power dynamics inherent in the research process. As someone who has navigated similar
systems, I am acutely aware of the potential for bias and the need to center my experiences from
an objective approach. This reflection is key to the decolonizing interpretive framework, as it
challenges the usual divide between the researcher and participants. Here as I will reflect upon
my own experiences, it should also be noted that this study aims to highlight the stories of the
individuals that I have had the privilege of working with.
28
Ultimately, by embedding my own experiences into the study, I can contribute to a more
humanized and decolonizing approach to research. This approach will be vital in improving the
truthfulness of the findings. Through this process, the research becomes a tool for advocacy,
promoting greater understanding and more effective policies and practices for mixed-status
families in higher education.
Other Considerations
Other considerations in DIR include the ethical implications of research, the need for
culturally sensitive methodologies, and the importance of community involvement. This study
will focus on my own experiences identifying as a member of a mixed-status family. Regardless,
I am keenly aware of ethical considerations involving obtaining informed consent and ensuring
confidentiality when dealing with associated participants. Yet, it is important to note this study
will not have any direct participants. Any discussion of individuals associated with this study
will be informed by my perspective. Regardless, I aim to minimize any harm to anyone that is
discussed in this study from my perspective. Discussions surrounding the topics of this study will
emphasize the perspective of the researcher and the influences of associated individuals situated
within the literature. Ultimately, culturally sensitive methodologies require an understanding and
respect for the cultural practices and values of the communities being studied. In that regard, I
aim to maintain a deep respect for the community that is centered in this study. The engagement
of this study with mixed-status families and undocumented students requires a commitment to
advocacy and social justice, ensuring that their voices are heard and their experiences accurately
represented.
Trustworthiness of Data
29
The trustworthiness of data in research, particularly within DIR, is paramount. Ensuring
the credibility, transferability, dependability, and confirmability of data is essential to produce
valid and reliable findings. Credibility involves the accuracy and truthfulness of the data, often
achieved through prolonged engagement, persistent observation, and triangulation (Creswell,
2007). Transferability refers to the extent to which the findings can be applied to other contexts,
which is enhanced by providing rich, thick descriptions of the research setting and participants.
Dependability focuses on the consistency of the research process, necessitating detailed
documentation and a clear audit trail. Confirmability emphasizes the neutrality of the data,
ensuring that findings are shaped by the participants' experiences rather than researcher bias. In
DIR, these criteria are addressed through transparent and participatory methods, continuous
reflexivity, and rigorous ethical standards.
Limitations and Delimitations
Despite the comprehensive approach taken in this study, several limitations must be
acknowledged. First, my personal experiences and choice of methodology play a pivotal role and
may introduce bias. As someone whose father’s immigration status has undergone
transformation, I bring an emic (insider) perspective to this research. This perspective allows me
to understand the complexities of undocumented student experiences with a deep understanding
that extends beyond academic literature. However, this local perspective may limit the
generalizability of the findings, as it is inherently shaped by my specific experiences and locality.
My insights and interpretations are shaped by my experiences and undoubtedly what I can
remember. My insights and interpretations are influenced by my memories, and there may be
instances where I unintentionally overlook or omit specific experiences.
30
Furthermore, while qualitative methods such as narrative inquiry and autoethnography
allow for an in-depth exploration of lived realities and unique narratives within mixed-status
families, the available literature on this topic is still developing. By selecting qualitative
methods, particularly narrative inquiry and autoethnography, I aim to authentically capture what
it means to live within a mixed-status family. These methods not only align with my personal
commitment to centering voices but also enable my contributions as a research scholar, advocate,
and a member of the community under study.
Lastly, the timeline of this study poses another limitation. Conducted over a specific
period, the findings may not account for long-term trends or changes in policy that could impact
the experiences of mixed-status families in the future. This means that the study may not fully
reflect the most current trends in regard to mixed-status families. Regardless, by selecting
qualitative methods, particularly autoethnographic elements, I aim to authentically capture the
lived realities and unique narratives within mixed-status families. Through sharing my own
stories and integrating them with existing literature, this study seeks to uplift the narratives of
mixed-status families in their pursuit of higher education.
The following chapter will incorporate a literature review alongside a personal narrative
to illuminate the lived experiences of mixed-status families and undocumented students. This
approach not only enriches our understanding through scholarly analysis but also humanizes the
research, giving voice to marginalized communities often overlooked in academic discourse.
31
Chapter Three: My Story and The Literature
Growing up in a mixed-status family initially presented numerous challenges. My father
came to the US as an immigrant while my mother was the first of her siblings born within the
states with an older undocumented brother. My grandparents believed heavily in the educational
system in the United States which could offer their families social mobility. These values were
instilled into our family and eventually passed down from my parents to my siblings and I. This
belief that education could level the playing field and eventually offer our family better
opportunities in the form of resources and support was instrumental in their decision to migrate
from Mexico. Despite the culture shock, legal barriers, and financial hardships that came with a
move to the United States, my grandparents felt that education was a pathway to success.
As the eldest child, I witnessed firsthand the sacrifices my parents made to ensure that my
siblings and I had access to educational opportunities. Our family struggled yet managed to
overcome the systemic barriers that correlated with our mixed-status family. My father would go
on to join the military while my mother worked various positions finding ways to provide for my
siblings and I. Relying on community resources and scholarships helped supplement the limited
income which taught me the value of resilience and determination. My parents were willing to do
whatever it took, finding means to support their children even if that meant deployment for my
father and single mother duties for my mother.
Despite these obstacles we faced as a family, I was determined to pursue higher
education as a means of breaking the cycle of poverty our families endured. At an early age, my
parents made me believe there was no other option than going to college. Although now I
understand that college is not for everyone, my parents brainwashed me into thinking that it was.
I was so invested in the delayed gratification that furthering my education would provide and
32
devoted to creating a better future for myself and my family. As time went on and I got closer
and closer to higher education, my parents would continue gradually moving up the social
ladder. Soon, we would find ourselves as a middle-income family, living up on a hill and were
often classified as “rich” by those who had not known the previous struggles.
Little did these peers know the feelings I was dealing with being stuck in the middle of
two cultures, neither fully belonging to my native community nor fitting in with my
undocumented peers. While my family’s status has shaped my identity and experiences, it has
not defined them. On one hand, I often found myself feeling like an outsider among my native
peers, grappling with cultural differences and social norms that were unfamiliar. Assimilation did
not come easy, and I did not feel a sense of belonging among most of my campuses. On the other
hand, similar to my undocumented peers, I encountered more shared experiences and struggles
that resonated with my own. However, even with this community, I felt as though I did not
completely fit in. Having not been undocumented myself, differences in our backgrounds and
experiences, persisted making me at times feel like I did not quite fit in.
With the unwavering support of my parents and mentors, I worked tirelessly to excel
academically and participated in extracurricular activities that aligned with the goals I set for
myself. Now, as I pursue a master’s degree in education, every day I live the life I once dreamed
of. I am so extremely grateful for the opportunities that have come my way and the support
network that helped me get to this point of my journey. Today as a researcher, I reflect upon my
journey and realize that it was fueled by a passion for education.
At a youthful age, I always knew that education was going to be what would help balance
the tide of social injustice in my favor. As a sociology undergraduate, I quickly became a social
activist advocating for equity and social justice within and outside of the education system. I am
33
passionate about advocating for marginalized communities and creating learning environments
that allow all students to thrive.
My journey from a mixed-status family to pursuing a master’s has had its bumps in the
road, but it taught me the valuable lessons of resilience, perseverance, and the transformative
power of education. I am proud to be a first-generation college student and to have the
opportunity to make a positive impact in my community. As aforementioned, while navigating
my educational journey came with its challenges it pushed me to become a social justice
advocate. My positionality has given me a sense of obligation to speak out on issues affecting the
undocumented community due to my privilege as a documented person. While I am fortunate to
have a legal status and the many opportunisms associated with it, I am fully aware of the
injustices and inequalities faced by undocumented students and families.
My experiences and awareness have offered me a platform to use my privilege to
illuminate the stories of those that do not have the same protections or may not have the ability to
illuminate their own stories. In doing so, I feel a great responsibility to use my voice to advocate
for policies that can positively impact those around me. This privilege has given me access to
spaces and opportunities oftentimes are disguised from undocumented individuals. Therefore, I
feel a moral obligation to advocate for those individuals who are marginalized by society and
silenced by systemic barriers. With that stated, I recognize the importance of allyship in this
advocacy work. While I may speak out on behalf of the undocumented community, I will do so
with collaboration and partnership in mind to amplify their voices while focusing on their stories.
By centering the voices and leadership of undocumented individuals I aim to ensure authenticity
and inclusivity, while zeroing in on the undocumented community's needs and priorities.
34
In essence, this thesis is a privilege to work on. As a documented person, I am compelled
to be a vocal ally and advocate on behalf of the undocumented community. Using my privileges
as a master's student at the prestigious University of Southern California, I seek to take full
advantage of the resources at my disposal to enlighten our community of the systemic injustices’
justices, while working towards a more equitable and inclusive society for all.
Understanding the Landscape
Undocumented Populations
In order to understand the significance of supporting undocumented students, it’s critical
to first understand the undocumented population as a whole in the United States. According to
the Pew Research Center, there were about 0.5 million undocumented immigrants in the United
States in 207. This is a conservative number that has almost certainly grown over the past couple
of years. Of these 0.5 million undocumented immigrants California, Texas, Florida, New York,
and Illinois have become hotspots where these individuals have chosen to settle and build a
future for themselves.
Undocumented Students' Challenges
Approximately 427,000 undocumented students are enrolled in college across the United
States. Currently, most of them lack protections from the Deferred Action for Childhood Arrivals
(DACA) program (Higher Ed Immigration Portal, 2023). New reports estimate that about
181,000 undocumented college students count with DACA-eligibility, representing 42.39% of
the entire undocumented college student body (Higher Ed Immigration Portal, 2023)
The significant challenges faced by undocumented students impact their transition into
and through higher education. For one, financial challenges and isolation are key factors
contributing to this disadvantaged climate (Gonzales, 2016; Teranishi et al., 2011). Financially,
35
these students may struggle with getting jobs due to many requiring a social security card, which
limits their ability to work positions that can assist them with paying for their education (Abrego,
2006). The lack of financial aid for undocumented students, particularly in California for those
who do not qualify for AB540, represents an intractable problem (Perez, 2009). Despite their
aspirations for higher education, these students face significant financial barriers due to their
immigration status (Suárez-Orozco et al., 2011). Without access to crucial forms of financial
assistance, such as federal grants and loans, pursuing their academic goals becomes exceedingly
challenging (Gonzales, 2016).
Secondly, social isolation can come as a result of language barriers or not feeling entirely
comfortable among native individuals (Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). A
problem that exists is that these students may not feel connected to their native land nor the area
in which they reside (Pérez, 2010). This systemic issue underscores the urgent need for policy
reforms and advocacy efforts aimed at expanding access to education for all aspiring students,
regardless of their immigration status.
In regard to community college students who are undocumented their experiences differ
from documented students in that they lack resources often available to other students (Gonzales,
2010). When transitioning from high school to college, students coming from this background
are met with substantial barriers (Gonzales, 2016). This population of college students may lack
adequate support in navigating the admissions process (Abrego, 2006). For these students whose
parents were not educated in the United States, it is the first time they are responsible for
applying to a college campus. While the fear of deportation lingers students must consider that
their limited legal protections will make them more vulnerable in some locations than others
36
(Abrego, 2008). That is why undocumented students are impacted in their ability to plan their
educational futures (Gonzales, 2011).
The lack of guidance and resources available to them makes them unaware of the
possibilities, although limited, that are available to them (Gonzales et al., 2013). High schools
that often lack resources for documented students will of course be unable to provide sufficient
guidance to their students about college options, financial aid, and legal pathways. This lack of
support can therefore hinder high schooler's ability to make informed decisions (Gildersleeve,
2010). Students may become unaware for instance that certain career pathways may not align
with their legal status. Another barrier comes from the examination of the factors contributing to
the low enrollment of undocumented students in postsecondary institutions (Teranishi et al.,
2011).
When evaluating the higher education climate, it’s easy to realize that certain populations
are underwhelmingly underrepresented in these spaces. One group that continues to struggle in
comparison to their peers is the undocumented community where just twenty percent of those
graduating from high school are continuing their education into college (DeAngelo et al., 2016)
Postsecondary institutions must do more to make their campuses accessible to these populations
who are failing to make the transition from high school. It is evident that this group has faced
significant challenges preventing them from considering college enrollment. One of these
challenges that undocumented students face as they transition out of high school is their
transition into “illegality” where undocumented youth experience many consequences of their
legal status such as limited work opportunities and financial support (Murillo, 2021). As a result,
undocumented students are enrolling into postsecondary institutions at an alarmingly low rate.
Extensive research has been conducted analyzing the specific challenges undocumented students
37
are facing and what can be done to address those matters. Colleges and universities must take a
comprehensive approach that addresses the unique challenges this community faces if they wish
to retain current students and admit future students.
Working in two programs that focus strictly on students with no previous college
experience and usually transitioning directly from high school, I’ve observed firsthand the
underrepresentation of undocumented students in higher education. The data is evident in my
daily interactions with students, our undocumented populations are noticeably lower compared to
other groups. This reality underscores the barriers these students face, particularly as they
transition from high school into an uncertain future where their legal status poses significant
obstacles. Despite their aspirations, the challenges they encounter such as limited financial aid,
and a lack of work opportunities are likely pushing many from pursuing higher education. This
underrepresentation highlights the urgent need for colleges and universities to implement more
support systems tailored to the unique needs of undocumented students.
Legal consciousness
When considering the term legal consciousness, it is important to understand why this
term is correlated to the undocumented student experience here in the United States. The term
Legal consciousness in itself is defined as “the way people come to understand the law as a result
of continual lived experiences (Merry 990) - is a dialectical process in which the meanings
people give to everything in their world, including law, come to be perceived as natural and
objective” (Abrego, 2008, p. 712). What Abrego is saying is that legal consciousness is
awareness, understanding, and interpretation of rules. For this reason, legal consciousness is
crucial for undocumented students for several reasons including access to rights and benefits,
38
advocacy, and empowerment, mitigating legal risks, and the overall navigation of educational
institutions.
When looking at how rights and benefits impact an undocumented student’s life you must
first understand that undocumented students deal with various stressors that a documented
student does not. Access to Rights and Benefits such as understanding one's legal status and
rights is essential for undocumented students to navigate educational institutions and society.
This is where legal consciousness comes into play as it can help these students become aware of
available resources, support systems, and the protections afforded to them under laws such as AB
540.
In regard to advocacy and empowerment, legal consciousness calls for undocumented
students to advocate for themselves and others. Students who are aware of their rights can more
effectively engage with institutions, challenge discriminatory practices, and work towards
creating a more inclusive and supportive environment. For these students there is a high
importance of mitigating legal risk in order to maintain their good citizen standing and not
jeopardize their residency.
Ultimately, by being aware of this legal landscape undocumented students can avoid any
possible actions or situations that may put them at legal risk. Understanding the implications of
their immigration status can allow them to make more informed decisions about the issues
surrounding employment, travel, and even the interactions they could have with law
enforcement. Knowing how to navigate these stressful situations is a big advantage for
undocumented students, especially those fearful or interacting with individuals they would
otherwise view as a threat to their security.
39
My role as an advisor and success coach has given me the opportunity to work closely
with students from mixed-status families, allowing me to gain a deeper understanding of their
unique challenges. This position enables me to serve as an advocate for these students, helping
them navigate the complexities of their immigration status and the legal landscape that impacts
their daily lives. By providing guidance and support, I can empower them to make informed
decisions, reduce their anxiety in potentially risky situations, and enhance their academic and
personal success.
Additionally, these positions allow me to educate students on the implications of their
legal status, offering them a safe space to disclose their situations without fear of judgment or
repercussions. By alleviating the stress that often accompanies the disclosure of their legal status,
I can help students build trust in the institution, ensuring they feel supported and understood.
This trust is crucial, as it enables the institution to guide them not only through academic
challenges but also through the legal challenges they may encounter.
Furthermore, navigating educational systems also plays a significant role in the legal
consciousness of undocumented students. By expanding on one’s legal consciousness this group
will have the potential to navigate admissions processes, financial aid options, and other aspects
of higher education. For instance, understanding how a law such as AB 540 works ensures that
they can access educational opportunities on an equal footing with other students. Students who
are not aware of this may miss the opportunity to improve their educational pursuits.
Additionally, community building, and support can be fostered through legal
consciousness (Abrego, 2011; Rocco & Delgado, 2011). Community is necessary to be among
other undocumented students who are in similar situations. Individuals who understand the legal
context of their shared experiences can collaborate on advocacy efforts, share key information,
40
and provide support to one another within these communities (Seif, 2014; Terriquez, 2015). This
is why the cohort model and a sense of belonging on campus are so important (Enriquez, 2011).
Another topic to consider when it comes to legal consciousness is how it affects policy
engagement. Through legal consciousness, undocumented students can engage in discussions
and strategize efforts to advocate for policy changes that may bring positive changes to their
lives (Abrego & Gonzales, 2010). By joining forces and making their collective voices heard,
administrators and policymakers are pressured to listen to their students (Nicholls, 2013). By
understanding the legal framework, students can actively participate in conversations that
contribute to the development of new, improved policies that address their needs (Gonzales,
2008).
Finally, mental health and well-being are also correlated with one's legal consciousness.
Due to the uncertainty and challenges associated with undocumented status, mental health may
deteriorate (Gonzales, Suárez-Orozco, & Dedios-Sanguineti, 2013). However, legal
consciousness can also contribute to a sense of security and reduce anxiety by providing clarity
on rights and legal protections (Enriquez, 2011; Seif, 2014). Overall, when a student knows their
rights from wrongs, they are less likely to fear the unknown and are more likely to feel
empowered to navigate their environment (Abrego, 2011).
DACA and AB 540
Deferred Action for Childhood Arrivals and Assembly Bill 540 are two critical policies
that have significantly impacted the lives of undocumented students in the United States,
particularly in states like California. DACA, introduced by the Obama administration in 202,
provides temporary protection from deportation and work authorization for certain
41
undocumented immigrants who arrived in the country as children, commonly referred to as
Dreamers (Gonzales & Lopez, 2018). Eligible individuals must meet specific criteria, including
arriving in the United States before the age of 16 and continuous residence since June 5, 2007.
DACA recipients, known as Dreamers, are granted the opportunity to pursue education,
employment, and other opportunities without fear of deportation, as well as access to Social
Security numbers, work permits, and driver's licenses.
The AB 540 Bill, signed into law in 2001, shows California’s unique disposition when it
comes to undocumented status (Olivas, 2004). This law was one of the initial and most crucial
steps that was put in place to assist undocumented students. What AB 540 did was grant students
who qualified in-state tuition rates, which are to this day much lower than the fees charged to
out-of-state students (Flores, 2010). This bill allowed for a more level playing field that sought to
help with financial barriers so that undocumented students can spend more time studying and
less time working (Gonzales, 2009). With AB 540, California has shown it is committed to
investing in this population because one day they will eventually give back even more to the
locations that they call home (Pérez, 2010). Individuals relieved of this additional burden can
better prioritize their education and focus on the tasks that they may have been unable to in other
circumstances or states, for that matter (Abrego, 2008). Overall, the AB 540 bill is one that has
laid the groundwork for policies that must continue to be built upon as in striving to provide
equitable practices for undocumented students (Contreras, 2009).
When looking at the data there is a clear difference in tuition costs at California
Universities. For instance, when analyzing the University of California tuition rates for the 2007-
2008 academic year, the average UC systemwide tuition fee for in-state students was $7,347.44.
For the same academic year, the average UC systemwide tuition fee for non-resident students
42
was $27,027 (Wang, 2018). Additionally, Wang (2018) found that students at the California
State University were also paying much less, “In-state fees at schools in the CSU system are
$2,552 per year, versus $11,010 per year for out-of-state fees” (p. 319) Undocumented students
were paying almost 4x the cost at both educational systems for the same education. These
students who likely never knew a home other than California would previously have to put
themselves into massive financial debt to obtain the same education as those they grew up with.
In the following sections, we will further examine DACA and AB 540 and their implications on
the student experience.
DACA
DACA and AB 540 play pivotal roles in facilitating the academic pursuits of
undocumented students, empowering them to access higher education and pursue their academic
aspirations. When comparing and analyzing these two instrumental pieces of legislation it’s
important to first provide a reminder that the undocumented student population is a
disadvantaged group when compared to both United States citizens and even international
students. In 2012, former President Obama initiated the immigration policy known as DACA,
which protected certain undocumented immigrants who were brought to the U.S. as children
from removal proceedings and received authorization to work for renewable two-year periods.
This policy essentially meant that students were protected from deportation and could legally
work with a work permit for renewable two-year periods (Gonzales, 2016).
Firstly, DACA provides undocumented students with a sense of security and stability, as
it shields them from the constant threat of deportation (Gonzales, 2016). This assurance allows
Dreamers to focus on their academic endeavors without the fear of being uprooted from their
communities or separated from their families. With DACA protection, undocumented students
43
can fully engage in their studies, participate in extracurricular activities, and strive for academic
excellence.
Moreover, DACA opens doors to higher education by granting Dreamers eligibility for
work authorization and access to Social Security numbers and driver's licenses (Gonzales et al.,
2014; Patler & Cabrera, 2015). These benefits enable undocumented students to seek
employment opportunities, save for college expenses, and navigate logistical challenges such as
transportation to and from educational institutions (Cervantes et al., 2018; Wong et al., 2017). As
a result, DACA recipients are better equipped to pursue their academic goals and overcome
financial barriers that may have otherwise hindered their educational pursuits (Teranishi et al.,
2015).
DACA also improves the lives of these students as it relates to their personal lives by
helping undocumented individuals incorporate themselves into society in a humane and
productive way (Abrego, 2018). As stated by Jones and Nichols (2017), “DACA beneficiaries
have experienced a pronounced increase in economic opportunities, and that these benefits
appear to be the strongest for those attending four-year colleges and those with college degrees.”
The change in their legal status allows these individuals to have a sense of belonging by opening
opportunities like obtaining a job, opening a bank account, and obtaining a driver's license
(Gonzales et al., 2014). All of these benefits can play a pivotal role in making life less
complicated. These are luxuries that are often overlooked by native-born students who are born
with these privileges.
Although DACA has been monumental in improving college accessibility for
undocumented students, there is still room for improvement. Many DACA recipients remain
44
fearful that DACA could be rescinded at any time, and that their involvement with higher
education institutions could put them and their families at risk. While political movements such
as Black Lives Matter have seen widespread support, DACA-related movements have reported
lower levels of political activism. Hope et al. (2016) suggest that immigration status and
experiences of racial/ethnic microaggressions predict involvement in these social movements.
This same fear is also present when it comes to physically supporting DACA. These factors can
serve as significant barriers to entry, leading some potential students to end their educational
pursuits in order to protect themselves and their families.
Undocumented individuals may feel uneasy about participating in these movements due
to the likelihood of being challenged by law enforcement. Interestingly, participants who
experienced racial/ethnic microaggressions in their pre-collegiate academic journey were found
to be more involved in DACA support than those who did not (Hope et al., 2016). Overall, it was
discovered that only eighteen percent of Latino college students supported DACA either online
or offline. This indicates that the group one might expect to be most involved was actually less
involved than their Black counterparts, who reported twenty percent involvement (Hope et al.,
2016). These fears contribute to a reluctance to speak out and make their voices heard to the
stakeholders who have the power to positively impact their education.
AB 540
In contrast, AB 540, also known as the California Dream Act, is a state law enacted in
2001 that specifically addresses the challenges faced by undocumented students in accessing
higher education in California. This legislation allows eligible undocumented immigrant students
to pay in-state tuition at public colleges and universities in California and apply for state
45
financial aid (Olivas, 2009). To qualify for AB 540 benefits, students must meet requirements
such as attending a California high school for a certain number of years, graduating from a
California high school, or obtaining the equivalent of a high school diploma in California
(Flores, 2010). AB 540 has been instrumental in removing financial barriers to higher education
for undocumented students in California, providing them with access to affordable tuition rates
and financial aid programs.
Similarly, AB 540 plays a crucial role in supporting the academic endeavors of
undocumented students, particularly in states like California. By allowing eligible undocumented
students to pay in-state tuition rates at public colleges and universities, AB 540 significantly
reduces the financial burden associated with higher education. This makes college more
affordable and accessible for undocumented students, opening pathways to academic success that
may have previously seemed unattainable due to financial constraints. Furthermore, AB 540
provides undocumented students with access to state financial aid programs, further easing the
financial burden of higher education. By offering grants and scholarships to eligible students, AB
540 ensures that financial constraints do not serve as barriers to academic achievement. This
support empowers undocumented students to pursue their academic interests, obtain college
degrees, and unlock opportunities for personal and professional growth.
Additionally, AB 540 alleviates educational barriers as it makes college more accessible
to undocumented students. While some states argue that allowing undocumented students to
attend college and pay in-state tuition may be financially taxing on the education system and
could potentially displace documented students, studies have found that there is actually an
increase in school revenues as students who would otherwise not attend college bring in
additional tuition (Fordman University Press, 2017, p. 62). Furthermore, policies modeled after
46
the five states of California, Minnesota, New Mexico, Texas, and Washington, which allocate
financial aid to these students, with California and Illinois taking it one step further and
allocating funds through private scholarships should be emulated.
Weaving DACA/AB 540 and My Professional Experiences
Both DACA and AB 540 have had a profound impact on the lives of undocumented
students, offering them opportunities for personal and professional growth. DACA has enabled
Dreamers to pursue higher education and employment opportunities, contributing to their
economic stability and social integration. Similarly, AB 540 has provided undocumented
students in California with access to affordable higher education, allowing them to pursue their
academic aspirations and contribute to the state's workforce and economy. These policies have
not only empowered undocumented students but have also enriched the diversity and talent pool
of communities and institutions across the country, highlighting the importance of inclusive and
equitable access to education for all individuals, regardless of their immigration status (Abrego
& Gonzales, 2010).
In essence, DACA and AB 540 are instrumental in facilitating the academic pursuits of
undocumented students by providing them with the necessary resources, support, and
opportunities to access higher education. These policies not only empower undocumented
students to pursue their academic aspirations but also contribute to the cultivation of diverse and
inclusive learning environments that enrich the educational experiences of all students.
In my roles as an advisor and success coach, I've had the privilege of directly impacting
the lives of students from mixed-status families by guiding them through complex financial aid
processes and employment opportunities. Often, these students are unaware of the specific
financial aid applications they are eligible for, such as the California Dream Act, due to a lack of
47
understanding of the relevant legislation and policies. By helping them navigate these processes,
I can alleviate the financial stress associated with paying for their education, allowing them to
focus more on their academic goals.
However, many students enter these programs without a clear understanding of the terms
and eligibility criteria for financial aid and other resources. It's been my job to educate them on
what can help them succeed. Unfortunately, I’ve encountered situations where students were
misinformed about their eligibility, leading to profound consequences. For example, I had a
student who believed he qualified for the Promise Program, which covers tuition costs.
Unfortunately, due to misinformation, he didn’t realize that his residency would be established
just days after the school year began. As a result, he had to drop all his classes and return his
otherwise free chromebook because he couldn’t afford the tuition. This experience underscores
the importance of providing accurate information and tailored support to ensure that students are
fully aware of their options. By assisting students in utilizing resources like AB 540, I’ve
enabled them to secure paid positions, which not only supports their own financial stability but
also contributes to their families' well-being. My involvement in these processes has hopefully
empowered students to pursue their academic and professional aspirations with greater security.
It has also reinforced the importance of institutional support in creating an environment where all
students, regardless of their immigration status, can thrive. Through these efforts, I have
witnessed firsthand the positive impact that tailored guidance and advocacy can have on the lives
of students from mixed-status families, helping them to overcome barriers and achieve success.
Current Trends
With the upcoming presidential election, immigration laws have once again come to the
forefront of debates. Your voice can make a difference as you speak up for a population that
48
cannot fight their own battles through fear of deportation. As seen in the past, the Obama
administration attempted to remove some of the DACA restrictions. Although unsuccessful, the
efforts prove that one party will fight for the rights of undocumented citizens (Rosenblum &
Hamlin, 2016). The DACA program has been challenged, with United States v. Texas (2015)
being one of the recent examples of how the opposition has hindered its efforts (Kirkham, 2016).
DACA continues to be a constitutional debate, as there have not been any definitive measures
taken to establish its legitimacy. Defenders of DACA can cite the “Take Care Clause” as one that
supports the Executive Branch’s authority to exercise its power (Gonzales, 2017). This illustrates
the limitations of DACA, such as the fear of its potential revocation.
When looking at AB 540, financial and educational benefits include increased social
integration, educational opportunities, and a diverse workforce. Social integration can be seen
through the ways in which individuals contribute to their society and build networks while
interacting with peers in higher education (Flores & Choi, 2018). Additionally, California
recognizes the benefits of investing in this population, resulting in a diverse workforce.
Individuals from these backgrounds bring unique experiences and perspectives that contribute to
the workforce (Olivas, 2012). AB 540 also increases educational opportunities by reducing
financial burdens. By worrying less about finances and focusing more on their schooling,
undocumented students are likely to perform better in the classroom, leading to higher-paying,
less labor-intensive jobs and increased economic mobility for both students and their families
(Mendoza, 2019).
Mixed Family Status
Mixed-status families, where members hold different immigration statuses such as U.S.
citizens, lawful permanent residents, and undocumented immigrants, face complex and unique
49
challenges (Gonzales, 2016). Mixed status families are families in which one or more family
members are U.S. citizens or lawful permanent residents (green card holders) and some are
undocumented without legal immigration status (National Immigration Forum, 2020). These
diverse legal situations within a single household can create difficulties that are not widely
understood or addressed in current literature. As migration becomes more common globally,
these mixed-status family structures are increasingly prevalent, particularly in countries with
large immigrant populations like the United States.
From my experience as both a student and an advisor, I have seen how the distinct legal
statuses within these families can deeply affect their daily lives and educational pursuits.
Growing up in a mixed-status family myself, I understand the various hurdles these families face.
My work with mixed-status students has provided me with a firsthand view of their resilience
and determination. This connection has driven my commitment to advocate for and support these
students, particularly in navigating the complexities of higher education. Mixed-status families
encounter significant obstacles, including limited access to social services, a constant fear of
deportation, and economic insecurity (Yoshikawa, 2011; Dreby, 2012). Educational barriers are
especially pronounced, with undocumented students struggling with ineligibility for federal
financial aid and restricted access to state support (Gonzales, 2016; Olivas, 2012). While policies
like DACA and California’s AB 540 offer some relief, they are fragile and could be overturned,
underscoring the need for strengthened legal protections and comprehensive support systems
(Patler & Cabrera, 2015; Abrego, 2008).
In my role as an advisor and success coach, I have the opportunity to directly impact the
lives of mixed-status students. My background in community colleges equips me with valuable
insights into navigating the educational system and accessing resources. For many students,
50
understanding the available support systems and how to leverage them can be a significant
change. I provide guidance on financial aid applications, such as the Dream Act, and connect
students with a warm hand off to programs like the Immigrant Student Success Program and the
Dream Resource Center. These resources not only support students but also extend to their
families, helping them to manage the broader challenges they face.
By informing students about these programs and assisting them in accessing available
resources, I am able to bridge the gap between their needs and the support systems within the
institution. This student-centered approach allows the institution to become a valuable source of
capital for students who may not have been aware of these resources otherwise. It is through
such support and advocacy that we can help alleviate the stress and uncertainty faced by mixedstatus students, empowering them to fully engage in their educational journeys with the
confidence that they are supported and valued. In conclusion, the emotional and psychological
impacts of living in a mixed-status family extend beyond educational barriers, affecting mental
health and identity formation (Zayas & Gulbas, 2017; Suárez-Orozco et al., 2011). Despite these
challenges, mixed-status families demonstrate remarkable resilience and resourcefulness,
drawing on various forms of capital to overcome barriers (Yosso, 2005; Lopez, LeBrón, &
Graham, 2018).
Resilience and Resourcefulness
Mixed-status families exhibit extraordinary resilience and resourcefulness in navigating
the complexities of their legal and economic situations. Despite facing significant challenges,
such as the fear of deportation, economic insecurity, and limited access to social services, these
families persistently work towards improving their circumstances and achieving their goals.
51
The resilience of mixed-status families is evident in their ability to adapt to fluctuating
circumstances and overcome barriers that would otherwise impede their progress. For instance,
families often develop adaptive strategies to manage economic constraints, such as leveraging
resources, taking on multiple jobs, or seeking community support. This resilience is not just a
reaction to adversity but also a proactive approach to making the most of available opportunities
and resources available.
Resourcefulness is a key trait of mixed-status families, who effectively leverage their
networks and community resources to bridge gaps in support and services. Community
organizations, local advocacy groups, and informal networks are vital in providing essential
assistance such as legal aid, financial support, and emotional encouragement. This collective
approach not only helps address immediate needs but also fosters a culture of mutual support and
resilience. The ability of these families to tap into and contribute to these resources exemplifies
their proactive efforts to overcome challenges and support one another through tough times.
Moreover, the keen sense of community and solidarity prevalent among mixed-status
families plays a crucial role in their collective support system. By sharing information, resources,
and strategies, these families enhance their collective capacity to navigate complex systems and
advocate for their rights. This collaborative network strengthens their resilience and underscores
their determination to thrive despite the obstacles they face. Through this collective effort,
mixed-status families demonstrate how community feeding into the community creates a
powerful support system that amplifies their ability to succeed.
Mixed-status families draw upon various forms of capital to overcome barriers and
achieve success, as outlined in Yosso’s (2005) Community Cultural Wealth framework. This
52
framework highlights different forms of capital, including aspirational, navigational, social, and
resistant capital, each contributing to the families' ability to navigate educational and societal
systems. The integration of these capitals within their supportive networks not only empowers
them but also underscores the importance of community-based support in their journey toward
success.
Mixed-status families draw on several forms of capital to navigate their challenges and
achieve their goals. Aspirational capital fuels their educational and career ambitions despite
obstacles (Yosso, 2005). Navigational capital encompasses the skills and strategies they use to
maneuver through complex educational and legal systems, which are vital for accessing
resources and overcoming barriers (Gonzales, 2016). Social capital is provided through
community networks and mentors, offering essential resources and emotional support (Yosso,
2005). Finally, resistant capital includes the knowledge and skills gained from resisting systemic
injustices, empowering families to advocate for their rights and challenge discriminatory
practices (Yosso, 2005). The following table provides a recap of these forms of capital and how
they manifest within this population:
Form of Capital Description How it Shows Up for
Mixed-Status Families
Aspirational Capital Fuels educational and career
ambitions despite obstacles
(Yosso, 2005).
Families persist in pursuing
higher education and career
aspirations even in the face of
legal challenges.
Navigational Capital Skills and strategies to
maneuver through complex
systems (Gonzales, 2016).
Families learn how to
navigate legal systems and
educational institutions to
access resources and support.
Social Capital Community networks and Families rely on community
53
mentors provide resources
and emotional support
(Yosso, 2005).
members, friends, and
mentors for guidance,
emotional encouragement,
and advice.
Resistant Capital Knowledge and skills gained
from resisting systemic
injustices (Yosso, 2005).
Families advocate for their
rights and challenge
discriminatory practices
through activism and selfadvocacy.
Together, these forms of capital enhance the ability of mixed-status families to manage
their challenges and pursue their educational and personal goals.
Although great strides have been made to understand the effectiveness of these
characteristics and traits, there is a significant need for further research to explore these
experiences and to develop more effective solutions. Personally, my current roles allow me to
contribute directly to this support, fostering an environment where mixed-status students can
thrive both academically and personally. These previously aforementioned frameworks
contribute heavily to my nonnegotiable principles, that guide the way I approach my roles and
responsibilities on a daily basis.
In summary, this literature review highlights the complexities and strengths of mixedstatus families and underscores the importance of comprehensive support and advocacy. By
leveraging personal experiences and institutional resources, we can better support these students
in their pursuit of academic and personal success.
Legal and Financial Challenges Faced by Mixed-Status Families
Mixed-status families face a unique set of challenges, particularly in navigating the legal
and financial complexities that arise from having members with different immigration statuses.
54
Amuedo-Dorantes and Arenas-Arroyo (2018) illustrate the severe consequences of immigration
enforcement, such as family separations that often result in children being placed in foster care.
This legal vulnerability creates instability and financial hardship, especially when a primary
breadwinner is detained or deported, leading to a significant loss of income for the family. The
constant threat of deportation not only destabilizes the family unit but also heightens stress and
anxiety for all members, contributing to a fragile mental state.
Familial Vulnerability and Mental Health
The fear of deportation, as Logan, Melo, and Castañeda (2021) discuss, affects nearly
every aspect of life for mixed-status families. This fear can heighten mental health issues,
creating a sense of familial vulnerability that impacts both documented and undocumented
members. The stress and anxiety associated with potential deportation make it difficult for these
families to seek necessary support, particularly in mental health services, where fear of exposure
may prevent them from accessing care. Additionally, Calzada et al. (2020) examine how the
stressful immigration environment leads to Latinx youth displaying problem behaviors, as they
often react to the intense stress and fear experienced by their families.
Sense of Belonging Within Educational Institutions
A crucial aspect of supporting students from mixed-status families is fostering a sense of
belonging within educational institutions. Cross (2022) highlights how the socialization around
documentation status within Latinx families impacts students' ability to feel connected in
educational settings. For these students, the sense of belonging is often nonexistent, as they
navigate environments that may not fully understand or accommodate their unique challenges.
Educational institutions can play a significant role in reinforcing this sense of belonging by
55
offering resources that are specifically tailored to the needs of mixed-status students, such as
culturally responsive counseling and support programs.
Campus Resources
Educational institutions have a professional and ethical responsibility to support students
from mixed-status families by addressing these complex challenges. This includes providing
legal and financial resources to help students navigate their unique situations, as well as ensuring
access to mental health services that are sensitive to their specific fears and vulnerabilities.
Moreover, institutions must create inclusive environments where all students, regardless of their
legal status, feel a sense of belonging. By implementing culturally responsive practices and
fostering open conversations about the issues faced by mixed-status families, institutions can
better support these students and their families, ultimately enhancing their academic and personal
success.
Student Centers
Student centers such as the Immigrant Student Success Program at Cristiano College and
the Dream Resource Center at Bale College play a pivotal role in supporting students from
mixed-status families. These centers offer a range of resources specifically designed to address
the unique needs of undocumented and mixed-status students, including academic advising, legal
aid, and financial support. For instance, the Immigrant Student Success Program provides
tailored counseling services, workshops on navigating immigration policies, and emergency
funds, which are crucial for students who may face unexpected financial challenges (Fong,
2019). Similarly, the Dream Resource Center Bale College offers similar support services,
including mentorship programs and advocacy initiatives that help students access educational
resources and overcome barriers related to their immigration status (Abrego, 2006).
56
The impact of these centers is profound, as they not only offer practical assistance but
also create a supportive community where students from mixed-status families can find
community and empower one another to succeed in life and overcome challenges (Gonzales,
2011). By providing these essential resources and fostering an inclusive environment, these
centers significantly enhance the academic and personal success of students who might otherwise
struggle due to their or their family’s immigration status (Rhoads & Valadez, 2017).
Community Cultural Wealth
Here in my autoethnographic narrative, I reflect on the various forms of capital that have
driven my family and me despite the challenges posed by our mixed-status situation. For
instance, despite facing uncertainty and legal obstacles, my parents always instilled in me the
importance of education and dreaming big. Their unwavering belief in a better future, even in the
face of adversity, exemplifies aspirational capital. Growing up in a bilingual household, I
developed effective communication skills in both English and Spanish. This linguistic capital not
only helped me navigate diverse cultural contexts but also enabled me to serve as a bridge
between my family and various institutions, such as schools and religion (Yosso, 2005). My
ability to understand both languages allowed for a smooth integration into the community where
I was raised.
Familial capital is evident in the powerful sense of community, history, and cultural
values nurtured within my family (Yosso, 2005). Regular family gatherings, storytelling, and the
transmission of cultural traditions created a supportive environment that reinforced our identity
and resilience. For example, my family has always placed a high value on cultural traditions and
rituals, such as celebrating holidays and participating in community festivals. These practices
57
have strengthened our bond and provided a sense of identity and continuity. The wisdom and
stories passed down from my grandparents have been instrumental in shaping my understanding
of our family's history and values. My grandparents' stories about their childhood and migration
journey have instilled in me a deep appreciation for our cultural roots and the sacrifices made by
previous generations. Additionally, my family has been a constant source of emotional and
practical support, which has been crucial in helping me and my siblings navigate the
complexities of our mixed-status situation. Practical assistance, like sharing resources, has
alleviated some of the everyday burdens we face. By participating in community events and
volunteering, I built relationships with others who share similar experiences presenting me the
opportunity to vent about my feelings and to seek solutions.
Navigational capital involves the skills and strategies my family and I developed to
maneuver through societal institutions (Yosso, 2005). My journey through the education system,
from navigating college admissions to securing scholarships, required a deep understanding of
institutional processes. The knowledge and strategies I acquired not only benefited me but also
allowed me to guide my siblings and other community members.
Resistant capital is demonstrated through acts of defiance and resilience against systemic
barriers (Yosso, 2005). My family’s involvement in advocacy and community organizing
exemplifies this form of capital. For example, participating in immigrant rights marches and
speaking out against discriminatory policies highlighted our resistance to oppression and our
commitment to justice. My sister and I were able and willing to stand up against what we felt
was wrong.
Applying the Community Cultural Wealth (CCW) framework in the autoethnographic
elements of this study provides a richer, more nuanced understanding of mixed-status families.
58
This approach challenges deficit-oriented narratives and highlights the diverse forms of capital
within these communities. By sharing my experiences, I aim to contribute to a broader dialogue
about the impact of immigration policies and advocate for more empathetic and informed
practices.
59
Chapter 4: Discussion, Implications for Practice and Beyond
This study has illuminated the complex experiences of students from mixed-status
families within community college settings. By integrating a hybrid approach that combines
thematic and reflective elements with a personal narrative grounded in relevant research, this
work highlights the unique challenges and triumphs of being a first-generation student from a
mixed-status family. Through this lens, the study has revealed the profound impact of systemic
barriers, cultural and personal struggles on the academic success of these students. The findings
underscore the critical need to find a sense of belonging and institutional support tailored to their
unique circumstances.
Moreover, the personal narrative woven throughout this research demonstrates how
empowerment and success are possible for students from mixed-status families through the
community college experience and beyond. By addressing the aforementioned barriers and
understanding the legal complexities it becomes evident that community college centers have the
potential to serve as vital spaces for fostering inclusion, resilience, and empowerment. The
actionable insights and recommendations presented in this study offer a roadmap for community
colleges to enhance their support systems and create more equitable educational environments.
Ultimately, this research not only sheds light on the challenges faced by mixed-status
families but also amplifies their strengths, shifting and countering the narrative towards one that
is of resilience and success, and providing a foundation for future efforts to address these
challenges at both institutional and policy levels.
Research Questions
60
The following section responds directly to the research questions that guided this study as
informed by the finding from this decolonizing interpretive research project. The research
questions restated:
1. What are the experiences of students from mixed status families as they navigate
postsecondary endeavors and what forms of capital do they utilize as they navigate their
college going experience?
2. In what ways can educational institutions provide strengths-based support of students
from mixed status families?
Response to Research Question 1
Students from mixed-status families often face unique challenges as they navigate their
postsecondary education. These challenges include dealing with the emotional and financial
stresses associated with family members' varying immigration statuses, such as the fear of
deportation or limited access to financial aid. They may also experience a sense of isolation, as
their experiences and concerns may not be fully understood by peers or faculty. Despite these
obstacles, many students draw on strong familial support, aspirational capital or resiliency, their
cultural resources and community networks.
Students from mixed-status families often utilize various forms of capital, including
familial, aspirational and social capital. Familial capital can appear in the form of encouragement
and guidance, including emotional support and practical advice from their family’s Aspirational
capital drives their determination to succeed despite challenges, while social capital involves
relying on networks of friends, mentors, and community organizations for support. Furthermore,
navigational capital can also be utilized to find their way through the educational system
61
Response to Research Question 2
Educational institutions can locate and leverage familial capital by recognizing and
valuing the strengths and resources that students bring from their families. This can include
creating spaces for students to share their stories and experiences, training faculty and staff to
understand the importance of family in the lives of these students and developing programs that
engage families in the educational process. By acknowledging and integrating the familial
support systems that students rely on, institutions can create more inclusive and supportive
environments. For example, institutions can host a parent orientation, where parents will learn
about the academic journey their children will embark on and also a family night where family
members are invited to the campus to get a feel for a college atmosphere.
Ultimately, institutions have an obligation to provide more culturally responsive support
services, including counseling and mentorship programs that specifically address the unique
challenges of all students on their campuses. I am an adamant advocate for increased access to
resources, such as financial aid and legal assistance, as well as the creation of safe spaces where
students can connect with peers who share similar experiences. Additionally, I believe that
campuses should prioritize the continuous professional development of their employees. Faculty
and staff should be encouraged and supported to attend conferences and training sessions that
offer the latest research and best practices for serving mixed-status students. Given that policies
and regulations affecting these students are continually evolving, it is crucial for institutions to
ensure that their professional development programs are regularly updated. This will enable
faculty and staff to remain well-informed and adaptable, thereby fostering a more empathetic and
supportive educational environment for mixed-status students.
62
In conclusion, the research has provided a comprehensive understanding of the unique
experiences, forms of capital, and recommendations offered by students from mixed-status
families as they navigate their postsecondary endeavors. These students face numerous
challenges, including financial constraints, emotional stress, and systemic barriers, yet they also
demonstrate resilience by leveraging various forms of capital, such as aspirational and familial
support and navigational skills, to persist in their academic journeys. The personal narrative
intertwined in this study underscore the vital role that community colleges can play in providing
the necessary resources and support systems to help these students thrive. The recommendations
suggest increasing financial aid access to the creation of culturally sensitive support services
while highlighting the urgent need for institutions to listen to and act upon the voices of this
marginalized group. By implementing these suggestions, community colleges can not only
improve the academic outcomes of students from mixed-status families but also contribute to a
more equitable and inclusive educational environment. This research ultimately calls for a shift
in institutional practices and policies that recognize and support the complex realities faced by
mixed-status families, ensuring that these students are empowered to succeed both in college and
beyond.
Students from mixed-status families often leverage familiar support systems to navigate
the complexities of higher education. These support systems, rooted in their cultural and familial
contexts, play a crucial role in their academic and personal success. Family members, despite
their varying immigration statuses, often serve as primary sources of encouragement and
guidance. For many students, the emotional support and practical advice from their families can
be vital in managing the stresses of academic life and dealing with the unique challenges posed
by their mixed-status situations.
63
Moreover, aspirational capital, which refers to the ability to maintain hope and dreams
for the future despite challenges, is a significant resource for students from mixed-status
families. This form of capital empowers students to envision possibilities beyond their current
circumstances, fueling their motivation to succeed academically. Despite the barriers they face,
including uncertainty related to immigration status and limited access to resources, their
aspirations often drive them to persevere and strive for higher education. The hope and
determination embedded in aspirational capital not only sustain these students through difficult
times but also inspire them to pursue their goals, contributing to their resilience and long-term
success.
In addition to aspirational drive, students frequently draw and rely on social capital in the
form of community networks and cultural resources. As Yosso (2005) states, "Social capital can
be understood as networks of people and community resources" (p. 79). Community
organizations and local support groups often provide vital resources such as legal assistance,
financial aid, and mentorship opportunities tailored to the needs of mixed-status families. These
networks can offer a sense of support through shared experience, which helps students feel less
isolated in their struggles and more empowered to pursue their educational goals.
Furthermore, leveraging cultural values and traditions can be an important aspect of
navigating higher education. Many students find strength and motivation in their cultural
heritage, which can provide resilience in the face of adversity. Familiar support systems not only
offer practical help but also reinforce a sense of identity and purpose, which can be crucial for
maintaining motivation and persistence in their academic endeavors.
By utilizing these familiar support systems, students from mixed-status families can
better manage the complexities of higher education and enhance their chances of success.
64
Institutions that recognize and integrate these support systems into their programs and services
can further amplify the positive impact on students' academic experiences and outcomes.
Not Fitting In
For students from mixed-status families, cultural mismatch in higher education settings
can present a significant challenge, as these students often find themselves not fully fitting in
with either native or undocumented populations. This mismatch can impact their academic
performance and sense of belonging. For instance, mixed-status students may experience
difficulty juggling multiple hats, such as the expectations and norms of their academic
environment and that of their personal and family backgrounds. This often results in a feeling of
alienation, where they struggle to find common ground with peers and staff who may not fully
understand or relate to their unique experiences.
In my own experience, navigating the academic environment while managing the
complexities of a mixed-status background often left me feeling unsupported. I encountered a
lack of understanding from both peers and faculty, which sometimes led to alienation or imposter
syndrome. As I navigated these new emotions while seeking genuine support and affirmation, I
found that my academic performance was declining. This absence of support as I started my
academic journey pushed me to find community and I did so by joining different programs and
clubs on campus such as the Honors Program, Hermanos Unidos, the Sociology Club, and most
recently ShiEC. Educators and specifically counselors in community colleges have the
responsibility to lead with empathy and make sense of the unique struggles faced by mixedstatus students.
Empathy alone, however, is not sufficient. It's essential for educational institutions to
actively validate the experiences and identities of mixed-status students. Enlightening their
65
students and providing knowledge relating to how to navigate a new landscape is critical to a
student’s wellbeing. Counselors, therefore, are sense of belonging builders that have the ability
to mitigate academic stress. Institutions can address students who feel as if they do not belong by
creating supportive environments that recognize and respect the diverse backgrounds of mixedstatus students. Centers found at postsecondary institutions can run programs, provide culturally
responsive counseling, and support students by advocating to the needs of mixed-status students
by their commitment to lifelong learning.
To summarize, mixed-status students may face challenges such as feeling disconnected
from mainstream academic culture, encountering barriers to accessing essential support services,
and struggling with academic preparation. Addressing these issues necessitates targeted efforts
from institutions to create inclusive environments that acknowledge and support the diverse
backgrounds of mixed-status students. By fostering a supportive atmosphere that genuinely
validates their unique identities and experiences, institutions can improve academic engagement
and success. Validation can take the form of peer mentors who share similar experiences or
trained professionals skilled in identifying and supporting these students. For instance, as I have
recently experienced, providing clear definitions and context for terms like "mixed-status family"
can assist individuals who were previously unfamiliar with the concept in better understanding
and relating to their own experiences.
Inclusivity
To foster inclusivity and better support students from mixed-status families, community
colleges must prioritize the development and enhancement of student centers that cater
specifically to their needs. These centers play a crucial role in creating an inclusive environment
where students can access tailored resources and support systems. For instance, centers such as
66
the Immigrant Student Success Program at Cristiano and the Dream Resource Center at Bale
College exemplify how dedicated spaces can significantly impact students from mixed-status
families by providing essential services and fostering a sense of belonging.
These centers can offer a range of targeted services, including legal assistance, academic
advising, and financial aid guidance, addressing the unique challenges faced by students from
mixed-status families. They can also serve as hubs for mentorship programs, connecting students
with mentors who understand their specific experiences and can provide both academic and
emotional support. By incorporating culturally responsive practices into their programs and
services, these centers help bridge the gap between students' cultural backgrounds and the
educational environment, enhancing engagement and academic success.
Furthermore, community colleges should ensure that these student centers are equipped
with resources that address both the academic and personal needs of students. This includes
providing workshops on navigating immigration policies, offering emergency financial aid, and
facilitating access to on-campus employment opportunities. By creating a supportive space
where students can find comprehensive assistance and a strong sense of community, these
centers contribute to a more inclusive campus environment.
Ultimately, prioritizing inclusivity through dedicated student centers helps community
colleges better support students from mixed-status families, ensuring they have the resources and
opportunities needed to succeed in their educational pursuits. Establishing targeted assistance
through an 'Undocumented and Policy-Impacted Center' could provide comprehensive support
not only for undocumented students but also for their families, addressing legal, financial, and
emotional needs. These centers would not only meet immediate concerns but also foster a sense
67
of belonging and empowerment, which is essential for the overall well-being and academic
achievement of students from mixed-status families.
Limitations of the Study
In concluding this study, it is important to acknowledge several limitations that may have
influenced the findings and their broader applicability. One key consideration is the impact of
my personal experiences and the choice of methodology on the research process. Due to the
autoethnographic nature of this study as a member of a mixed-status family, with relatives who
were previously undocumented, I bring an emic perspective that offers a deep, insider
understanding of the complexities faced by undocumented students and mixed-status families.
Although I believe my experiences capture a significant portion of what mixed-status
students may encounter, I recognize that my perspective as a documented student from a mixedstatus family might differ from those with other family dynamics. While this perspective
enriches the study with authentic, real-life insights, it also introduces a degree of bias. The use of
a decolonizing interpretive research method, which emphasizes telling my own story and
centering marginalized voices, inherently reflects my personal experiences and interpretations.
This approach, while powerful in humanizing the research and amplifying often-overlooked
voices, may limit the generalizability of the findings, as they are shaped by my specific
experiences, memories, and familial context. Additionally, these insights are influenced by what
I can recall, relying on my memory and perception of events.
Additionally, the methodological approach of narrative inquiry and autoethnography,
chosen to authentically capture the lived realities within mixed-status families, presents its own
challenges. While these qualitative methods are well-suited to exploring the nuances of these
experiences, the literature on mixed-status families is still relatively scarce and evolving. This
68
limitation means that the study's findings are more reflective of individual narratives and
perspectives rather than theory, further emphasizing the potential for bias in interpreting the
results.
Despite these limitations, this study offers valuable insights into the lived realities of
students forming part of mixed-status families in higher education, blending personal narrative
with literature to contribute a unique perspective. This thesis reveals the importance of
understanding and addressing the distinct challenges faced by these families while advocating for
continued exploration and support of their journeys. This research urges for more open and
inclusive discussions that will grow as the experiences of mixed-status families become better
recognized in academic and policy-making circles.
Recommendations for Practice
To enhance the support and success of students from mixed-status families in higher
education, several practical recommendations should be implemented. Institutions should
develop targeted support services that address the unique challenges these students face,
including dedicated counseling, legal aid, and academic advising tailored to immigration-related
issues. The study underscores the significant role of comprehensive mentorship programs, which
can provide invaluable guidance, pairing students with mentors who understand their specific
circumstances and can offer both academic and emotional support. Additionally, expanding
financial aid options and emergency assistance is crucial, ensuring that students have access to
scholarships, grants, and emergency funds regardless of their immigration status.
The findings highlight the importance of early identification, enabling colleges to connect
students to relevant campus resources promptly. One key recommendation is for institutions to
implement systems for identifying mixed-status families. This could be achieved through
69
voluntary disclosure on school applications or other documentation that allows students to selfidentify their status confidentially. Ideally, gathering this information as soon as students apply
can help colleges connect them to relevant campus resources. For example, institutions could
share this information with dedicated centers, such as the Dream Resource Center, enabling these
centers to begin building rapport with students early on and providing them with valuable
information about available services and support. Institutions could also use data from existing
student services, such as counseling and financial aid offices, to pinpoint students who might
benefit from targeted support. Identifying these students will enable institutions to allocate
appropriate resources more effectively and provide tailored assistance that meets their specific
needs.
Educators should integrate culturally responsive pedagogy into their teaching practices.
The study indicates that such an approach can significantly improve engagement and academic
performance among students from diverse backgrounds. Strengthening community engagement
initiatives by involving students in decision-making processes related to their education can help
tailor support services to their needs and foster a sense of belonging. Increasing access to oncampus employment opportunities is also a proven financial relief and helps students build a
stronger connection with the academic community.
Moreover, the findings suggest that institutions should emphasize legal consciousness by
facilitating access to legal and immigration resources through partnerships. Partnerships like
legal aid organizations can offer workshops and resources on navigating immigration issues.
Supporting the entire family unit through family counseling services and educational workshops
can also address the broader challenges faced by mixed-status families. Regular mandatory
appointments may be useful in creating meaningful relationships with students while addressing
70
and understanding the emerging challenges to adapt support services accordingly. I firmly
believe that implementing these recommendations, including the identification of mixed-status
families, will help create a more inclusive and supportive environment, ultimately contributing to
the academic success and overall well-being of students from mixed-status families.
Moreover, institutions should put a greater emphasis on legal consciousness, facilitating
access to legal and immigration resources by partnering with legal aid organizations to offer
workshops and resources on navigating immigration issues. Supporting the entire family unit
through family counseling services and educational workshops can also address the broader
challenges faced by mixed-status families. Regular mandatory appointments may deem useful in
creating meaningful relationships with students while addressing and understanding the
emerging challenges in order to adapt support services accordingly. I firmly believe that
implementing these recommendations will help create a more inclusive and supportive
environment, ultimately contributing to the academic success and overall well-being of students
from mixed-status families.
Recommendations for Research
A key priority for future research on supporting students from mixed-status families in
higher education is to identify and evaluate effective interventions and programs designed to
address their unique challenges. Research highlighted the need for support services, including
mentorship programs and culturally responsive practices, which can significantly enhance the
academic experiences of these students.
The study indicates that mentorship programs—both peer-to-peer and faculty-tomentee—can play a crucial role in enhancing students' academic experiences. Such programs can
provide essential guidance and support, helping students navigate the complexities of higher
71
education and immigration policies. Future research should examine how different models of
mentorship—both peer-to-peer and faculty-to-mentee—affect the academic and personal success
of students from mixed-status families. Additionally, exploring the impact of culturally
responsive mentorship programs tailored to the unique challenges faced by mixed-status students
could offer valuable insights. These programs could focus on providing mentors who share
similar backgrounds or have a deep understanding of the obstacles faced by these students.
Future research should also investigate how mentorship, in both peer and faculty settings, can
foster a sense of belonging and community, helping mixed-status students feel more connected to
their institutions. By understanding the specific needs of this population, institutions can develop
more effective strategies to support their academic and personal success, ultimately contributing
to higher retention and graduation rates.
Additionally, exploring the impact of on-campus employment opportunities for students
from mixed-status families is another valuable research avenue. On-campus jobs can alleviate
financial pressures and strengthen students' connection to the academic community. Research
should assess how these employment opportunities influence students' overall college
experience, including their academic performance, sense of belonging, and retention rates.
Moreover, future research should examine the experiences of various subpopulations
within mixed-status families, particularly those facing specific legal challenges. By
understanding that even within this demographic group exists students with differing legal
statuses, researchers can inform the development of more tailored and effective support services.
These differing statuses can lead to varied experiences and challenges within the family,
particularly when it comes to accessing resources, education, and social services. This could
72
include exploring how mentorship programs, both peer-to-peer and faculty-to-mentee, can be
adapted to better serve these diverse populations.
Ultimately, future research should aim to identify strategies and interventions that
effectively support the academic success of students from mixed-status families. By using a
range of suggested theories, research methods and perspectives, researchers can better
understand the needs of students from mixed-status families. This understanding can help
schools advance equitable practices, create more welcoming and supportive environments, and
enhance the overall experiences of these students both in college and beyond.
73
Epilogue
My story of unfinished success…
As I wrap up this thesis, I reflect upon the challenges I've faced and the sacrifices made
by those who came before me. In my opinion I have always perceived education as a stepping
stone to level the playing field for the underprivileged, and my journey through this research has
reinforced this belief. Students from different socioeconomic backgrounds inevitably bring
unique preconditions to their educational pursuits, all in need of varying levels of support and
focus. As has been discussed throughout this paper, mixed-status students often face additional
hurdles that require them to work harder to succeed compared to their native-born peers. While I
acknowledge that I have not experienced the same struggles as my undocumented students, I
recognize that my journey has had its own set of challenges, shaping my understanding and
commitment to this field.
My understanding, combined with my passion for helping others, led me to pursue roles
in advising and coaching, where I have had the privilege of working closely with students from
mixed-status families. This experience has allowed me to witness firsthand the resilience and
determination these students bring to their educational endeavors. Serving in these positions has
deepened my empathy and strengthened my commitment to advocate for them. I have learned
that providing the right support can alleviate the stress and uncertainty they often face, enabling
them to trust the institution's ability to guide them through both academic and legal complexities.
This trust is crucial, as it empowers students to fully engage in their educational journeys,
knowing they are supported and valued and allowing them to feel as though they belong on
college campuses along with their peers.
74
As I reflect on the journey that has led to the completion of this study, I am filled with
gratitude for the opportunity to learn about and advocate for a population that I am proud to be a
part of. The process of researching mixed-status families has been both a professional and
personal exploration, revealing the depth of challenges faced by these students and the critical
importance of supportive, inclusive environments. I am eager to continue shining a positive light
on this group of students, whose experiences are still largely unexplored and often
misunderstood.
I believe that this thesis will make a positive impact on the field of education, whether
minimal or profound. It represents a step toward greater awareness and understanding of the
unique challenges faced by mixed-status families, and it offers insights that can inform future
policies and practices. However, this is a story of unfinished business. My passion for this
subject is pushing me to continue my education and my research, both as a student and a
professional, with the aim of continuing to uplift the experiences of mixed-status families in
higher education and making these experiences more well represented in the field.
Looking forward, I plan to use my platform and privilege as I continue my education and
will use this thesis as a foundation for a future study that digs deeper into the lived experiences
of students from mixed-status families. I am committed to exploring this subject in greater depth,
seeking to understand the full spectrum of challenges and opportunities that these students
encounter.
ResiliGuide: Principles for Empowering Mixed-Status Families
In my efforts to provide meaningful support for mixed-status families, I developed
"ResiliGuide," a set of guiding principles specifically designed to empower and support mixedstatus families within educational settings. The name "ResiliGuide" emphasizes the resilience of
75
these families and serves as a roadmap for educators, counselors, and institutions to follow in
their efforts to provide effective, empathetic, and culturally competent support.
For now and in closing, what I can offer are some guiding principles for those working
with mixed-status families in educational settings:
1. Empathy and Understanding: Recognize that students from mixed-status families may
face a range of unique challenges, from legal uncertainties to financial hardships.
Approach each student with empathy, taking the time to understand their specific
circumstances and needs.
2. Advocacy and Support: Use positions of privilege to advocate for policies and practices
that support mixed-status students. This includes providing resources, legal support, and
access to financial aid, as well as creating inclusive environments where students feel
safe and valued.
3. Cultural Competence: Develop an understanding of the cultural and familial contexts that
shape the experiences of mixed-status students. This awareness will help you provide
more effective support and create programs that resonate with these students' unique
backgrounds.
4. Collaboration and Community Building: Foster a sense of community among mixedstatus students, encouraging them to support one another and share their experiences.
Collaborate with other professionals and community organizations to provide support that
addresses all needs whether academic or non-academic.
5. Lifelong Education: Stay informed about the latest research, policies, and best practices
related to mixed-status families. Education is a lifelong journey, and remaining engaged
with this subject will enable you to provide the best possible support to the students you
76
serve. As a future counselor, I can confirm that I will fulfill my duties as a lifelong
learner.
In conclusion, my experiences at a distinguished institution like USC, supported by
faculty dedicated to advancing education, along with my roles in higher education, have prepared
me to be a strong advocate for students from mixed-status families. This journey has been one of
the most challenging of my life, but I wouldn’t change it for anything. I’ve gained a deeper
understanding of myself, my culture, and what truly defines me, and I've discovered a passion
for supporting mixed-status students. I am committed to continuing this work, both in my
professional practice and through ongoing research, with the goal of making a positive impact on
the lives of these students and the broader educational community.
77
References
Ainsworth, M. (2023, July 19). FAFSA 2024: The big error affecting mixed-status families and
what to do if you’re an affected student. KQED. Retrieved August 2, 2024, from
https://www.kqed.org/news/979367/fafsa-2024-the-big-error-affecting-mixed-statusfamilies-and-what-to-do-if-youre-an-affected-student
Abrego, L. J. (2006). Local citizenship for undocumented immigrants: The role of the 1996
welfare reform in the legal status of undocumented immigrants. University of California,
Los Angeles.
Abrego, L. J. (2008). Legitimacy, social identity, and the mobilization of law: The effects of
Assembly Bill 540 on undocumented students in California. Law & Social Inquiry, 33(3),
709–734. http://www.jstor.org/stable/20108779
Abrego, L. J. (2019). Latino immigrants’ diverse experiences of “illegality.” In R. G. Gonzales
& N. Sigona (Eds.), Within and beyond citizenship: Borders, membership and belonging
(pp. 181-196). Routledge.
Abrego, L. J., & Gonzales, R. G. (2010). Blocked paths, uncertain futures: The postsecondary
education and labor market prospects of undocumented youth. Journal of Education for
Students Placed at Risk (JESPAR), 15(1-2), 144-157.
https://doi.org/10.1080/10824661003635168
Amuedo-Dorantes, C., & Arenas-Arroyo, E. (2018). Split families and the future of children:
Immigration enforcement and foster care placements. AEA Papers and Proceedings, 08,
368–372. https://doi.org/0.257/pandp.20804
78
Brown, A., & Davis, K. (2021). The role of open admission policies in promoting equitable
access to higher education. Community College Journal of Research and Practice, 45(2),
112-129.
Calzada, E. J., Roche, K. M., White, R. M., Partovi, R., & Little, T. D. (2020). Family strengths
and Latinx youth externalizing behavior: Modifying impacts of an adverse immigration
environment. Journal of Applied Developmental Psychology, 71, 101-112.
https://doi.org/10.1016/j.appdev.2020.101070
Cervantes, A., & Estrada, E. (2021). The state of higher education for undocumented students.
Center for American Progress. Retrieved August 2, 2024, from
https://www.americanprogress.org/article/state-higher-education-undocumented-students/
Cervantes, A., Ullrich, R., & Matthews, H. (2018). Our children’s fear: Immigration policy’s
effects on young children. The Center for Law and Social Policy.
Contreras, F. (2009). Sin papeles y rompiendo barreras: Latino students and the challenges of
persisting in college. Harvard Educational Review, 79(4), 610-631.
https://doi.org/10.17763/haer.79.4.kj6n24h647788p60
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five
approaches (2nd ed.). Sage Publications.
Cross, F. L. (2022). Documentation status socialization as an ethnic-racial socialization
dimension: Incorporating the experience of mixed-status Latinx families. Studies in
Social Justice, 6(2), 264–279. https://doi.org/10.26522/ssj.v6i.2464
79
Darder, A. (2015). Decolonizing interpretive research: Prioritizing indigenous and marginalized
knowledge systems. Journal of Research Practice, 11(1), 24-35.
DeAngelo, L., Schuster, M. T., & Stebleton, M. J. (2016). California DREAMers: Activism,
identity, and empowerment among undocumented college students. Journal of Diversity
in Higher Education, 9(3), 216–230. https://doi.org/10.1037/dhe0000023
Dreby, J. (2012). The burden of deportation: The impact on mixed-status families. Journal of
Family Issues, 33(8), 1120-1147. https://doi.org/10.1177/0192513X12441587
El Camino College. (n.d.). Immigrant student success program. Retrieved July 20, 2024, from
https://www.elcamino.edu/immigrant-student-success-program/
Enriquez, L. E. (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.
Flores, S. M. (2010). State Dream Acts: The effect of in-state resident tuition policies and
undocumented Latino students. The Review of Higher Education, 33(2), 239-283.
https://doi.org/10.1353/rhe.0.0134
Flores, S. M., & Choi, K. (2018). The impact of state-level policies on undocumented students:
Social integration and educational outcomes. Journal of Higher Education Policy, 14(1),
52-69. https://doi.org/10.1080/09500782.2018.1458324
80
Fong, M. (2019). The impact of support services on the success of undocumented college
students. Journal of Higher Education, 90(2), 173-195.
https://doi.org/10.1080/00221546.2018.1529394
Fordman University Press. (2017). Higher education policies and undocumented students: A
national perspective. Fordman University Press.
Undocumented and in College: Students and Institutions in a Climate of National Hostility.
(2017). Fordham University Press. https://doi.org/10.2307/j.ctt1xhr71g
Gildersleeve, R. E. (2010). Breaking the silence: The role of high schools in the education of
undocumented students. Journal of Higher Education, 81(5), 689-710.
Gonzales, R. G. (2008). Left out but not shut down: Political activism and the undocumented
student movement. Northwestern Journal of Law and Social Policy, 3(2), 219-239.
Gonzales, R. G. (2009). Young lives on hold: The college dreams of undocumented students.
College Board Advocacy & Policy Center.
Gonzales, R. G. (2010). On the wrong side of the tracks: Understanding the effects of school
structure and social capital in the educational pursuits of undocumented immigrant
students. Peabody Journal of Education, 85(4), 469-485.
https://doi.org/10.1080/0161956X.2010.518039
Gonzales, R. G. (2011). Learning to be illegal: Undocumented youth and shifting legal contexts.
Journal of Sociology & Social Welfare, 38(1), 19-42.
81
Gonzales, R. G. (2016). Lives in limbo: Undocumented and coming of age in America.
University of California Press.
Gonzales, R. G., & Lopez, M. H. (2018). DACA and its implications: An overview of the policy
and its impact on Dreamers. Immigration Policy Journal, 12(1), 45-62.
Gonzales, R. G., Heredia, L. L., & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy:
Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3),
318-341. https://doi.org/10.17763/0017-8055.85.3.318
Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong:
Contextualizing concepts of mental health among undocumented immigrant youth in the
United States. American Behavioral Scientist, 57(8), 1174-1199.
https://doi.org/10.1177/0002764213487349
Gonzales, R. G., Terriquez, V., & Ruszczyk, S. P. (2014). Becoming DACAmented: Assessing
the short-term benefits of Deferred Action for Childhood Arrivals (DACA). American
Behavioral Scientist, 58(14), 1852-1872. https://doi.org/10.1177/0002764214550288
Higher Ed Immigration Portal. (2023). Current statistics on undocumented students and DACA
eligibility. Retrieved from [Higher Ed Immigration Portal website]
Hope, E. C., Keels, M., & Durkee, M. I. (2016). Participation in Black Lives Matter and deferred
action for childhood arrivals: Modern activism among Black and Latino college students.
Journal of Social Issues, 72(1), 143-163. https://doi.org/10.1111/josi.12175
82
Immigrant Data CA. (n.d.). Mixed-status families. Retrieved August 2, 2024, from
https://immigrantdataca.org/indicators/mixed-status-families
Jenkins, D., & Fink, J. (2021). The COVID-19 pandemic and the shifting priorities of
community colleges. Community College Research Center, Teachers College, Columbia
University.
Johnson, M., & Lee, J. (2019). Supporting mixed-status students: Practical tuition policies and
resources. Community College Journal of Research and Practice, 43(12), 1003-1018.
https://doi.org/10.1080/10668926.2019.1632211
Jones, C., & Nichols, E. (2017). The economic impact of DACA on beneficiaries and the U.S.
economy. Center for American Progress. Retrieved from
https://www.americanprogress.org/issues/immigration/reports/2017/09/05/436158/econo
mic-impact-daca-beneficiaries-u-s-economy/https://doi.org/10.3102/0002831211434376
Kirkham, R. (2016). Legal battles over DACA: United States v. Texas and its implications.
Harvard Law Review, 129(6), 2004-2023. https://www.jstor.org/stable/43829552
Logan, R. I., Melo, M. A., & Castañeda, H. (2022). Familial vulnerability: Legal status and
mental health within mixed-status families. Medical Anthropology, 40(7), 639–652.
https://doi.org/10.1080/01459740.2021.1977869
Lopez, I. A., LeBrón, A. M., & Graham, M. (2018). The Role of Community Cultural Wealth in
Supporting Latino Students in Higher Education. Journal of Higher Education.
83
López, A. R. (2019). Analyzing the psychological effects of undocumented status on Latinx
college students. Journal of Hispanic Higher Education, 18(3), 282-296.
https://doi.org/10.1177/1538192719849447
Loyola Marymount University. (n.d.). Undocumented student resources: Definitions. Retrieved
August 2, 2024, from
https://studentaffairs.lmu.edu/community/undocumented/definitions/
Martinez, J. (2018). Support services and their impact on mixed-status students in community
colleges. Journal of Community College Student Success, 12(3), 45-62.
Mendoza, P. (2019). "Economic mobility and educational attainment for undocumented students:
The role of financial aid policies." Educational Evaluation and Policy Analysis, 41(3),
445-463. https://doi.org.libproxy2.usc.edu/10.1177/0042085917702200
Murillo, M. A. (2021). Undocumented and college-bound: A case study of the supports and
barriers high school students encounter in accessing higher education. Urban Education,
56(6), 930–958. https://doi.org/10.1177/0042085917702200
National Immigration Forum. (2020). Mixed-status families and COVID-19 economic relief.
Retrieved from https://immigrationforum.org/article/mixed-status-families-and-covid-19-
economic-relief
Ngo, B., & Hinojosa, R. (2022). Funding challenges and educational persistence among
undocumented students. Journal of Higher Education Research, 45(3), 210-225.
84
Nicholls, W. J. (2013). "The DREAMers: How the undocumented youth movement transformed
the immigrant rights debate." Stanford University Press.
Olivas, M. A. (2004). "IIRIRA, the Dream Act, and undocumented college student residency."
Journal of College and University Law, 30(2), 435-464.
Olivas, M. A. (2009). "No undocumented child left behind: Plyler v. Doe and the education of
undocumented schoolchildren." New York University Press.
Olivas, M. A. (2012). "Educational benefits of state policies for undocumented students."
Journal of Law and Education, 41(1), 109-130. https://doi.org/10.2139/ssrn.2046754
Ortega, M. (2020). Navigating the educational system: The impact of policy on undocumented
students’ educational aspirations. Journal of Education Policy and Practice, 11(4), 512-
527. https://doi.org/10.1080/1360144X.2020.1758502
Patler, C., & Cabrera, J. A. (2015). "From undocumented to DACAmented: Impacts of the
Deferred Action for Childhood Arrivals (DACA) program." Education Policy Analysis
Archives, 23(109). https://doi.org/10.14507/epaa.v23.2115
Perez, W. (2009). We are Americans: Undocumented students pursuing the American dream.
Teachers College Record, 111(3), 1-25.
Perez, W., Cortes, R. D., Ramos, K., & Coronado, H. M. (2010). Cursed and blessed: Examining
the socioemotional and academic experiences of undocumented Latina and Latino college
students. New Directions for Student Services, 2010(131), 35-51.
https://doi.org/10.1002/ss.366
85
Pew Research Center. (n.d.). Undocumented immigrant population. Retrieved from [Pew
Research Center website]
Rocco, R., & Delgado, M. (2011). "Undocumented students and access to higher education: A
prevalent issue in the community college." Journal of Hispanic Higher Education, 10(1),
12-19. https://doi.org/10.1177/153819271039180
Rosenblum, M. R., & Hamlin, R. (2016). "The politics of immigration reform: Lessons from the
Obama administration." Journal of Politics, 78(4), 1085-1097.
https://doi.org/10.1086/688270Fordman
Seif, H. (2014). "Activism, identity, and service learning: The impact of undocumented student
advocacy in a college service-learning course." Latino Studies, 12(2), 203-222.
https://doi.org/10.1057/lst.2014.26
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.).
Zed Books.
Smith, J. (2020). Access and affordability for mixed-status students in community colleges.
Journal of Community College Research and Practice, 44(6), 501-515.
https://doi.org/10.1080/10668926.2020.1789491
Suárez-Orozco, C., Suárez-Orozco, M., & Todorova, I. (2011). Learning a new land: Immigrant
students in American society. Harvard University Press.
Teranishi, R. T., Suarez-Orozco, C., & Suarez-Orozco, M. (2011). The role of higher education
in supporting undocumented students. Journal of Higher Education, 82(6), 730-764.
86
Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2015). "In the shadows of the ivory
tower: Undocumented undergraduates and the liminal state of immigration reform." The
UndocuScholars Project at UCLA.
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.2014.936524
United States v. Texas, 579 U.S. (2015).
U.S. Department of Education. (2024). Federal Student Aid: Applying for financial aid.
Retrieved July 20, 2024, from https://studentaid.gov/understand-aid/how-to-apply
Wong, T. K., García, A. S., Abrajano, M., Fitzgerald, D., Ramakrishnan, S. K., & Le, S. (2017).
"Results from a nationwide survey of DACA recipients illustrate the program’s impact."
Center for American Progress.
Wright, L. C. (2017). Exploring the impact of community college partnerships on undocumented
student success. Journal of Community College Research and Practice, 41(6), 429-442.
https://doi.org/10.1080/10668926.2017.1278523
Yoshikawa, H. (2011). "Immigration and the current policy context: The impact on
undocumented students." American Educational Research Journal, 48(4), 768-801.
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race Ethnicity and Education 8(1) p 69-91.
https://doi.org/10.1080/1361332052000341006
87
Zayas, L. H., & Gulbas, L. E. (2017). The Impact of Mixed-Status Immigration Status on Latino
Youth: The Role of Community and Social Support. Journal of Adolescent Research.
Abstract (if available)
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
Role of education system in supporting students and their families who identify as mixed-documentation status
PDF
Beyond deficit thinking: highlighting the strengths and resilience of Black indigenous and people of color students thriving in higher education
PDF
Breaking the silence: testimonios of undocumented Latino men of color students navigating higher education in California
PDF
UndocuStrength: testimonios from undocumented Latinx students financing their education at a community college in Southern California
PDF
Navigating transitions: experiences of female students from refugee backgrounds in higher education
PDF
Planting the seeds of change: a journey of resilience and challenges faced by men of color in community colleges
PDF
The role of student affairs professionals: serving the needs of undocumented college students
PDF
Intent vs. impact: exploring how community-based organizations support Latino/a/e students through their educational journeys
PDF
Addressing financial barriers to college completion through community cultural wealth
PDF
Testimonios of part-time enrolled Latina students: the challenges and experiences at a Hispanic-serving California community college
PDF
"Sino ka ba?" The impact of community gatherings on Pilipinx American students' identity formation and sense of belonging in higher education
PDF
Culturally responsive advising in regards to Native American college students
PDF
Well-being and healing as resistance: testimonios of Latina students’ arrebatos in California community colleges
PDF
Who’s taking care of our graduate students? The impact of the onboarding process for first-generation students transitioning into graduate school during the COVID-19 pandemic
PDF
The lack of Black women in higher education executive leadership in four-year colleges and universities
PDF
Educational experiences and psychosocial well-being of newcomer Afghan refugee students in California community colleges
PDF
The role of family and ethnic identity in the college choice process for first-generation Latinas
PDF
Student support professionals: drivers of community cultural wealth aligned practices through support programs for first-generation college students of color amidst institutional shortcomings
PDF
Échale ganas: the transition experiences of first-generation Latinx students and their parents to college
PDF
Perceptions of professional development from the lens of the global teacher in a rapidly evolving, linguistically diverse instructional environment
Asset Metadata
Creator
Alvarado-Hernandez, Raymond Anthony
(author)
Core Title
Navigating the unknown: uplifting the experiences of mixed-status families in higher education
School
Rossier School of Education
Degree
Master of Education
Degree Program
Educational Counseling
Degree Conferral Date
2024-12
Publication Date
10/01/2024
Defense Date
09/06/2024
Publisher
Los Angeles, California
(original),
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
aspirational capital,Community Colleges,community cultural wealth (CCW),cultural competency in education,decolonizing interpretive research (DIR),dream resource centers,educational equity,equitable access in education,familial capital,Higher Education,higher education access,higher education advocacy,immigrant student success programs,immigration and education policy,legal and financial barriers,mixed documentation status,mixed-status families,mixed-status family,mixed-status student,OAI-PMH Harvest,resilience in education,resistant capital,student support services,undocumented,undocumented students
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Ocampo, Atheneus (
committee chair
), Banuelos, Sheila (
committee member
), Mosqueda, Cynthia (
committee member
)
Creator Email
raymond.a.hernandez@usc.edu,raymondalvaradoh@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC11399BCTG
Unique identifier
UC11399BCTG
Identifier
etd-AlvaradoHe-13561.pdf (filename)
Legacy Identifier
etd-AlvaradoHe-13561
Document Type
Thesis
Format
theses (aat)
Rights
Alvarado-Hernandez, Raymond Anthony
Internet Media Type
application/pdf
Type
texts
Source
20241001-usctheses-batch-1215
(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
Tags
aspirational capital
community cultural wealth (CCW)
cultural competency in education
decolonizing interpretive research (DIR)
dream resource centers
educational equity
equitable access in education
familial capital
higher education access
higher education advocacy
immigrant student success programs
immigration and education policy
legal and financial barriers
mixed documentation status
mixed-status families
mixed-status family
mixed-status student
resilience in education
resistant capital
student support services
undocumented
undocumented students