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

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

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UndocuStrength:
Testimonios from Undocumented Latinx Students Financing their Education at a Community
College in Southern California
by
Cindy Osorio

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 EDUCATIONAL COUNSELING

August 2023

Copyright 2023 Osorio

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Dedication
To the undocumented student community, you belong in all spaces, and you are allowed to
follow your dreams.

iii
Acknowledgments
This journey has been a long one, to say the least. I want to begin by thanking my thesis
chair Dr. Atheneus Ocampo. Without Dr. Ocampo, this study would not have gotten to where it
did. I will never be able to truly capture how appreciative I am of your constant support and
guidance. Thank you for believing in me and for always being positive, especially at the
beginning stages. I would also like to thank my thesis committee, Dr. Sheila Banuelos, and Dr.
Richard D. Cortes. Thank you for your guidance and helpful suggestions. I also want to thank the
person who nudged me into doing this study, Maggie; without your support, every time I was
overwhelmed, I would not have been able to get through it. Thank you for understanding me
when I did not understand myself. I also want to thank my thesis group, Write or Dies for
allowing a judgment-free space and for always supporting me. I also want to thank my EC
hotties, who were always checking in on me and reminding me to have some fun. Amiga, thank
you for giving me a space to rant, your support and celebrating each milestone of this paper with
me. Gracias amiga. A special thanks, to my parents and to my mom, who was always there
encouraging me and telling me “ponte a escribir.” Finally, I want to acknowledge my
participants for sharing some of your most vulnerable moments and trusting me with your
stories.
Everyone who had a part in this, I love you, and thank you.

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Table of Contents
Dedication ....................................................................................................................................... ii
Acknowledgments.......................................................................................................................... iii
List of Tables ................................................................................................................................. vii
Abstract ........................................................................................................................................ viii
Chapter 1: Introduction ................................................................................................................... 1
Purpose and Significance of the Study ....................................................................................... 2
Problem Statement ...................................................................................................................... 4
Research Questions ..................................................................................................................... 7
Brief Description of Theoretical Framework .............................................................................. 7
Methodology Overview .............................................................................................................. 8
Chapter 2: Literature Review .........................................................................................................11
Breakdown: Undocumented Latinx College Students in Higher Education .............................11
Deferred Action for Childhood Arrivals (DACA) .................................................................... 13
Funding Education .................................................................................................................... 14
Other Forms of Funding............................................................................................................ 16
Access to Higher Education as a Product of Support Networks ............................................... 18
Allyship ..................................................................................................................................... 19
Conceptual Framework ............................................................................................................. 21
Summary ................................................................................................................................... 23
Chapter 3: Methodology ............................................................................................................... 25
Methods..................................................................................................................................... 25

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Rationale for Testimonios ......................................................................................................... 25
Site and Participant Selection ................................................................................................... 26
Recruitment ............................................................................................................................... 27
Data Collection ......................................................................................................................... 29
Interviews .................................................................................................................................. 29
Data analysis ............................................................................................................................. 30
Delimitations ............................................................................................................................. 30
Researcher’s Background and Biases ....................................................................................... 31
Methodology Concluding Remarks .............................................................................................. 32
Chapter 4: Findings ....................................................................................................................... 33
Participant Characteristics ........................................................................................................ 34
Allie........................................................................................................................................... 35
Faith .......................................................................................................................................... 45
Virginia...................................................................................................................................... 50
Amy........................................................................................................................................... 60
Conclusion ................................................................................................................................ 72
Chapter 5: Discussion ................................................................................................................... 73
Analysis of Findings and Theoretical Framework .................................................................... 73
Implications for Practice ........................................................................................................... 78
UndocuStrength: A framework for supporting undocumented students ................................... 78
Study Limitations ...................................................................................................................... 83
Future Areas of Research .......................................................................................................... 84
Conclusion ................................................................................................................................ 84

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Chapter 6: Researcher's Epilogue ................................................................................................. 86
References ..................................................................................................................................... 87
Appendices .................................................................................................................................... 90
Appendix A: Recruitment Flyer ................................................................................................ 90
Appendix B: Information Sheet ................................................................................................ 91
Appendix C: Interest Survey ..................................................................................................... 93
Appendix D: Zoom Instructions ............................................................................................... 94
Appendix E: Interview Protocol ............................................................................................... 95

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List of Tables
Table 1. Participant Characteristics................................................................................................34
Table 2. How the Participants paid for the cost of attendance at Urban College..........................71

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Abstract
Undocumented Latinx College Students face a myriad of challenges when they go to college.
One of those challenges is finances, finding ways to pay their institution’s cost of attendance.
The purpose of this study is to get a better understanding of how undocumented Latinx college
students gather resources to pay for their education. In order to understand that experience, we
also need to understand who they are as there are various forces that impact the decisions that
these students make. This study sought to understand how students are paying for their college
tuition but also understand what resources the students deemed necessary for their success. This
qualitative study uses testimonions to give the participants the power to bring light and document
any injustices they have faced as they navigate a community college and aim to complete their
educational goals. With the use of Yosso’s (2005) Community Cultural Wealth as a framework, I
look at four forms of capital that the participants utilized the most. Findings indicate that for the
participants getting to where they are today, it was not easy. Through their journey, they have
faced discrimination, have been publicly embarrassed, and have had to put their dreams on
pause. Nonetheless, all four of the participants have come a long way; they found the resources
to fund their education and throughout that journey, they found more than transactional support.
They found mentors and a community that supported them.

Keyword: Undocumented, Latinx College students, financial aid.

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Chapter 1: Introduction
This study is influenced and grounded by my experiences, having migrated to the United
States at a very young age with big dreams. It was no secret that I was born in El Salvador,
growing up in the United States, as I knew that I had to act “American” so people would not
know my identity. For many years, figuratively and physically, I lived in the shadows, hiding
from everyone that I was undocumented. I did not fully understand what it meant to be
undocumented, but I understood enough to know that there would be limited opportunities in my
future. Despite knowing there would be limitations, from a young age, I had big goals and
wanted to accomplish so much. I grew up dreaming about accomplishing the “American
Dream”, something that my grandma would always talk about. And it was something that always
seemed to be used by my community as a phrase of motivation. Since then, I have learned that
the “American Dream” is subjective as we do not all have access to the same resources and
opportunities and that dream looks different for everyone. My “American dream” is that every
student in the United States can have access to a decent and equitable college education without
having to worry about paying for their college degree. Today, I recognize my privilege as a
Naturalized American Citizen, having the ability to attend two higher education institutions,
having my education funded through federal grants and loans, and the ability to chase my goals
freely. Unlike so many individuals brought to the U.S. at a young age, I was able to obtain
American citizenship and I want to use my status to bring attention to an inequity that our
undocumented students face in higher education. I have spent over a year now working with
undocumented students, and I see firsthand the challenges that this student population faces
every single day. I am inspired by my students, particularly Faith, who has big dreams and
remains ambitious for a better life. Faith’s dedication to her education and community is

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reflected through her grades and her work with campus and community organizations. I hear her
telling me about her dreams, where she wants to continue her education, and her career goals.
Yet, a common theme that shuts down the hope in her eyes is finances. Ultimately for her, where
and if she continues her education is based on her ability to access funding through scholarships,
grants, and her savings. Undocumented college students, like Faith, deserve more, from the
government and institutions. This study provides undocumented students a safe space to speak
their truths and share their experiences through their testimonios as they navigate higher
education, paying for their education, and aim to be the first generation in their families to
complete a post-secondary education.
Purpose and Significance of the Study
Approximately 80,000 undocumented students reach high school graduation each year
(Perez, Espinoza, Ramos, Coronado & Cortes, 2009). Of the 80,000 students who can graduate,
between 50,000 – 65,000 undocumented students graduate from high school (Gildersleeve,
2010). Diving even deeper, only 7,000 – 13,000 undocumented students enter colleges and
universities across the country (Diaz-Strong, Gomez, Luna-Duarte & Meiners, 2011). A quick
analysis of that data indicates the low percent of undocumented high school graduates that attend
college is a gross disparity from the 66 percent national average of students attending college
(Gildersleeve, 2010). From those 7,000- 13,000 students who enter higher education, only about
46% of them identified as Latinx (New Directions Research, 2020). There is also a wide gap
between the college attendance rates of non-legal immigrant students in comparison to legal
immigrant students (Greenman & Hall, 2013). The term “non-legal immigrants ” for the purpose
of this paper will refer to those who have no government protection to be in the country, while
“legal immigrants” refers to those who do have some government protections and authorization

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to be in the country. “Non-legal” students are participating in higher education at a startlingly
lower rate than their “legal” counterparts (Greenman & Hall, 2013). Their underrepresentation is
due to a myriad of challenges that can be associated to legal and educational policy issues along
with psychosocial issues which this study intends to explore through the narratives of
undocumented college students.
Members of the undocumented Latinx student community are in a vulnerable spot. For
example, they face a myriad of challenges and limitations associated with their legal status.
However, with increased attention on equitable educational outcomes for all, it is imperative that
greater consideration and care is provided to this community forced to live in the shadows. As
such, with equity and social justice in mind, undocuscholars need to have a safe and risk-free
space to give testimonios of their struggles as they attempt to finance their college education. In
my experience working with undocumented individuals and their families, many have voiced
their urge and desire to fight for their rights, protest, and be honest with the world about their
experience, but all that means taking a risk and letting their identity be known. That is a risk
some do not want to take. Their decision to participate in protests and other movements is not an
easy decision as there are many implications attached. Participating in social justice movements
and protests can increase an undocumented person’s risk of being discovered, labeled
undocumented, and being exposed. Moreover, it is not just about their legal status being
discovered but once that identity/label is out in the open it can lead to deportation, family
separation, and other serious consequences. Now more than ever it is crucial for people’s voices
to be heard; hear their raw and authentic narratives. Given the political climate of the United
States in the last few years, people cannot easily do that. As such, this study is grounded in a

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collaborative process of liberation by providing a platform for undocumented Latinx College
students to share their experiences, get validation, and be a voice of change.
Problem Statement
In hopes of achieving the “American Dream”, like many other students, some
undocumented students decide to pursue a postsecondary education. Unlike in their K-12
education, many undocumented students quickly learn the stark differences that make it
challenging to graduate and receive their desired degree.
“Having spent their lives attending U.S. schools, being told that if they work hard and
jump over the necessary hurdles, a college education and their desired career will follow,
undocumented students are forced to face a harsh reality when they complete high school
and realize that this is not the case” (Chavez, et al., 2007, p. 259).
The decision to attend a higher education institution is a difficult decision as students must
consider many variables before being able to make a final choice. The reality for many
undocumented students is that their educational trajectory may be obstructed by various factors
that most U.S Citizens/ Residents do not have to face. As such, one of the obstacles or variables
that must be considered when examining and attempting to understand the experiences of
undocumented students’ participation in post-secondary education is the financing aspect.
Undocumented students or undocuscholars entering higher education may have a difficult time
financing their education since most traditional forms of financing are not available to them
(Federal Student Aid, n.d). In the United States, traditional forms of funding for college students
include federal and state grants, loans (from private companies or federally issued), scholarships,
work-study grants, and family contributions. To be considered for grants, loans, or work-study,
students must fill out the Free Application for Federal Student Aid (FAFSA) application.

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However, this application is only available to U.S. Citizens and Residents (green card holders)
(Federal Student Aid, n.d). Undocumented students do not qualify for federal grants and loans;
these two forms of funding are typically used as the main source of funding to pay for tuition and
other fees (Federal Student Aid, n.d). Additionally, scholarships are limited since the majority of
scholarships require the student either be a U.S citizen or a U.S resident (Federal Student Aid,
n.d). Right now, the cost of attending and paying for an undergraduate degree is astronomically
high, with the cost of attendance increasing each year (Immigrants Rising, 2021). Without the
opportunity to qualify for most grants, loans, and scholarships, the dream of going to college for
some undocumented college students seems smaller and less likely.
Knowing that access to funding is an issue for undocuscholars, many states have acted
and created policies in support of them, which allows them to receive assistance to pay for
college. As of 2022, eighteen states and Washington D.C. introduced legislation that provides
undocumented college students with the ability to qualify for in-state tuition rates (National
Conference of State Legislatures, 2021). This is important because of legality, undocuscholars
are seen as nonresidents and would be forced to pay out-of-state tuition rates that are
significantly higher. While this type of assistance does not solve the issue of financing, it does
make it more accessible for students as they have the opportunity to pay less money for their
college education.
California is one of the eighteen states that has created and passed legislation to assist
undocumented students in accessing and affording a post-secondary education. In California,
students have access to Assembly Bill 540 (AB 540), which grants them in-state tuition and the
ability to apply to the California Dream Act Application (CADAA) which serves a similar role to
the FAFSA form (California Student Aid Commission, 2021). CADAA, which allows

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undocuscholars who are eligible for AB 540- nonresident exemption- to receive some state
grants, specific loans for undocumented students, institutional funding (scholarships), and
resources that were not previously accessible to them (Federal Student Aid, n.d; California
Student Aid Commission, 2021). Ultimately, it is clear to see that even with state intervention
undocumented students face a gauntlet of challenges in receiving financial support for their
education.
Studies indicate that from 2020-2021, first-time, full-time undergraduate students who
attended a public 4-year institution paid $9,400 for tuition and fees, and those who entered a 2-
year public institution paid $3,900 (National Center for Education Statistics, n.d). In California,
the California Community College system charges $46 per unit and full-time students pay
approximately $552 each semester (California Community College, n.d.). Without a doubt, going
to a 2-year institution or to a community college is the more affordable option. It is also
important to remember that the cost of college is not solely made up of tuition and fees; there are
other expenses students will have to account for such as books, school supplies, health fees,
transportation, housing, and meals. Even with lower costs of attendance at community colleges,
finding ways for undocumented students to finance their education is extremely complicated as
traditional forms of funding may not be accessible (California Student Aid Commission, 2021).
Additionally, understanding and navigating existing financial resources and its associated
language may be complex. Ultimately, financing is a crucial factor in a student’s educational
journey and students need support to find appropriate resources (Cisneros, et al. 2022). In that
regard, it is imperative that students seek assistance from their schools in order to navigate the
complexities. Institutional agents on campus could have a big impact on students in accessing
resources on campus. These institutional agents, alongside centers designed for undocumented

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students on campus, can support a student in their ability to attain their educational objectives,
and access to crucial resources. Yet, institutions and institutional agents generally fail to provide
their undocumented student populations with sufficient and accurate support (Castrellón, 2022).
Undocumented students are consistently unable to access accurate/useful information or are not
provided the proper guidance in navigating the complex world of financing post-secondary
education. Moreover, it is imperative to support students in building campus connections in
response to the challenges of navigating financial complexities coupled with the isolation that
undocumented students may face from the marginalizing elements of their legal status.
Additionally, students could benefit by having a network that would provide them with
connections and resources to assist them in their educational journey (Strayhorn, 2018). In
consideration of the many challenges that undocumented students have to face in their post-
secondary educational journey, this study will examine the process in which undocumented
students at a California Community College navigate financing their education.
Research Questions
With amplifying the experiences of undocumented college students in mind, my research is
guided by the following research questions:
1. How does an undocumented community college student utilize their community cultural
wealth to navigate their college-going experience?
2. What do undocumented community college students perceive as necessary support in
accessing resources and funding sources to participate in college?
Brief Description of Theoretical Framework
The concept of capital and its different forms has been utilized to explain how privileged
groups and individuals are able to use it to their advantage for mobility and for more

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opportunities. Specifically, Pierre Bourdieu’s Social Capital Theory acknowledges that social
hierarchy is reproduced through power, and those who have power to “restrict access to the
forms of knowledge and networks, which creates capital and its different forms” (Yosso &
Burciaga, 2016, p. 3). Capital is a culmination of resources and assets acquired through
education, family ties, and network (Yosso & Burciaga, 2016). Bourdieu’s theory of capital only
acknowledges that people in power or in a high-socioeconomic status as having capital and
indicates that people of lower classes have no capital (or in other words are in a deficit) (Yosso,
2015). The traditional idea of capital does not capture or truly grasp that communities of color
have a wealth of resources, assets, and abilities that give its people the capacity to navigate
inequitable spaces and oppressive conditions forced upon them (Fernández, Guzmán, Bernal &
Flores, 2020). Utilizing Yosso’s (2005) model of Community Cultural Wealth, I will explore
how undocumented students coming from a historically marginalized community can utilize
their capital as they seek new opportunities and navigate spaces in higher education. The six
forms of capital outlined in CCW are familial, social, navigational, resistant, linguistic, and
aspirational. In Chapter Two, I will touch upon each form of capital and its importance. This
framework was selected as it aims to highlight the manner in which marginalized communities
are resilient and when facing adversity, they are able to create opportunities for themselves.
Community Cultural Wealth is essential for this study because it will shed greater light on how
undocuscholars are utilizing their abundance of cultural capital to access and navigate higher
education.
Methodology Overview
I will be utilizing testimonios as the methodology for my research to understand how
undocuscholars engage their Community Cultural Wealth to finance their education. For this

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study, the use of testimonios is utilized as a way to give undocumented students a safe space to
share their experience, tell the world their truth, and amplify their voices. Testimonios has been
used as a way in which communities of color that have been historically marginalized can
reclaim their truths, tell their story, and be empowered (Huber, 2009). My goal is to share and
capture the raw truth of my participants and uplift their voices into spaces where they normally
may not have access. The data will be collected through semi-structured interviews with
undocumented college students from community college in Southern California.
Organization of Thesis
Chapter One provides the purpose of the study, problem statement, research question, a
brief overview of Yosso’s (2005) Community Cultural Wealth, overview of the methodology
and definition of terms. In Chapter Two, I review the current literature on undocumented
students, policies related to financial aid, and further expand my discussion on Yosso’s (2005)
model of Community Cultural Wealth. In Chapter Three, I discuss my methodology and give my
rationale for using testimonios. Additionally, I outline my research plan and how I collected my
data. In Chapter Four, I discuss the data and summarize my findings. Finally, Chapter Five
discusses implications and recommendations for practice, policy, and future research.
Definitions
For the study, I define the following terms in the following manner:
Undocumented students: An umbrella term that will be used to refer to all individuals who are
not considered citizens or lawful permanent residents of the United States of America
(Immigrants Rising, 2021).
Undocuscholars: A term I use to identify Undocumented students and their sense of
empowerment gained in pursuing their college and post-secondary education.

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DACA Recipients: Individuals who received temporary protection from deportation through
Deferred Action for Childhood Arrivals (DACA) in the United States (U.S. Citizenship and
Immigration Services, 2022).
Financial aid: Funding a student receives through different revenues that can go towards paying
for their education. Monetary assistance can come from the California Dream Act Application
(CADA), scholarships, grants, and loans (California Student Aid Commission, 2021; Federal
Student Aid, n.d).
Institutional agents: Individuals that are employed by the college- classified staff, faculty, or
administrator who are able to provide students with information and resources to further their
academic journey (Castrellón, 2022; Torres-Olave, et al., 2021).
Community Cultural Wealth (CCW): A model that stems in response to the limitations of
Bourdieu’s traditional idea of capital and sees a student from marginalized communities through
an asset (capital) based lens vs a deficit-based lens (Yosso, 2005).

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Chapter 2: Literature Review
This chapter will review and analyze some of the literature related to undocumented
Latinx college students financing their education at a community college in California. In order
to be agents of change, we need to understand some of the root causes and current and relevant
policies that impact and reproduce the inequities undocumented students face. Additionally, we
must also realize that some current regulations and policies can be barriers for undocumented
students; we seek to understand how they could hurt the students instead of assisting them. I will
begin by introducing the study’s student population in higher education and give a breakdown of
the population. Following that, I will discuss the different forms of financing that undocumented
students have to pay toward their education and review some of the more relevant policies. I will
give a quick review of how undocumented college students are able to navigate financial aid
jargon and how they are able to access some resources on campus. I will finish the chapter by
discussing the theoretical framework of Community Cultural Wealth and how it will guide this
study and the relevance of its use when exploring the undocumented student experience.
Breakdown: Undocumented Latinx College Students in Higher Education
Undocumented Latinx College Students
Since the study will center on the experience of undocumented Latinx college students,
the following information provided revolves around undocumented Latinx college students. The
New American Economy Research Fund and Feldblum et al., (2020) found that from the
approximated 42,000 Undocumented college students in the United States who have enrolled in
Undergraduate Postsecondary Education, 46% of those Undocumented students identified as
Latinx.

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In 1982, the Plyler v. Doe Supreme Court ruling established that students, regardless of
their immigration status, had a right to attend school and receive a free education in the U.S.
(Diaz-Strong et al., 2011). While undocumented students have access to a K-12 school education
due to this decision, undocumented students lose their protections and rights to an education as
they enter the college environment (Diaz-Strong et al., 2011). However, California has created a
set of regulations that allows undocumented students to access higher education; in the state,
undocumented students are eligible to apply and register at a California postsecondary institution
and cannot be turned away due to their immigration status. Yet, challenges persist for
undocuscholars in their quest for an equitable educational experience.
Undocumented immigrants are foreign-born who reside in a country without legal
documentation or authorization; in the U.S, this term refers to people who entered the country
without inspection or “proper permission from the government, and those who entered with a
legal visa” that expired (Immigrants Rising, 2021). As mentioned above, the term undocumented
college students are an umbrella term that is used to define all individuals who are not U.S.
citizens or residents or have non-legal status. Considering this, I want to recognize and
categorize one of the distinct groups within the undocumented population, which is essential for
the study. Although I seek to understand the experience of all undocuscholars, there is a need to
clearly outline the difference between DACA recipients and non-DACA recipients, as this can
impact the experience and access to post-secondary educational resources for a student. In the
next section, I will highlight the access and opportunities that DACA recipients receive as these
benefits may impact how they access higher education.

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Deferred Action for Childhood Arrivals (DACA)
Numerous undocumented children arrive in the United States each year. Currently,
approximately 840,000 undocumented immigrants between the ages of 18-24 and 427,000
undocumented youth and adult learners are enrolled in school throughout the United States
(Immigrants Rising Transforming, 2021). In California, approximately 27,000 undocumented
students graduate from high school, of which about 10% pursue higher education, and of those
pursuing higher education, the number of students that successfully graduate is less than 10%
(The Campaign for College Opportunity, n.d). This suggests that approximately 270
undocumented students graduate yearly from higher education in California – a shockingly low
number of students. In June of 2012, the Deferred Action for Childhood Arrivals in the United
States was enacted, allowing individuals that arrived in the United States as children to be
eligible to receive immigration relief or deferment for two years (U.S. Citizenship and
Immigration Services, 2022). Since 2012, when DACA began accepting applications, over
820,000 people have received benefits, and from those 820,000, it is estimated that 1 in 4
recipients in the United States lives in California (The Campaign for College Opportunity, n.d).
It is important to note that statistics on undocumented students will never be accurate as many
are unaccounted for due to the fears associated with their legal status.
Students granted DACA are protected for two years from deportation and can work in
the country legally, and in some states, they can get a driver’s license (U.S. Citizenship and
Immigration Services, 2022). Additionally, and of significance to this study, students are able to
participate more in society, including in higher education institutions since they can live more
freely with their temporary protection (Regan & McDaniel, 2019). This temporary immigration
relief policy allows students to focus on living their lives without the fear of deportation.

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Unfortunately, DACA recipients need to reapply every two years in order to continue to receive
benefits (U.S. Citizenship and Immigration Services, 2022). In a study conducted by Regan and
McDaniel (2019), it was found that students with DACA status report greater levels of financial
stability than their undocumented non-DACA recipient counterparts. However, it is important to
note that they still experience significant levels of financial stress in comparison to students who
identify as U.S. citizens.
Funding Education
Undocumented Latinx college students face an abundance of barriers when it comes to
funding their education with many of the challenges arising due to their immigration status.
Unlike their legal counterparts, undocumented college students face unique challenges in
receiving financial support. Historically, undocumented Latinx students face more financial
struggles in the United States, as it is difficult for Latinx immigrants to find upward mobility
(Abrego, 2006). Moreover, “Indian, Korean, and Chinese immigrants generally reach
socioeconomic parity with native-born whites”, while Mexican, Salvadoran, or Guatemalan
immigrants to name a few are unable to obtain economic stability (Abrego, 2006, p. 214). For
undocumented Latinx college students, the choice to go to college is difficult considering some
are expected to financially support their family after their high school graduation (Abrego, 2006;
Rosales, 2022).
Currently, there is no federal funding available for undocumented students. Yet, there
was federal legislation passed that would allow each state to pass laws that could help students
afford college. As of September 2022, eighteen states and Washington D.C. have policies that
provide eligible undocumented student school fee waivers and in-state tuition rates (National
Conference of State Legislatures, 2021). Those eighteen states include: Arkansas, California,

15
Colorado, Connecticut, Florida, Illinois, Kansas, Maryland, Minnesota, Nebraska, New Jersey,
New Mexico, New York, Oregon, Texas, Utah, Washington, Oklahoma, and Rhode Island
(National Conference of State Legislatures, 2021). Seeing as this study will focus on the
experience of students from California, it is important to note that this state has a history of
implementing a “steady stream of pro-immigrant” laws and policy that allows undocumented
folks access to various resources (Enrique, Hernandez, Millan & Vera, 2019, p. 681). As such,
California has two notable laws relevant to financial aid that are intended to support students in
accomplishing their educational goals. The first notable mention is the California Dream Act
Application (CADAA). In 2011, CADAA was signed into law, allowing for students without
legal status who qualify for AB540, AB2000, SB 68, or have U-Visas, and are under Temporary
Protected Status (TPS) to have access to state funding including but not limited to California
Grants, institutional grants, Dream Loans, community college fee waivers, and private
scholarships funded through public universities (California Student Aid Commission, 2021). A
notable legislative act to mention is the passing of Assembly Bill 540 (AB 540), which was
signed into law by California Governor Gray Davis in 2001. AB540 provides eligible students
the opportunity to receive in-state tuition at a public institution if they meet the requirements;
having completed a minimum of “three full years of full-time attendance or the equivalent at a
CA high school, adult school, or California Community College (credit & noncredit), and degree
requirements” (Immigrants Rising, 2021, p. 3). This bill makes colleges more financially
accessible to undocumented students as “California’s three public systems of higher education”
implemented it by 2002 (Chavez, Soriano, & Oliverez, 2007, p. 257)
Further, Nego and Astudillo (2018) found that the implementation of CADAA drastically
impacted and improved student success. The implementation of CADAA not only increased

16
undocuscholars’ academic performance but also increased students’ overall rate of completion
and outcomes (Nego & Astudillo, 2018). On average, undocuscholars receiving assistance were
attempting two more units in their first quarter compared to their counterparts who were not
receiving aid (Nego & Astudillo, 2018). By having this state assistance, students can focus more
on school and have the ability to do more. Participants in Enriquez et al. (2019) study mentioned
that through the CADAA, they were able to afford to go to school, get jobs on campus that were
not “under the table,” and “just feel recognized” (p. 679).
Other Forms of Funding
The policies mentioned above help many undocuscholars attend college in California,
however, there are some limitations with the policies that can impact a student’s access. While
CADAA financially helps many students in accessing higher education, not all undocuscholars
are eligible to receive its benefits. For students who do not qualify for CADAA or CADAA does
not cover their full cost of attendance, students have to find other ways to fund their education
(Raza et al., 2019). Additionally, not all undocuscholars in California are eligible for in-state
tuition through AB540. For example, students cannot qualify for AB540 if they did not complete
the required three full years of high school or did not complete the total hours of instruction time
required for those applying with adult school credit, even with just a few hours of instruction
missing (Castrellón, 2021; Person et al., 2017). By not meeting the full requirements of
instruction time, undocuscholars face another barrier, forcing them to pay out-of-state tuition,
which is significantly more than in-state tuition. California Community Colleges charge $46 per
unit for in-state tuition, and California non-resident students pay significantly more than the in-
state fee (California Community Colleges, n.d).

17
Undocuscholars have to get creative in order to fund their education; students have stated
that by working, family funding, scholarships, and borrowing money, they can sometimes raise
enough to attend college (Diaz-Strong et al., 2011, p. 112). However, even with the help
of AB540, the cost of attendance is still steep for many scholars (Diaz-Strong et al. 2011; Raza
et al., 2019). It is not just about raising enough money, but also piecing it together through many
sources such as multiple scholarships, personal savings, money earned from jobs, and borrowed
money to stretch out the funds for multiple semesters (Raza et al., 2019). Another study on
undocuscholars in the Midwest found that these students had to rely heavily on family funding
and the money earned through jobs to fund their college education as they did not receive enough
financial support through their state’s policies and grants (Diaz-Strong et al., 2011). No matter
where undocuscholars attend college, there is a lack of consistency with their funding which
causes obstacles. Not having a consistent or reliable form of funding may cause some
undocumented college students to take time off to save up for another semester, also known as
“stopping out” (Raza et al., 2019). Other students, in order to maximize their financial resources,
will become part-time students and increase their work hours to get by (Diaz-Strong et al., 2011).
And other students will take extra measures to keep their costs at a minimum to stretch out their
money, such as decreasing their unit load, taking semesters off to save money, or having family
contribute to the cost of attendance (Diaz-Strong et al., 2011). Some students can get assistance
from their families, some may be fortunate enough to have their full tuition and fees covered, and
others have to take a limited number of classes since their families also have limited funds (Diaz-
Strong et al., 2011). No matter how students find funding for their education, inconsistency leads
to constant worries, and it could take a toll on their mental health (Raza et al., 2019).

18
Access to Higher Education as a Product of Support Networks
Much of the research regarding undocumented students and their participation in higher
education is based on the idea that these students in their quest for educational achievement are
affected by their ability or inability to use social networks as a means to navigate their
educational journey. Gonzales (2010) suggested, “that relationships between peer networks and
school officials can enable some poor and minority students to access important social capital
and mobilize resources necessary for school success” (p. 471). His article indicates that there is a
link between how a student uses the resources available to them and their attainment of
educational success (Gonzales, 2010). Additionally, in the case of undocumented students, they
require a specific type of information that is unique to their legal status, which is difficult to
attain through traditional means (Enriquez, 2011). To that end, researchers have found that when
school personnel facilitate an environment where access to the specific type of information that
undocumented students require is more readily available, these students will have greater
potential for success (Enriquez, 2011; Gonzales, 2010; Perez et al., 2009). Although the literature
suggests that undocumented students in most cases are not receiving this type of support.
Moreover, research indicates that undocumented students are at a disadvantage when it
comes to finding the social capital necessary to be successful college-going students. Enriquez
(2011) describes the possible differences between undocumented students and other types of
students in regard to the availability of resources. One description is of a student population that
has access to what was termed a cosmopolitan network. Enriquez (2011) describes cosmopolitan
networks as “the social capital of upper-middle-class individuals who are able to construct
diverse relationships with a variety of high-status institutional agents who also have their own
rich, dense networks” (p. 480 ). Undocumented students who are classified as under-resourced

19
individuals do not have access to these same types of networks. Thus, they have to participate in
what is considered patchworking: “the haphazard piecing together of various resources, in order
to achieve their educational goals” (Enriquez, 2011, p. 476). Institutions have the ability to affect
the patchwork that undocumented students are forced to participate in. The literature suggests
that institutions can have an impact on the manner students access resources and ultimately their
success in school. Gonzales (2010) concludes that the success or failure of students can be
attributed to how institutions cultivate a culture of positive interaction among all stakeholders in
the education process.
Although much of the research discusses financial resources as a barrier to undocumented
students' access to higher education, the type of resource that undocumented students require to
be successful is not limited to that type of resource. Enriquez (2011) points out three types of
resources that undocumented students usually seek: financial, informational, and emotional
resources. Perez et al. (2009) describe how all these factors contribute to a student’s academic
resilience, which they relate to student success. The tracing of resilience in students leads them
to believe that support gained from family, peers, and from school personnel has a significant
impact on undocumented students and their ability to participate and succeed in higher education
(Perez et al., 2009).
Allyship
Asking for help can be difficult for most human beings considering sociocultural
contexts. Undocumented students face unique challenges when funding their college education
and navigating financial aid policy. So where can they get support? The literature suggests that
many students turn to campus employees and financial aid workers to navigate the confusing
language of financial aid policies or look for Undocumented Resource Centers on campus

20
(Castrellón, 2021). Additionally, while some policies may be easier to understand, things get
challenging when federal, state, and institutional policies clash (Castrellón, 2021). The language
in policies tends to be vague, open to interpretation, or often changing. In a study published in
2017, researchers found that 67% of their participants believed they would have assistance in
reaching their educational goals with assistance from the school (Person et al., 2017). Having an
ally to assist students in navigating college and financial aid is important for several reasons.
Without the assistance of an ally, students would be unaware of what they qualify for or might
even skip out on filling out assistance applications. Cisneros and Reyna-Rivarola (2020) note
that it is challenging for undocumented students to easily find institutional employees to assist
them and state that assistance from employees can be sporadic. Additionally, other scholarly
works substantiate those claims by highlighting students recalling their experience with the
admissions office or financial aid office at their local community college and receiving no
assistance, being denied assistance, and facing discrimination (Castrellón, 2021; Enriquez, et al.,
2019; Raza et al., 2019). Moreover, it is troubling that institutional agents, such as student
services providers and local administrators, serve as barriers to accessing higher education by
denying support. Negrón-Gonzalez (2017) highlighted a strategy that some students employ,
“Some students navigated this barrier by simply coming back another day and speaking with
another admissions staff member” (p. 114). Negrón-Gonzalez (2017) also calls attention to the
detriments of the barriers faced, as it was suggested that it is “safe to assume that many students
who were turned away never enrolled” (p. 114). Facing rejection and being denied can easily
impact a student’s motivation to go back to the office and try again. In my opinion, it takes much
courage for students to go to the offices and disclose their status, and it is disheartening for them
to be treated with disrespect and denied service to which they have a right. Castrellón (2022)

21
outlined the varying degrees of response that institutional agents provide - they either assist
students in accessing higher education and provide them with guiding resources or shut down a
student by not searching for ways to support them or simply turning them away. This creates a
problem, as students seeking funding assistance are turned away, and navigating existing policies
is difficult. In that regard, who can students turn to for support? As Castrellón (2022) suggests,
institutional agents have the capabilities to point students to the right resources to fund their
education, especially those working in a financial aid office. Moreover, support services for
undocuscholars are not always out in the open as some schools may have informal networks
created by a faculty or staff member that offer support and resources that students can utilize
(Person et al., 2017). Ultimately, support services including those created informally and
undocumented student allies are much needed out in the open to be a beacon of support for a
student population consistently kept in the dark.
Conceptual Framework
The challenges of undocumented students are plentiful. Nevertheless, each student carries
with them great potential for individual success along with tremendous promise in their
contributions to our broader society. With that in mind, the final section of this chapter will focus
on the framework that will guide this study. The framework that is being employed will
intentionally focus on the strengths that undocumented students already hold, recognizing that
their experience is not one of deficits but of possibility.
For this study, I will be using Community Cultural Wealth (CCW) as my theoretical
framework. This study is grounded in the value of recognizing the inner strength of this student
population and understanding how undocumented students utilize their “cultural assets” to
navigate new opportunities for themselves (Fernández et al., 2020. p.322). Diverging from

22
Bourdieu’s classical framework, Yosso, a critical race scholar, reframed the idea of capital to the
Community Cultural Wealth model (Fernández et al. 2020). The classical concept of cultural
capital relates to folks of privileged non-marginalized communities, usually middle and upper-
class people of a majority racial group, who could share the privileged knowledge that gave them
access to “high-class information” (Yosso, 2005). This reproduces privilege and power amongst
themselves. Dominant ideology indicates that people of color are unable to produce and gather
“social and cultural capital required for social mobility” (Yosso, 2005, p. 70). However, CCW
argues and indicates that people of color have the assets they can utilize to their advantage for
new opportunities (; Locke, 2017; Yosso, 2005). CCW is a way for students of color to bring
along their “under-utilized assets… from their homes and communities into the classrooms''
(Yosso, 2005, p. 70). Using a Critical Race lens, Yosso (2005) indicates six forms of capital that
people of color and marginalized communities can utilize to share their experiences and
knowledge when navigating the world outside of their communities.
The six forms of capital are familial capital, social capital, navigational capital, resistant
capital, linguistic capital, and aspirational capital. Aspirational capital is the ability to dream
and remain hopeful even when faced with barriers, whether they are real or perceived (Yosso,
2005). Linguistic capital encompasses the knowledge of and social skills that individuals learn
through verbal and non-verbal communication (Yosso, 2005). This form of capital is not just
about knowing English; many students of color know multiple languages and various
communication skills traditionally passed down (Yosso, 2005). Familial capital acknowledges
cultural knowledge grown amongst family (immediate and extended) that carries history, culture,
and family (Locke, 2017; Yosso, 2005). Social capital refers to a trusted network and
community that has resources that can assist individuals with obtaining and navigating new

23
opportunities (Locke, 2017; Yosso, 2005). Navigational capital refers to the skills one acquires
that assist a person in navigating spaces that were not originally created for people of color. In
other words, how students of color navigate higher education institutions (Yosso, 2005).
Resistance capital indicates that individuals have knowledge and skills born from “oppositional
behavior that challenges inequality” (Yosso, 2005, p. 80). Multiple studies indicate that parents
of color are teaching their children how to resist and challenge hegemonic ideas (Yosso, 2005).
It is important to note that all six forms of capital are “not mutually exclusive or static”;
however, they work in conjunction and may build on one another (Yosso, 2005, p. 77). CCW is
relevant to this study as it can inform undocumented students about possibilities for navigating
higher education spaces with the knowledge shared in their community. The information shared
in the community of immigrants is especially important and relevant to the hidden curriculum
towards achieving success in higher education. The various forms of capital in the CCW model
have previously been considered a deficit, undervalued, and sometimes unrecognized in
education (Locke, 2017). Borjian (2016) noted that undocumented students face legal, social, and
financial barriers which can be difficult to navigate independently. Yet, through the lens of CCW
students can pull from their resources and assets to persist and push through navigating higher
education institutions. CCW is important to this study as it aims to understand how
undocumented students can utilize their assets to finance their education.
Summary
The current literature shows that undocumented Latinx college students face many
challenges when attempting to finance their education. Navigating current policies and
regulations is difficult, but the process can be less daunting with institutional agents willing to
assist students along the way. Using Yosso’s model of Community Cultural Wealth, this study

24
hopes to gain a greater understanding of how students utilize the assets gained from their
communities for new opportunities and to navigate spaces that were not created for them. The
next chapter discusses this study’s methodology.

25
Chapter 3: Methodology
This study will utilize a qualitative, narrative-based approach and testimonios to uplift the
voices and experiences of undocumented students attending community college in
California. Testimonios combine “integrating qualitative research approaches, oral history,
spoken word, and memoir writings” to bring “to light a wrong, a point of view, or an urgent call
for action” (Reyes & Curry Rodriguez, 2012, p. 525). Undocumented college students may not
always have a safe opportunity to voice their experiences due to their legal status. Now more
than ever, it is important to highlight our undocumented student’s experiences. As such, this
project aimed to provide a space for undocumented students to speak about their experiences
without fear. Moreover, central to this work is bringing awareness to the inequities
undocumented students experience in financing their education and finding a place where they
belong on campus.
Methods
Rationale for Testimonios
As mentioned in the introduction, this study utilizes a qualitative narrative-based
approach of testimonios. Testimonios as a research methodology disrupts and challenges the
existing “apartheid of knowledge in academia” that overshadows and hides the voices and
experiences of historically oppressed communities (Huber, 2009, p. 640). Huber (2009) classifies
the “apartheid of knowledge” as an issue within the research community that researches from the
lens of the dominant race and inaccurately portrays marginalized communities. This
methodology stemmed from Latin America studies to document and “denounce injustices'' that
oppressed groups have faced and continue to face (Huber, 2009). I used testimonios in my
research to provide undocumented students a safe environment where they could share their

26
journey, injustices faced, and lived experiences to bring focus on the inequity they have faced in
higher education. Further, by sharing their testimonios the narrator can heal, be empowered, and
become an advocate for a more equitable future (Huber, 2009). Through testimonios and the use
of my theoretical framework, I share how these marginalized students have utilized CCW as they
navigate paying for college and reaching their educational goals.
Site and Participant Selection
The participants from this study were recruited from a community college in Southern
California, which will be referred to as Urban College. Urban College has about 20,000 students
enrolled each semester and is a Hispanic Serving Institution (HSI), as over 25% of its student
population identifies as Hispanic/ Latinx students. Urban College has an Undocumented
Resource Center (URC), which was utilized as a central platform for recruitment in this study. At
one point or another, all participants in this study have utilized Urban College’s Undocumented
Resource Center. Participant recruitment was grounded in a combination of purposive and
snowball sampling. This study is centered on the experience of undocumented students. As such,
it is necessary to utilize available resources such as community connections to be able to identify
a student population group that in many ways stays below the radar. Urban College has a center
dedicated to supporting undocumented students. Although, this study is not directly community-
based participatory action research as a methodology. It is a community-grounded experience
where the testimonios of this study serve as a platform for students to engage in the community
and speak to the communities needs and hopes. Purposive sampling is the process of selecting
participants who may have direct experience with the study’s topic. Thus, the student support
center will serve as a hub to recruit students who have already visited the center. Through my

27
connections with the Undocumented Resource Center, I recruited students who met the
following parameters:
• Self-identified undocumented students, either DACA recipients or non-DACA
recipients.
• Self-identified as Latina/o/x.
• Currently enrolled or have been enrolled at Urban College in the past year.
• Utilized the Undocumented Resource Center at some point during their time at the
school.
• 18 years and older.
Central to the study is researching undocumented students, so it is important that participants
self-identify themselves as undocumented students. Participants needed to be enrolled at Urban
College or have attended the college in the last academic year. The third requirement could help
support the study’s second question, in understanding what resources this student population
deems necessary.
It is important to note that I spent some time at Urban College’s Undocumented
Resources Center. As a result, I had the opportunity to work alongside possible participants and
build rapport with the students and the community before asking individuals to participate in the
study. Age and gender were not variables that impacted a student’s ability to participate in the
study. The criteria listed above were used as the central factors for selection. Further, due to the
short timeline of the study, I only interviewed four participants.
Recruitment
There were two rounds of recruitment for the study. In the first round, I invited students
whom I had been in contact with at the URC and those who were referred to me by staff/faculty.

28
Invitations to participate were sent via email containing information about the study’s purpose
and goals. The second round was done through snowballing sampling. I asked individuals from
the first round to share the research study with other individuals they thought met the
requirements. To avoid any power dynamics coming into play, when I first approached the
individuals about joining the study, I verbally informed them of the study’s goals and purpose
and did not ask for them to consent in the moment. I gave individuals a flyer that restated the
study’s purpose and contained a QR code. Along with the flyer, I gave possible participants a
Study Information Sheet that outlined their rights as possible participants and information
regarding the study. Both Study Flyer and The Study Information Sheet can be found in
appendix. This QR code was linked to a quick survey, where students would be able to contact
me to confirm their interest. Completion of the survey did not preclude their commitment. The
survey also asked for a contact number or email and a pseudonym. I then contacted the
participant to schedule a time to receive verbal consent from them before scheduling the
interview, if they choose to commit. Those interested were also informed that if at any point they
wished to withdraw from the study they were able to do so, even after having given prior
consent.
Due to the sensitivity of seeking undocumented participants, I obtained verbal consent
from the participants instead of written consent. This was done to ensure that there was no trace
of their name so that they remained anonymous. All participants engaged in this study of their
own free will and I utilized consistent check-ins throughout the study to ensure that participants
were comfortable and maintained their consent. Once participants provided verbal consent, I
scheduled their interviews.

29
Data Collection
Interviews
Interviews were conducted at a place selected by the participants to ensure they felt
comfortable during the process. I gave participants suggestions about possible locations where
we would be able to speak freely without distractions and privacy. Interviews were semi-
structured and lasted about 40-80 minutes. Prior to the interview, participants had to fill out an
interest survey where they were asked to write in their pseudonyms. The interest survey was
access through the QR code located on the recruitment flier. This step was done to protect the
identity of each participant so that any identifiable information was not tracked. At the beginning
of each interview, before recording, I once again ask the participant for their consent and restated
the purpose of the study. During this time participants were allowed to ask questions or state any
concerns that they had. I also ensured to remind participants that if at any point during or after
the interview, they no longer wished to participate in the study, I would omit their information
from the study. For all the interviews, I used Zoom as a tool to record the audio. One of the four
interviews was held in person. All other interviews were conducted via Zoom. To keep their
identity hidden, before entering the Zoom, the participants were given instructions on how to
change their name on Zoom to their chosen pseudonym. Additionally, participants who elected
for an online interview were informed that they could keep their cameras off if they felt more
comfortable. One of the participants chose to keep her camera off during the interview, but it did
not impact the conversation. Participants were asked about their educational journey, how they
financed their education, what motivated them, and what type of assistance, if any they received
from Urban College. Before the interview, I outlined a set of questions to guide me during the
interviews. Each participant was not asked each question the same way and each interview was

30
structured slightly differently. My initial questions are listed in Appendix D. After the
interviews, I shared the transcriptions with the participants once everything was transcribed. This
allowed for the participants to read the interview, suggest edits, or redact anything that was said.
I also allowed participants to elaborate on topics they wished to explain.
Data analysis
For data analysis, I coded the interviews to find common themes where the participants
utilized their assets to navigate funding their education. I used CCW as a lens to guide me in this
process and I purposefully engaged aspirational, navigational, social, and familial capital as
overarching themes in identifying specific forms of capital. My study highlights how
undocumented Latinx college students become resourceful and creative to access resources and
services that could help them finance their education. I analyzed the data by centralizing it
around the four forms of capital I selected. Aspirational capital hopefully illuminated how
undocuscholars can stay hopeful as they navigated through obstacles related to funding their
education. Navigational capital helped me understand how students draw from their learned
resources when navigating financial aid policies to gain access to funding and how they find
resources on campus. Social capital informed me how students partner with their peer and social
networks to gain resources and information to fund their education. Lastly, familial capital
allowed me to explore how cultural knowledge and shared experiences help students make
connections on campus.
Delimitations
While the time to complete this study posed some restrictions, there were many things
that I was able to control. The biggest thing that I had control over was recruiting participants for
the study, as I had been in contact with the staff from the Undocumented Resource Center at

31
Urban College. Secondly, the research objective had been manageable as much of the existing
data supported my objectives and the need for this study. Lastly, I conducted member checks to
check for accuracy to ensure that I captured exactly what the participants hoped to share.
Researcher’s Background and Biases
As an immigrant to this country, I lived in the shadows for a portion of my early life. As
such, I know first-hand the stressors that undocumented students and their families go through.
Because of my own experiences, I naturally gravitated to those that shared similar experiences.
Of course, I am deeply impacted by the challenges that undocumented individuals go through.
For example, one of the most hard-working and brightest students in my class in high school
could not attend college due to her immigration status. At such a young age, it was difficult for
me to understand what was happening; this was one of the pivotal points in my life where I
began to understand existing inequities. Nevertheless, being in spaces with undocumented
students has always left me inspired; their resilience and drive to keep pushing forward is
something I admire. Even as they face obstacles and have outside forces working against them,
this population manages to get creative and overcome barriers they face. Additionally, as an
educator, I have spent some time working with undocumented students, hearing about their
experiences and their fears, their anxiety, and the daily injustices they face. The undocumented
community is strong and united. I am committed to being an ally, uplifting their voices, and
sharing their testimonios, especially in an academic space that would typically not have the
opportunity to be blessed with such powerful impactful stories.
Due to my connection to the topic and this student population, I will employ a few
strategies to keep my biases in check and prevent them from interfering with this study. First, I
engaged in reflective activities to ensure that my personal views and the study’s findings do not

32
clash. As I had been researching for the earlier stages of this study, I made it a point to mark any
ideas that I did not know about or were different from my own. Secondly, with the help of my
thesis chair, I had my survey and interview questions screened before giving them to my
participants so that there are minimally noticeable biases. Lastly, to ensure that the participant’s
experiences are shared correctly and accurately, I shared the transcript with the participants and
allowed them to suggest edits or make changes for accuracy.
Methodology Concluding Remarks
To reiterate, this study is intended to uplift the voices of those who are kept silent by
existing legal and institutional policies. Narratives amplify individual and collective group voices
through their contextualized experiences. As such, the utilization of testimonios as the
methodology in this study is a powerful tool that served to elevate the experiences of
undocumented college students at a two-year institution. The next chapter will present the
testimonios of each participant, giving them their own space to share how they have managed to
fund their education and as they aim to accomplish their educational goals.

33
Chapter 4: Findings
The goal of this study was to bring greater understanding to the experience of
undocumented students financing their college education through their testimonios, which also
served to empower and amplify their voices. The use of testimonios allows participants and
researchers to collaborate and shed light on the lived experiences of those who have been
marginalized and the systems of oppression that impact their experiences (Huante-Tzintzun,
2020). Together, they bring out the truth and expose problems that generally would not see the
light of day. Since the experience of each undocumented student is different, I wanted to take the
opportunity to give each participant their own space in this paper. Part of testimonios is allowing
the narrator to have a “critical reflection of their lived experiences” and not those of others
(Huante-Tzintzun, 2020, p. 62). Through the interviews, each participant shared their
experiences, the highs, and lows of their time in higher education, and their experience in
navigating the difficult terrain of paying for their education. Each of their testimonies contains
valuable information. I do not believe in only sharing a portion of their experiences as they
represent strong, determined, and persistent individuals who can accomplish anything they
dream of, even when faced with adversity. With this in mind, I will be organizing this chapter
based on the participants, showcasing the individual stories of each participant, giving them their
own space in this paper, and highlighting critical moments as they finance their college
education in an attempt to accomplish their goals. Finally, each participant section will conclude
with a recommendation from each participant on how their institution can be better supportive
allies to undocumented students.

34
Participant Characteristics
A total of four participants partook in this study. The participants took part in semi-
structured interviews during the Spring of 2023. In alignment with the study’s requirements, all
participants identified as undocumented Latinx students. All of them had been enrolled at Urban
College within the last academic year (2021-2022) or were currently enrolled at the college
(2022-2023). Additionally, all of the participants identified as female. All participants also
received support from the Undocumented Resource Center at Urban College. Moreover, all of
the participants are DACA recipients. While it was not a requirement or something I was looking
for, all participants identified themselves as first-generation college students as well.
In regard to their entry into higher education, three participants enrolled at a community
college after high school graduation and then took a break before deciding to continue their
education at Urban College. Only one of the participants went straight into Urban College after
high school and did not take any time off. Below is a table highlighting the characteristics of the
participants. These characteristics were either asked directly through the prepared questions or
stated by the participant as part of their testimonio.
Table 1
Participant Characteristics
Participant Sex Total years
in college
Area of study Hours
worked per
week
DACA
Recipient
Allie Female 4+ Psychology 40 Yes
Virginia Female 4+ LVN/
Nursing
0 Yes

35
Faith Female 3 Fitness Specialist
Certification &
Nursing
Less than 10 Yes
Amy Female 3 Business 20 Yes

Allie
Allie is a first-generation student and the oldest in a family of four. After graduating from
high school in 2008, Allie first enrolled at another nearby community college that she indicated
was known for having an “amazing" nursing program. Although she had every intention of
completing a nursing degree, Allie ended up only taking classes for one semester. After that first
semester, she began to work full-time at different jobs to make ends meet. It wasn’t until nearly a
decade later that Allie went back to school in 2019, enrolling at Urban College. Through her
tenacity and persistence, she will graduate from Urban College as an Honors student with an
associate in arts in Psychology for Transfer Degree.
I’ve been [at Urban College] for 4. I’m going to graduate this May, so it literally took me
4 years, being a part-time student [with a] full-time job… At first, I wanted to do LVN,
but honestly, the program needed 90% of my time to be in school, and I couldn't afford it.
I had to work. So, I decided to just do my A. A. to transfer as a part-time student for
psychology.
Yet, her upcoming accomplishments were not without any challenges. She started out her
journey in higher education at a different institution right after she finished high school in 2008.
So, when I graduated high school, I graduated in 2008, so that means that Dream Act
[and] DACA... nothing was out there at all…I knew I wanted to go to school like from

36
the get-go. I, even when I was a senior in high school, I [would] take the tours. You know
how the High Schools have to go to different colleges, [and] at the moment I wanted to
be… an RN… I want to be a nurse. So, in my head, I already knew what I wanted.
However, when I went to [another college] to see, because accordingly, [they] had the
best nursing program at the moment. it was really difficult because I was basically the
first one to graduate high school and the first one to go to college. But you know, you
don't know a lot about… financial aid. I had no idea what that was, and when I they
asked, I just said it, ‘you know I’m undocumented’. They were like, ‘oh’ so at that time, I
personally had a bad experience with this White Guy, he was like ‘you don't have a social
security?’, and I said ‘no’. So, he looked at me weird and he's like… ‘here, go with your
people’. And he pointed me with the Latina lady. So, I just went with my people... So, I
just ended up going with this staff lady. She spoke Spanish, and I told her [my situation],
she said, ‘I’m so sorry. There's nothing we can do. Most likely, you're gonna have to pay
for school.’ And since, you do live here I [paid] like, I think at that time it was like $20 or
$21 per unit. I don't know. I don't recall, maybe 19. I don't know, I don't remember, but
the first class I took [there], she helped me to enroll. She helped me like understand what
I needed. So, I took one class that I paid for in cash, and then umm for books and all that
stuff I was, I would go to the library…because I couldn't I didn't know much, I didn't
know I was supposed to buy [the books], but I just [ended] up just taking like
photocopies of the books for me to read it, according to like whatever semester where we
were going. And then for parking. I would park, back then there used to be a Burger
King, and I used to park there [pretending] I would go to the store, and I would just leave
it there. Maybe I could pay for parking at the moment. But honestly, it was a lot of things

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you have to do just to get a permit parking, I mean a permit… So, I just figured it out on
my own what to do, and it worked until later on. I didn't know the whole thing [of] fall
[and] spring [semesters]…So I kind of just let it go, and also because I thought that it was
expensive for me to pay for school, so I just stopped going right after…
After spending a short time at that first institution, Allie left and went on to work for
some time. During the time she spent away from school, DACA began to accept applicants and it
opened new doors for Allie and her future. After becoming a DACA recipient, Allie was able to
gain legal employment. What I gathered from Allie is that there have been pivotal moments in
her life that have each impacted her and motivated her differently.
I just stopped going, after…DACA hit and in my head, I knew I wanted to go back to
school, but by then it had been already like 7 years or so, maybe 8 after me graduating,
because I think that DACA was in 2012. So that was like 4 years later. So then, by then I
was kind of like I wasn't interested in school anymore. So, I was just kind of working…
back in my head. I always wanted to go to school, because my mom would always be
like, ‘go to school, go to school, go back to school’. And then I’d be like, ‘yeah, yeah,
sure’. And I will never do the action until one day I was cleaning my house, this is years
later when I saw, my sister’s picture, [my] mom has pictures of my sister…with her high
school graduation picture, her [college] graduation picture, and then my brother, I’m not
sure if you know, but he went to [Urban College]. So was his picture, his picture of his
[college graduation] and his picture of his masters [graduation]... so then I looked up
there and then, my other sister there, a little certificate for cosmetology… and [my mom]
did pictures for her, too, when she [got] her certificate to get her license to do
cosmetology. And even though it's not school, but still something she likes and achieved.

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Then I look up there, and I look. I was like ‘I'm missing up there, like I'm literally
missing’. And that was what pushed me literally. That was when I was like nah, I want a
picture. So, I went back to school because I looked up, and I looked at my sibling’s
pictures of graduations, and literally, I was like I need to be out there, so that was a push
like that made me… go to school.
After some time away from school, but always having the urge to pursue her dreams,
Allie went back to school and enrolled at Urban College. This time was different for her as she
was able to find support and find a community.
At first, I thought I’m just gonna do MA- a medical assistant because [I've] always [been]
interested in nursing or something medical… I had already paid Urban College, you
know how you guys have those certificates to do, M.A., and I think it was like $ 3,000,
so I already paid it off. But then, when I went to the first like things, it's right there like
they're like a little, they're not in a classroom , they were like somewhere at the bottom
[of the hill] oh bungalows!... I don't know why I thought, I thought to myself, I could do
better than these. I don't know why I felt like la chusma, you know … I felt like. ‘What
are you doing here?’ like, you know, this is something that you shouldn’t do, I don’t
know. So then, at the moment I went, say hi to [a close family member], because he used
to work at Urban College. So, I want to say hi to him. And he was the one basically that
he was an angel, literally…, when I went to say hi to him, he said, ‘dude this is the first
day’ for whatever reason, literally, when the first day when I think Fall started. He's like,
‘go to school, do, LVN’, I was like ‘really?’ and he said ‘ like, yeah, just go just show up
to this class.’ like he's just, I guess he knows the system. He's like ‘go to these classes and
let him know that you want to be an add-on to the class to see if they could add you at the

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moment’. He said ‘I'm gonna make an account or whatever, and I’m gonna be doing
LVN’. And by then, I kinda … [wanted] LVN too. But that's when the counselor told
me… ‘Oh, you can't’. No, sorry, actually he didn't say you can, he said ‘You need to be
here actually’. He said you need to be here, [in person] for the program ... ‘it is Monday
to Thursday, from my 8 to 4’, and I was like, ‘oh, no, I can’t afford that like I need to
work’…
Although faced with a challenge that could have deterred her right away, Allie was
determined to get a degree at Urban College.
… So, then I just said, okay, I'm just gonna go to school… changed [my major] to
psychology [for] transfer. And basically, that was my story at first, was just the pictures
that really push me to do something, whether it was a certificate or something to
graduate. I just knew that I wanted a picture up there of me with my graduation cap and
gown, and then once I actually headed to those little bungalows, I ended up saying, ‘I
need to do better than these’. And then that's when I went to my [my family member],
and he was the kick I needed, I guess, to start the college life. And ever since then, I
[haven’t stopped] I have just kept going, until right now that I’m going to graduate.
Forms of Support
The road to graduation was not simple, but with the help of the URC, her sister, and
family members, Allie was able to navigate school; she was no longer alone. She found the
support to be able to persist through college, never stopping.
[My sister] helped me stay on track, [with my stats class] when I wanted to drop it, and
with my [other family member] like I mentioned he’s the one that [had done] all the
paperwork with me… enrolling me, [telling me when class] schedules would open, if I

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didn’t have him working there, I would have probably ended up just doing the MA
because I guess it was the easiest to me. Or I would have taken longer to enroll to college
and take credit classes… I would ask my siblings and family member for advice, they
helped me so much just because they knew how to apply to the yearly thing, umm the
Dream Act. They helped me do that and look for classes or when I needed a counselor,
they would be like, ‘Oh talk to this person’... I don’t want to say they had hookups, but
because they knew the system… if it wasn’t for them, I think it [would have been ] a little
harder for me. It just gets confusing with everything that you have to do… even to this
point, I still call [my sister] for help.
Paying for College
During the interview, I asked Allie if she could describe what it has been like affording
college, and I asked her to elaborate on the ways she has paid for materials that she needed.
I feel like community college is… more affordable…. I would just pay $100, $50 for like
two classes I was taking per semester, which I think was just the fees you pay at the end,
I paid it, and it wasn’t bad. Or the parking… I would just pay for it…. The rest, thank
God, was covered by the Dream Act… When I started school [again], it was all on the
Dream Act, and I [would] just pay for like books and I [would] pay for parking, things
that were not too expensive… When I started [Urban College], I just started renting, I
never bought any books… I probability did once from the [student] store maybe because
I had to pay for a… I took English… I had to buy certain codes… umm, and because I
was working full time, I was able to afford things like that. I don’t think I cut any corners.
You know I worked to afford things like that… Or if I didn’t work, and I was a full-time
student, I would for sure. Would have had to manage and figure out how to get books.

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Maybe I would have continued to make photocopies or stay at the library as much as I
could using that book, but because I did work, I was able to pay [my books].
I asked Allie if she ever faced a challenge when it came to financing or accessing her financial
aid package, but she was lucky to have qualified for CADAA and to have a full-time job to pay
for the cost that was not covered by CADAA.
You know I didn't have an issue financially again, because I never stopped working, and
I was. I was always working… full-time…I did apply for the financial aid; I wasn't
earning like a lot. I guess that's why I was able to [get financial aid] because it wasn't like
I was getting like 50 K or 60 K. A year… everything got covered. So, the only thing that,
like I said, I was always paying was like the minimum things like the fees and books and
parking, and because I always worked. I, I guess I could say. probably I've been working
since I graduated [high school], and I never had that, thank God, [the] need to… get
loans. Maybe if I transfer, I’m gonna have to start paying something, but at least for
community college, I want to say that it was a smooth ride on the fact that I didn't have to
pay for like things. Everything has been fine, but like said. It's only because I've been
working, and I was able to support myself and everything from my bills, rent, to school
whatever I needed, and I was able to do it myself. and that's thanks to DACA, like a lot, I
think, without DACA, I would probably would have never gone to school.
For Allie, DACA is what opened the doors and allowed her to get a job in the medical
field. She might not be doing exactly what she wanted to, but she recognizes that without it
she, would not be able to work in her desired career field.
[DACA gives you] choices, like you have to choose you [to] work and whatever you earn
at the moment, save money for you [and] whatever you need in the future, or spend

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everything you have to go to school. And even if you go to school, and even if you
graduate. How are you gonna be working on the thing you graduated from? Like, If I
become a teacher, or whatever, what is it for like? What would you be able to do without
a work permit? So, I guess. Yeah, my, the option will be very limited.
During the conversation, Allie reflected on how important being a DACA recipient has been for
her. If she was not a recipient, she does not think she would be in the position she is today.
Having access to a work permit has motivated her to continue working towards her nursing goal
as she knows she has the option to work in the field she earned her degree.
One of the final questions of the interview with Allie, was “who has been your biggest
support from the moment you started college”:
Well, emotionally, I guess my mom... I feel like a lot of us are like this. Well, not a lot of
us. My siblings and I are like this because my mom, like she is the one that always said
Education, like always pushed for more, said ‘Don't give up’ like I said she would always
tell me, ‘Go to school, to school, to school’. So, I knew, I liked nursing. I always liked all
these things it had to do with, like, you know, medical stuff. So, I knew I wanted to be a
nurse. And then when I was going to high school. I always say I want it to be a
nurse…So, I guess financially. No, I didn't really have any support. Because, you know,
our parents, at least on my end. They were worried about mainly, you know, like bills,
rent, and making sure we had food at the table and sometimes it is kind of sad because
my mom, she wishes she could have done a lot more for myself, because I was the first
one, like I said to graduate high school, and the first one who went to college. But sadly,
at the moment, that was 2008-2009. There was literally no help, like nothing. And like, I
say, when I went [to the other college] and I asked… ‘what can you do for me?’ It was

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kind of like ‘Sorry you're gonna have to pay out of pocket’. And that was my only and
single option. If I want to go to school, so financially. No, I did not have any support. Not
because my parents, my mom, didn't care about me, but because there was just not...
They didn't have the money for it, and plus the knowledge. They don't know, they didn't.
They didn't know how to like even to apply for school like nothing. Like, they didn't
know anything. All I knew, I had to support us, and like [they tired] to help me as much
as they could. Maybe with lowering the rent or something. But even then, like I knew as
undocumented. You could say that you need to make sure you pitch in because I don't
want to see my mom struggling, that kind of feeling. So, at least from my end, I needed
to make sure that, I didn't know how I was gonna do it, but I was gonna make sure to pay
rent… I just had to make sure that I worked, so I would always try to find a job anywhere
I could. Because again, how do you work without a social? So, then, that's another factor
like I had to find a job that I was able to [get] paid down in the table, or I would do jobs
here and there. I [would] clean houses sometimes, and stuff like that, just to make money,
and the money will go to my rent and my bills so but support as like financially no. Like
emotionally, I guess you could say, I'm not sure if that's the right word when my mom
would always to go to school. Yes, I did always have that, my mom was always so, so,
clear, so open. And she told us to not to ever give up. Basically.
Community College Reflections
For Allie and all the participants, I asked them to share about things they wish they would
have seen at their institution while they were there and if they ever felt something was missing
that could have been an important factor in reaching their educational goals.

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A lot more resources. let's just say that, like right now, I just got married, so my income
might be a little higher… with me and my husband together, which means that I wouldn't
get any kind of help at the moment. So then, that doesn't mean I’m rich… [and] I can
afford it… So, that means obviously a lot [more of] those scholarships, or maybe more
money to support [students and] those that don't have DACA. For example, like them
especially so definitely, make this stuff more known. And maybe having, sympathy with
employees who actually love, or at least they're interested [in helping]. Rather, they'd be
there because [they] need money. Because... [students are already] struggling with like
with whatever they're going for and personally and they have to deal with school. So,
school should be one of the least worries. You know they should worry about getting
their homework done, or their grades rather than going to ask for a question, and they
have to get deal with the person who was giving them faces, or like you, dumb kid face.
So having many employees... who actually care for the community because you don't
know [student’s] struggles. Like I said, when I went back to school. It was like ten years
later, and that professor, my experience wasn't the greatest because he knows the subject.
He probably was some expert in math and for him whatever he's [said] makes sense. But
there are people like me, haven't touched school in years…And if [he could] come over
here and [say] let me break it down for you or do guys need help? And when you go [get
help]... they give you the face of ‘what the hell your dumb kid’, so obviously it pushes
people away rather than having helped them to do their studies.
Recommendations for Institutions
All of the participants were asked if they have any recommendations for institutions to
better serve their students. Allie’s recommendation is stated below.

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Oh, yeah, definitely, more funding for undocumented, [students], like more than just
scholarships. Maybe there needs to be jobs or things that they could do at school… They,
work or do these hours. They will get a certificate for books about $50 -$100, or
something like that. It doesn't have to be money, maybe things that they could get for
free, or whatever or they could work for, and I guess the people who work there [at the
URC]… make sure that they are welcoming and [sympathetic], have a lot of sympathy.
Humble people.
Allie’s testimonio shows that the path to a degree is not linear and that there is always a
way to accomplish your dreams.
Faith
I must acknowledge that Faith is one of the single most influential forces in how this
study came to be. From the moment I first met her, it was evident that she was a determined
individual with big aspirations. She is about to complete a Fitness Specialist Certificate and is
also working towards her Nursing Degree. Faith has accomplished so much over the last three
years at Urban College.
So, this is my last semester to receive my fitness specialist certification, I need four more
prereqs for nursing to transfer. I honestly want to go straight to a bachelor’s degree, I
want to get my BSN degree and then be an RN for a while, hopefully, in the future,
become a P.A. … honestly dream big or go home… if I do pursue PA school, I want to
go to Duke. If I pursue, like, if want to continue with nursing, I want to get my bachelor’s
degree from Colombia or UCLA.

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Entry into College
During my interview with Faith, it was clear that she is determined to reach her goal of
becoming a nurse. Her intersecting identities, although they could work against her, she is
fighting and giving school her all. Without a doubt, Faith has faced some challenges, but she
recalls how she was able to find her path to where she is now.
I started [college] a little bit after high school, but then stopped because I had to work…
[I worked] 16 plus hours a day. Even on my days off, I was called to work…Because I, I
feel like I'm determined, like I'm a determined person, so like I would say yes to them
when they would call me, in to work on my day off. And so, I was earning, a little bit
more than minimum wage at that time, and so I didn’t really get the time to do school, I
felt like it would have been too overwhelming… But then, I couldn't take that much labor
on me… I was doing a man's job. And then, after that… I started working at a different
company, and that was a bit easier, but still like, I wanted to go back to school, but they
wouldn't work with my school schedule. Then I quit. And then I started to take some
classes. So, I think in total I would say, three years, like all together, like after working.
Okay. So, I've been part-time again because I can't. I can't. I have an anxiety disorder and
PTSD… So, I could, like, only take a couple of classes. I've been, I've been doing well
with all my classes so far, and that has been working for me. The first time [I came to
Urban College], I felt lost. I did not have anybody. I'm first generation, so I didn't have
anybody and then I don't know how. But I came across my mentor [at the URC]. And in
some way, he changed my life. I was totally lost. I didn't know where to go. There are so
many centers and just going to the college campus. It's so new, because I didn't take any
college tours, or I didn't really know about college, even when they would speak about it

47
in high school. Like, I had no idea how it worked, you know. So, coming in here, like I
felt so lost and alone. And then I came across [my mentor], and he helped me. Like, fill
out the I think it's called the AB540 and for tuition. And I was like so relieved that my
bill got reduced, because originally, I was gonna, I think, pay almost 2,000 or 3,000 for 2
classes. That’s ridiculous! Yeah… and then it got reduced. Either way, I still had to pay
money… But then, yeah, my classes have been covered. I'm forever grateful because of
that… and then I found… EOP, they have been so helpful as well. And now I’m part of
student government… This is my second term. So, so far, I've been doing well. In the
beginning, it was a really rough start and then slowly, it became more manageable.
Aspirations
Faith has been dreaming big from a young age, dreaming of obtaining a doctorate and
even going to an Ivy League school. Throughout her life, she has faced some struggles and
moments that challenged her dedication, but now she knows exactly what she wants. During the
interview, I asked Faith to reflect on moments that got her to where she is today, and I asked
more about her selection of major.
I want this one thing more than anything in the world like. It's not about the money it's
about wanting better for yourself, you know, and helping people. So, when you better
yourself when you become the better version of yourself. You're able to um, share that
with people…I don’t know, I was always having big dreams… I didn't have an idea. I, at
first, I put child development [as my major] because I saw my aunt, who was a teacher,
and it was working out for her, but little did I know she was getting paid very small…
and she was working for a private school… so then I was like ‘ummmm’, and I didn’t
really have a passion for it. I mean, I knew that I was, and I still am good with kids, but I

48
didn’t feel that passion as I do for nursing. And so, I was conflicted… I don’t like that
word… I was not happy where I was at, [working]. I always knew I wanted more, but I
didn’t know how to start. And it was in my faith, I believe that God directed me towards
a better path… [saying] ‘quit your job now, go back to school, I have something better
for you’... At first, I thought it was my aunt [who motivated me], but I heard so many
discouraging words. And I saw her struggle through school… and I admire [her], but
when it came to me, she would say, ‘When are you graduating,’ and I felt so
pressured…and I didn’t feel no support. No motivation. Like I just didn’t feel supported
each time I would see my family members… I found the motivation through social
media. I saw… I saw some motivational quotes and things that the medical professionals
practice on and I said, ‘ I want to do that’. I found motivation from people who succeed,
going to school, and they showed the struggle. They showed the struggle… and the
success part of their journey.
Faith completed two classes at Urban College as a child development major, but the
grades reflect a lack of passion as she did not do as well, especially compared to her grades now
in nursing. After those two classes, Faith took her break to work and ultimately found her way
back to Urban College. Reflecting on why she went back to school, Faith said that she wanted
more, she was not fulfilled with her life at that point.
Financing College Expenses
Faith’s time at Urban College has been filled with a supportive community that has
assisted her in reaching her goals. Initially, Faith lacked support, but at Urban College she found
support. Additionally, she found resources to help her finance her college education.

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High school no, college no… I did not receive any support, [until I think] when I came
back. Umm, after working for so long, that’s when I received help. I don’t remember
how, I ran into [my mentor from the URC team] I think someone told me to go to him… I
think I heard it from a student… even looking back, I don’t know how it happened…
I'm still a little lost with scholarships, but I did see help as in my classes are covered and
books are covered from EOPS, my classes are covered from, I think, AB540 and [the
Dream Act], and then, being a part of EOPS, I think they help me with books umm… I
only received one check from the California Dream Act…I have always struggled with
money. Like, I don’t know what it's like receiving a check from FAFSA, I don’t know
how much those students receive… umm, but I don’t get checks, [the reimbursements]. If
anything, I get grants from EOPS, but it's not enough. I’m struggling…I have always
struggled.
Support Program Experiences
When I asked her, if she had gone to any other office to receive support, such as
admissions or the financial aid office, she simply answered no, ‘they were not helpful’. She
always went to the URC for help. Through the help of the team of the URC and Extended
Opportunity Programs and Services (EOPS), she gathered the resources to ensure that she could
pay for her education. For both offices, URC and EOP&S, Faith had to make the first step and go
ask for assistance. The help did not just show up, she navigated through the school to find
assistance from two different offices and gather information. While she does struggle financially,
she had been able to get her classes covered and has found help to pay for her books. Although
she does not know what the future holds, Faith is determined to reach her goals and accomplish
her dreams.

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Recommendations for Institutions
To wrap up, Faith recommends that schools provide their undocumented students with
job opportunities that would allow them to gain experience.
I know this is not a private institution, but I believe there should be a non-work study
program for undocumented students. How is that possible, that like this institution, an
institution that is “diverse” and not have that program for our students like me. And what,
the only option I have is the cafeteria, and there's nothing wrong with that. It is an
honorable job! But like, how is that possible that students have other options, and we
only have the option to work at the cafeteria, and possibly the bookstore, which is
impossible because… they can't hire more people. But like can the school really see
equality in that area? That's very… I feel like that's so disrespectful that they don't have a
program for us. They have a program for citizen students, students who are citizens, but
they don't have like a non-work, a non-work study program for students like me. [This
other college, that is private] has a non-work study program for students like me.
Although Faith does not know what the future holds, Faith is determined to reach her
goals and accomplish her dreams to become a nurse and work in the medical field. While she has
faced many barriers along the way, she does not let her past determine her future.
Virginia
Virginia first began her educational journey at Urban College in 2004, where she began
working towards an associate degree in architecture. In the summer of 2022, Virginia went back
and enrolled at Urban College this time with the goal of getting her nursing degree. Since she
was a little girl, Virginia wanted to become a nurse, but was unable to pursue that path the first
time she went to Urban College.

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Entry in College
I began the interview by asking her to share her educational journey with me and asking
her to share a bit of her background.
I've been at [Urban College] for what a year now, I started last year in the summer [of
2022], and that was actually me coming back after so long… The first time I attended
college was in 2004… I was there for 3 years, which I earned an associate degree in
architecture… Then I graduated, and after that, you know, I started working. And then
had my son, and then life [happened], and now I'm back… At first, like when I graduated
[with my degree in architecture] I still was undocumented there was no, no way to be
legal and stuff. So, I was working with, you could say, a fake social… but there, there
was no opportunities to move forward, because, like I said, you know you don't have
documents, and you can't move forward. So then, yeah, I got pregnant, and my son
happened, and I just focused on him. But what motivated me to go back to school is
actually him, because I didn't want to just be like a stay home mom, you know. So, I
always wanted to do the nursing program, since I was like a little girl. So, one of my best
friends actually she actually got her degree from [Urban College] as well in architecture.
So, she was one of the ones that was like ‘hey… I was able to, you know, go back to
school doing nurse.’ She's like, ‘I know you were the one that wanted to do this in the
beginning. Why, don't you do it?’ And I said, ‘You’re right,’ and she's like, ‘you’re
never, you know, too [old], too young, you are never too late. You could keep going.’ So,
then I was like… ‘You know you're right.’ So then, yeah, it might take me 5 - 10 years.
But it's something that I kinda want to accomplish and finish. So yeah, and especially just
to show my son, hey, you know, like mom's going back to school, and that you could do

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it too, and you know, like I’m just kind of like pushing it so, he could be kind of proud of
me as well, and it just also to, you know, to have a good life.
Virginia was motivated to go back to school to accomplish her dream of becoming a nurse. With
the push of her friend and to goal to be a good role model to her son, she went back to college to
accomplish a lifelong dream.
Financing College Expenses
What is inspiring about Virginia is that she was prepared to do it alone all over again, like
the first time. When she went back to Urban College, she was unaware of all of the financial
resources and support services she had access to. We can see her determination to obtain her
nursing degree, as she was willing to do it without any support. Thankfully she found the URC
and other support services that made it easy for her to complete her first academic year.
[I was afraid of ] the same thing about like the financial situation I was like, how am I
gonna do[it], because I wasn't able to work. I wasn't working… I haven't been [working]
for like almost 4 years now…due to an accident I had to work. So, I was like, okay, well I
have money saved up. And I was like, okay. I could pay for the classes and stuff. But I
was like, okay. I still don't have a job. So that was something. But then I started here…
thank God, I [got the California Dream Act] I mean something that they could offer as far
as help or something. So, I was worried. I was just worried about, maybe just paying too
much money. Or, or just not having the support. But also, just like the age that you know,
like the kids are right now in college they’re just like fresh out of high school, or maybe
in their twenties, and that I'm over here, you know, like almost the age that I could be
their mom. In a way, they're not gonna stop me. And it's funny because in my class, right
now for my anatomy, physiology, like some of the kids are like way younger than me and

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like they're struggling. I'm over here like getting As, and I’m like ‘oh!’ So I’m kind of
like, [that] makes me proud of myself, you know… like ‘hey, I still got it!’. If you really
want it, you'll go for it. So that's where I’m at, you know. But I feel like I have enough,
more support now, more help… especially with the programs that they offer at school...
or like the stuff that they after at school, like the free printing, the library, the workshops.
All that [stuff]. Just I feel like that's so much help versus me going in again to school and
not having that, you know. It's just coming home doing work, and then, you know, deal
with by yourself. Yeah.
Going back to school was a scary thing for Virginia, but she was fortunate to find the
URC where she received support in accessing financial resources. The support that she received
went beyond getting help to complete financial aid applications. In the following section,
Virginia continues to discuss different types of support that she received at Urban College.
Well, just the undocuscholars, and then the learning center, the library, the workshops,
like, I said, whenever they have like those. What are they call when they, have those
activities?... So, it's just stuff like that. It’s kind of like… it helps you, kind of like. Forget
about things…One time I remember they had the puppy therapy, and I was like, I think I
was having like a bad day or something. I just remember seeing the puppies, and then,
like totally forget about that stress, you know. So, you kind of like de-stress a little bit…
like, ‘oh, hey…it's okay’. ‘You're gonna get through this’. You know what I mean. So
just like things like that, like. I feel that they have helped a lot [I didn’t know about the
URC] I don’t remember where I was going but, I remember [the URC] had something in
the quad…where they put the tents and all that stuff. So, I said let me go check it out. So,
I, you know, started walking, and I saw [a] bunch of clubs and stuff. So, I was like, okay.

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I was just stopping by and seeing it. So, when I ran into [the URC team] and I was like,
oh, what's this? And I started reading like the flyer, you know, [and] the brochure… then
the lady started talking to me more about the program and stuff I was like. ‘Oh, my God!’
My, my heart kind of like, got it excited a little because I was like ‘oh, my God, this is so
awesome!’ You know! This is something that I wish I would have, you know, like I say, I
wish this would have happened, you know, earlier. So then, yeah. So, then I they told me
where to locate the [URC]. I end up going there. And yeah, I was like, oh, my God! [At
first] I was paying out of pocket for the summer, because, like I said, I didn't know
anything about it. Until they told me about [CADAA]... because I even asked if I could...
since I have my DACA. [I asked someone else] ‘can I apply for financial aid’ and they
said ‘no’ because... I don’t know why they say no, but they said I could actually apply to
the dream act that’s for, you know people under the DACA program.... At the [URC]
someone was able to help me fill out the application. And yeah... that’s how I was able to
pay for my fall semester which was last semester. That’s pretty cool because like I said I
was paying out of pocket... like I said for the summer... I didn’t know anything… [the
URC staff] actually asked me if I needed helped to fill out the AB540 and I remember the
first time I went to [Urban College] I filled out the AB540 for the International, I guess.
Just for the non-international wavier… So that's why I wasn't paying the fees for
international students for the first time I went to Urban College. So, I remember about
that from the first time. So then, that's when I asked them, and then they… they reminded
me as well like ‘you need you need to fill out the AB540’ they helped me. They helped
me fill it out at the [URC] and that's when I turn it into Admissions... So, so they could
deduct all those fees.

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I followed up with Virginia and asked her to elaborate on the type of assistance that the
URC team provided her. Before she went back to school, and even during her first semester, she
did not know that offices like the URC existed. Specifically, she mentioned their assistance with
filling out the CADAA and the one-on-one support they offered her.
I was like, ‘oh, my God!’ some of the questions [on the CADAA] I was like, ‘what are
they asking me here?’ So yeah, so I would always like, you know, raise my hand or call
[URC worker] over, and they'll be like this is what this means or this you have to put
this... if I would have done it at home, I would have just given up. But yeah, they were
really helpful…Yeah, the [worker] she kind of like stood there with me because I was
like, ‘hey, this is my first-time doing this’. So, so she was like, ‘okay, so let's go through
it’. During that time, I still had my 2019 taxes. So, you she was like ‘you put this here
and you put that [there]’.. So, she kind of like guided me throughout the whole process,
which it was great. And during the second time I did it, you know I was kind of like in a
way, kind of, I knew what I was doing. But since I didn't file taxes for 2020, I didn't
know what to do. So, then I remember [she] was like, ‘okay, so, you didn't file taxes, so
you just gonna put I'm not gonna file’. But yes, same thing, she said ‘if you need help, I'll
be here. Just raise your hand’. But I feel like I was like calling her all the time, but she
was like ‘don't worry about it’, like, you know, like I'm here to help you. And then when
we were about to be done with the process. There was some error. So, she was the one
that was kind of like. She kind of went back, and she was like trying to see what was
wrong. And yeah, we were able to find the error and finally submitted it. And yeah, so it
was like so easy process after. Like. If you have somebody there, it's easy. But yeah, like
I say if I had done it by myself, it'll be like, ‘oh no, I give up.’

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Experiences with the URC
The help that the URC team provided Virginia with goes beyond assistance with financial
aid applications. They made sure that she was completing everything that she needed to so that
she was able to get financial assistance to cover her classes. Additionally, they provided her with
moral support, a space to recharge, snacks, and exposed her to tools she could use to become a
better student. Below, she further discusses the impact that the URC team had on her.
Oh, man, it's pretty much just from like the smallest thing, just you know, getting snacks
to like, I said. Help me fill up the Dream Act application, AB540, just the resources as
much as like the workshops or the events that [they had]... like transfer fair! Like I
wasn't even interested in transferring… we had the transfer fair, and or the event that we
went to, and I was like, oh, my God, this is awesome!... I wish I could go to this school,
so just the encouragement that the [URC] gave. And just like I said it all the workshops,
and then just the resources that are given to students.
Lack of Support or Challenging Experiences
Reflecting on the help that she has received at Urban College, other employees outside of
the office, were not as helpful. Virginia is even grateful for the constant honesty the URC team
members provided her with. Even at times when they did not know the answer to her questions,
their willingness to help her stood out. Something that she did not find in other spaces.
Yeah, I don't think I would be able to. I mean. yeah, I was able to be going to school, but
I, it wouldn't be as much as like the help of the resource I'd be getting. I’d ask different
people [for help], and they'll be like… and then that's the one thing that you ask
somebody [for help], and they didn't really know what to tell you. And then, yeah, and
then even there, at the [URC], like I’ll ask somebody. If they don't know they'll be like,

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‘hey, well, let me look into it. We'll get back to you’, or you know [give] me something
like a resource that actually I could, actually go and ask. So yeah, definitely has been a
great help.
Financial Experiences
As Virginia mentioned earlier, she paid her first semester’s tuition out of her own pocket.
She reflects on her first year, and the financial resources that she received and never faced any
issues in accessing the money that was allocated to her.
Oh, no, I haven't received any loans or scholarships. That's something that I was looking
into. But I don't know like for some reason, some of the scholarships that I was looking to
like they, I guess the deadlines already had happened, or something. So, I missed out on
that. But yeah, but no loans or scholarships. Everything's kinda like… it takes care of
itself away in a way so like everything's like covered as well as the classes. But I don't
know it's the I mean just the California Dream Act, the money is just to pay for the
classes… Yeah, yeah. So, it's pretty much like that was one thing I was like, even if you
know I get a little bit of help. I was like grateful, you know. So, when I heard that they
were going to pay for the classes I was like. ‘Oh, my God, that's even better,’... So, the
only thing I had to pay was for like the small fees that they asked. So yeah, so there was
not…no problems with that.
Aspirations
Having spent some time working with her degree in architecture and being out of the
workforce for a bit, Virginia decided to pursue her childhood dream and make a career change.
While she just completed her first year in her program, she has been considering big things for

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her future. Before starting school, she was only interested in obtaining her A.A, but now she is
considering transferring and one day getting a doctorate.
So, it's the LVN program [first] which fingers crossed… I get into…. [then I want] to
start working mostly on, probably a hospital base, and then not sure what… [maybe] the
ER, or I’m not sure. I'm not really really sure. Maybe I'll think more into it as soon as,
once I'm taking the LVN classes. Then that's when you get experience that… [maybe] I
want to work with babies or work with adults, you know, like that's when [ I can decide].
But yeah, so that's definitely something. Work on a hospital base. And then I’m really
motivated to doing travel, travel nursing. And then, you know, go back to school. Get my
BSN and work… I still want to continue working. I mean going to school because I don't
want to stop… I want to become a nurse practitioner and hopefully for that I kind of have
my mind set [for the] kind of work I want… I could work at a psych unit… and yeah, and
then keep going because I want the doctorate. Yes!
Embracing her Undocuidentity
Reflecting on her time in college, she recalled an incident with other students who tried to
bully her due to the student ID number that she was given. It is admirable to see how Virginia
has learned to embrace her undocumented identity and is taking up space and resources that she
needs to succeed.
If I could tell my [younger self something its] to look for those resources, look for help,
because it’s out there. You just have to look and ask, and don’t be embarrassed [or
ashamed] because that was something that I felt. I was like ‘who is gonna want to help
me, I have no papers’… and its funny because the first time I went to [Urban College], I
remember, my [student] ID was always 000… and when I would log into the library it

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was always 000 and one time one of my classmates asked ‘hey why does your ID have
zeros’ and I was like ‘I don’t know that was the ID they gave me’... they were kinda
profiling me in a way… [saying] ‘well if your [ID] starts with zeros it’s because you
don’t have a social’, so I was embarrassed. I would always be embarrassed, [and] to even
say my ID number. But yeah, [now] I don’t care, like you know, yeah, I’m undocumented
but I’m here going to school, trying to do something… I found resources, found [the
URC].
Recommendations for Institutions
Finally, Virginia’s recommendation is that there be more access for undocumented
students, as she encountered moments where she was informed that undocumented students were
not eligible to join certain programs or were redistricted due to their immigration status.
I feel like other groups like, what are they called like the other… like TRIO, or other
programs… Yeah, the support programs. they weren't helping, undocumented students.
So, I think that I feel like maybe every program should be able to help and undocumented
students. Because why 1 [or] 2 support groups can help. But then the rest have ... They're
limited to help [other] kinds of people, yeah, I understand it's the federal funds or what
not. But then it's like, if 2 other groups can do it, why can’t the rest of them do it? So, for
example, not just, for example, let's say the queer program, or they’d say some of us, you
know, are undocumented and they want to be in the group, and they can’t, because they
can't qualify because they're undocumented. So, I feel like that's something that, maybe
other support groups can do, you know. And what I think that's it. Like as far as like… I
mean the help for playing for classes is already there. But sometimes I mean, especially
with the [URC program], I know with the book voucher, that's such a great help. Other

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programs don't have it and then something like, like, for example, like something for me
like my books was something over $400, and it's pretty much all that stuff, so I don't
know. Maybe like some sort of like support with like with the books as well or materials.
But yeah, I think that’s it. I just think more help for students that don't qualify like to
[different support groups]. They want to be in certain programs or so in support groups,
but they can't.
Virginia is a highly motivated individual who has amazing goals to accomplish. Her legal
status and money restrictions are not going to get in her way. She’s learning to take up her space
in higher education, setting a good example for her son, but also other students in the same
position.
Amy
Amy graduated high school in 2020 and went straight to college and started at Urban
College the August of 2020. Amy received an associate degree in business in 2022 and is
completing her bachelor’s degree at a four-year university.
Entry into College
Like most high school seniors in the United States, Amy began to apply for college
during her senior year but was faced with the harsh reality that as a non-citizen or resident, going
to college would be challenging.
I graduated high school in 2020, and I began [college] in August of 2020. When I was in
high school my time, I’ll say [the] time I had to apply to college was really messy…
always a question of like, are you a citizen or not? I do not know how to answer it. I
didn't know that I had like some… let me go back, so the way that I entered the country
was by having a tourist visa and because I overstayed, I counted as undocumented. But at

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the time that I was in high school, I did not know. My parents did not know. My family
did not know. I mean, we just knew that we did not have documents, but like on the
options of the application, that does not say like undocumented. It was either a U.S
Citizen or green card holder, and the third option is just non-visa… and then you have to
specify if you do have a visa, what kind… I put that I had a visa. Because that’s what I
thought it was. I asked some [of my high school] counselors about it, but nobody knew
about it… And [then] the pandemic hit. I applied to my colleges, and I got into all the
colleges I applied to... All the hard work that I did in high school did show up that I am
capable of going into higher education. But that’s the thing that upsets me, like a lot of
the time, people are like, go to college, go to college. You’re going to figure it out.
You’re going to make more money. But nobody tells you [if] you are going to be able to
afford college or not… nobody tells you about out-of-state tuition and in-state tuition. So,
yeah… the part that I am still upset about, is that nobody knew what was going on…
everything was up in the air. When I finally received my financial aid packages, all of
them showed I was out of state. I was like, ‘What is this’... I looked it up…technically,
technically, I qualified for in-state tuition… I was [in California] for three years… my
transcripts show that I was here for three years, I thought ‘can people just check my
transcripts?’ I remember being in the pandemic and not knowing who to ask… my school
counselors, my high school counselors were like ‘call directly [to] the schools’… Calling
a school is such a pain! There are so many options to click, just to reach someone to
answer one question… you’re waiting in queue, you’re waiting the whole day, and then
you try to explain your question to them, and then they say, ‘oh yeah, you should call to
this department,’ and I got switched to all the departments, and nobody knows what’s

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going on… or when you just hear someone hanging up on you, you hear a different kind
of beep, that would happen so much with [my current university]. Nobody could give me
an answer to why I was getting charged out-of-state tuition. Until finally, financial aid
told me. I finally got an answer back… the day of decision day. I literally I had no time. I
tried my best to fight for my place to go to college in high school, it was so easy for me to
give up. It was so hard to get an answer. Nobody explained to me that because I
overstayed my visa it does not count and that is why I count as an undocumented student.
Amy’s first impressions of navigating higher education were difficult, to say the least.
Applying to college and having your questions answered can be challenging but adding a
worldwide pandemic on top of that complicated things even more.
Challenges
While she tried to advocate for herself, calling the different universities she was
ultimately unable to attend them. She had to put her goal of attending a four-year university on
pause due to the high cost of attendance that the schools were charging her.
Nobody explained that to me until my second year at [Urban College my status]. I was
curious why [Urban College] allowed me to pay in-state tuition. I found it a little weird…
Also, because I had someone helping me to enroll at [Urban College], they literally went
through every single question of the application with me. They made sure that I clicked
the right button for citizenship. So yeah, he told me to click on that one, and I was paying
in-state tuition. I technically wasn't paying anything, because I also got, because I applied
for financial aid. Or dream act… People told me I could apply for the dream act; I did not
know. I think I applied to the dream act in high school, because a school counselor told

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me to. They knew I did not have a U.S. citizenship. But they (high school counselors)
never explained it to me.
Amy’s journey into high education was stressful and filled with much uncertainty. What
was a rite of passage for most high school students, turned into a “mess”. Amy’s decision to go
to Urban College was not in her cards, but she made the most of it. Her experience turned into
something amazing. Even though she began college during the COVID-19 pandemic, she was
able to make the most out of it.
I was being super dramatic… I told my friends I was not going to school because I was
not receiving financial aid… I was like what’s the point of college anyways? But my
friends… literally my closest friends, were going to community college too… but even
though in my brain, I was like ‘yeah I don’t want to go to community college.’ There was
so much stigma, in like high school, [ they would say] oh you’re going to community
college?’… I went to a 97% Asian high school, and in my culture, you either go to a UC
or an Ivy League. There is no in-between of a community college and a Cal State… but
my friends, said, ‘let’s just go to community college and transfer out… School is not
everything. School is what you make out of it. School is what the extra curriculars you
do. School is what, friends you make out of it. It’s not, just school. School is not just
classes. Life should not just be classes… Also, if life would just be classes, it would be
boring… I feel like first generation, or like immigrant parents [thoughts] too. Because
they grew up in a society where like if you don’t go to school, you won’t be about to be
somebody in society. Like, everything goes around school, but school is not everything…
I was raised in this way that if you’re not home, you’re at school. If you are home, you
are helping with chores. That’s the only thing you can do at home… ‘you be a good girl

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at school’… so I did this for my mom, going to school. And because my friends were
going to community college, I went to community college. And [the] way that I found
[Urban College] was because my sister, she went to an adult school… she knew about
[Urban College] and would always tell me [Urban College] was the best one at gifting
services.
Supportive Counseling
From the first interaction that Amy had with an institutional agent from Urban College,
the assistance that she received was drastically different from what she experienced with the
other institutions. That first interaction left a lasting impression on her, and it made her want to
attend Urban College. Shortly after that first interaction, she had the opportunity to meet with the
counselor from the URC and then the rest of the team who helped her fill out all the necessary
applications.
I was just calling [Urban College] about applying… and they made sure [right away] that
I was meeting with a counselor, with someone that was going to help me out with my
application. They made sure that I was meeting with my department, too… like the
service was so much different from all these four-year colleges. And I was like, I’m
definitely going to [Urban College]… I am someone who tends to ask a lot of
questions… when I was at [Urban College], like I had the choice of like doing things by
myself. But there was always someone… someone was always willing to help. Or like,
‘oh you’re applying, let me help you’ or ‘do you need help with your application?’ …
like there was emails saying, ‘make sure you apply to AB540. Or like, ‘oh, you're already
transferring. Let me know, so I can help you out with like your application.’... I, again,
met with [my counselor], he was really helpful… me doing to Cal State application again.

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[He checked] what box I checked for the citizenship box because I messed that up in high
school…There was always someone I could reach out to. I did not have that in high
school, and I don’t have that now.
Amy went from worrying about paying for school to getting reimbursements and being
able to purchase necessary items. During the interview, Amy mentioned that at first, she did not
understand how she was able to get financial aid at Urban College when so many other schools
did not provide her with any financial support. With the support of the URC, she was exposed to
many resources that she qualified for.
I was getting financial aid. I, I was getting extra money for books, and I was getting
AB540. They told me to apply for AB540… they told me I just had to submit some
documents… So, dream act, that only covers tuition. It does not cover the college fees
does not cover my... any extra fee that comes with it. So, if my tuition is like 7,000 per
year or 8,000 per year. Yeah, that's the only thing that dream act covers. But when I was
at [Urban College], I still remember receiving some extra money, like in the 800s or 600s
and like that helped me through. I only had one job, working 5/10 hours, so I did not
have to add or have an extra job to pay for anything else. The extra money helped me out
with books. Help me out with technology or like any of the supplies I needed for school,
which was great!... I was receiving extra money. I was like ‘damn! I get money just for
going to school’… [ I was in EOPS] I got the grant for technology, I think for each
semester, it was about $200, it helped a lot. I bought an iPad, I bought Air Pods, I bought
books, that was $200! I was making maravillas with it! Really. It helped out so much… I
got to buy my own laptop for the first time, like I was doing adulthood stuff, I was buying

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my own laptop! I got to buy my own clothes for the first time. I got to buy an iPhone for
the first time… but at the four-year college that just died. I’m not getting extra money.
Amy did not have to worry too much about paying for school and that allowed her more time to
devote her energy in other things like extracurriculars. Now that she has transferred to a four-
year university, she no longer receives the same amount of monetary support.
Yeah, also because it was fully online. I didn't have to go to [Urban College]. But even
though I didn't have to go to [Urban College]. It also allowed me to have more time to be
to do extracurriculars… That's why I joined [student government] and was a TA as well.
And yeah, like I got stipends for just being on campus… And I love that [Urban College],
like [made] sure that what my citizen status was for them to [pay me], because I know
there was like work-study that I am not eligible for, but they [would] ask questions of
like. ‘Are you eligible for work-study or not? If you're ineligible, we're gonna made [pay
you] through stipends. So, you can get it’… Yeah. So, like just having that extra money
when I was at [Urban College] helped me out to do so much more. And now that I
transferred out. Oh, my God! I currently have two jobs. I have to travel around all the
way to [a different city] for college. I want to do extracurriculars, but I can’t because I
have to come home, and I have my responsibilities, as a big sister and as a daughter. And
I can't afford to move out, either, because I have bills to pay. I really wish I could move
out. So, I spend, I focus more on just my education. But I can and I can't do any of that.
And because I'm having two jobs. I come home all tired, I just want my sleep when I
come home, and that's why I do. I'm trying to work on homework. But my eyes like
closing down like the windows. [I] just don't want to think about [ work] anymore, and
[my eyes] close. Yeah, like and that's why I got into probation, student probation. Also, I

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don't feel motivated enough to go to school at all. Because, all I hear from people that are
U.S Citizens, or a green card holders that they get three types of financial aid…They
have the privilege of getting so much money… for just like buying clothes or buying the
newest technology they can, or they have extra money to buy for books like, even though
all the bougie stuff that they can buy, they can still afford to pay books, and they can
afford to also buy a new car. They can afford to not have a job and just fully focus on
school, and I wish I could have that… But sometimes I’m just like I really want to drop
out and do not worry about this anymore.
From what it seems, the theme of money was just following her everywhere, and in some way, it
was in many spaces that she occupied. At Urban College, she got the opportunity to receive
grants and stipends. That extra money stopped when she transferred out. Now, she is in classes
with her peers, who make comments surrounding their privilege and direct comments at Amy
who does not have access to the same resources they do. Many conversations revolved around
money and making money, but for Amy, there’s more to life than just that.
It just became really like, like everyday thing of like doing the same thing over and over
it. Just presentations, papers, sell this product to someone. Try to make as much money as
you can. If you're not money maker, you're not worth it. Also, the people that I’m in
business with, everyone is, ‘just make money, make money out of this person’… and
[my classmates] they are people who were born with money. They are people who do
not understand what is to struggle with money. They are people that just do not
understand of like today. I had to take the bus to work, and that's why I was a little bit, 5
min late, because I took the bus to school, or I had to walk a couple of miles to get to
school today, because some streets were closed for the buses lines, and they have to

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detour and that's why I was a couple of minutes late for a competition, or I was a couple
of minutes late for our rehearsal, or I was a couple of minutes late for just our practice of
like, get into the competition. It was a lot of pressure of like people, [always asking] ‘why
are you late?’ ‘Oh, my God! She's late because she had to take the bus’. ‘I'll never take a
bus because I drive’. ‘Why can you just ask your parents for a new car?’… I've never
took it as like and because. I was like that, cause like my brain was like 'oh, because my
parents can't afford it', and, like my brain, is just like I will explain to them. But it's just…
[I] feel so tired of explaining it. I reach a point in which, like these people, will never
understand that. And it's okay, because they grew up like this, and even though I'd spend
so much time explaining to them. They will never understand. And I am someone who
should not be explaining myself so much. That's what I had to learn through a couple of
years of like being in business… it’s not what I wanted, business. At [Urban College] I
did Business Admin for transfer, and oh my god, it’s just politics… For me because I did
so much business related in high school, I was like I have no other option and just applied
for business.
Amy decided to pursue her degree in business, but it was not what she wanted and even
though she completed a degree in business administration and is getting her bachelor’s degree in
international business, it no longer is the path she wants. Like Amy mentioned earlier there is
more to life than just school.
When I was in my main country... when I was in Ecuador… because of the education
systems different, well, my school offered science, accounting, or international
business… I always wanted to travel. I love, love of like just a fact of having an idea of
working and troubling and getting to know more cultures and going to different places.

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so, I chose international business. I was already in my second year getting close to
graduating. But then I move here, and somehow, like every time I apply to like to enroll
into like business classes, I was not allowed to… but little do I know business in the
States is so different because the capitalist country yeah, it is a lot of like. Take advantage
of people. I just want to make money out of you… I did nothing business related [At
Urban College]... going back to me changing my major, I want to do something STEM
related… and I cannot change my major without taking another year and who’s going to
pay for that extra year… my dream act only covers four years of higher education… I’m
stuck in a major that I do not like. Everyone is telling me just get the degree… [Urban
College] set good expectations for my dreams for this dumb college that is not even
helping me. It’s insane… I had to start therapy because of school… I had so many good
college expectations, but I’m not having any of it.
For Amy, school is something that she has to complete, a family obligation that she must
accomplish. Currently, Amy needs one more year to complete her bachelor’s in history,
however, she is also thinking about switching her major. However, due to her mental health and
her overall well-being, she is also considering just sticking with business.
School is not everything. School is what you make out of it. School is what the extra
curriculums you do. School is what, friends you make out of it. It’s not, just school.
School is not just classes. Life should not just be classes… Also, if life would just be
classes, it would be boring… I feel like first generation, or like immigrant parents
[thoughts] too. Because they grew up in a society where like if you don’t go to school,
you won’t be somebody in society. Like, everything goes around school, but school is not
everything… I was raised in this way, that if you’re not home, you’re at school. If you are

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home, you are helping with chores. That’s the only thing you can do at home… you be a
good girl at school… so I did this for my mom.
The experience that Amy had was something that should not have happened. We could
blame it on the pandemic, the lack of assistance and incorrect information halted her dreams.
While it has been a few years since she first started applying to colleges in high school, that
experience marked her, and Amy stated that she is still angry. However, even then, Amy should
have had the opportunity to attend the college she wanted. Amy may not be passionate about her
educational choices, but having gone to Urban College became one of the best experiences in her
life. She flourished and gained experience. The URC team helped ensure that she was paying for
her classes and had constant support throughout her time at Urban College. She did not feel
alone.
Money can literally move mar y tierra, but nobody says that everyone is like money
doesn’t do anything. No, money can buy time, money can buy happiness in a way, money
can buy the happiness that you don’t have to be stressed all the time, or worry, or [have]
anxiety of like ‘oh you won’t be able to pay [your] bills or rent’.
Recommendations for Institutions
In reflecting on her time in college, at Urban College and at her four-year university,
unlike the other participants in the study, Amy combines her experience at Urban College and
her experience now at her four-year institution to inform her recommendations.
Peer mentors… we need peer mentors…I think, like the Health Department [has peer
mentors], they don't have anything for business or engineering. They don't have, for you
know, the rest of the college. Also, more help. I know that is so hard because it's such a
big school. There is so many other people, and resources are so limited, but also school is

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because it's so big it receives more money. But where is that money going to?... There is
just no programs or enough support for everyone. Yes, I apply for programs, but every
time [there’s] like so many requirements to apply for, or only like certain people can join
this program because there is only spots available for 20 people…but were like thousands
of students. But where is that money going to… also where is the support for the
students?
Amy never thought that her college experience would have turned out the way that it did.
Faced with so many challenges and barriers, Amy still found a way to succeed. Every time she
faced a challenge, she did not back down. Amy’s testimonio indicts what a strong and resilient
individual she is.
Below is a table that highlights how all four participants of this study described paying for their
education.
Table 2:
How the Participants paid for the cost of attendance at Urban College
Name Resources used to pay
college fees
Allie CADAA, paying out of
pocket
Faith CADAA, Grants,
Virginia CADAA, out of pocket,

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Conclusion
Each of the participants in this study have faced adversity, but they have overcome and
are all on their way to creating amazing things for themselves. The testimonio of each participant
provided them an opportunity to voice injustices they have faced while also providing this study
the ability to question power dynamics and create changes (Huante-Tzintzun, 2022). One thing I
saw in each testimonio was their willingness and determination to get help. The participants, I
learned information about the resources that undocumented students have access to are not
widely known. Each participant was able to get some form of financial assistance. Although it
was evident that when they first started school, many were not aware that these resources
existed. As such their initial exposure to these resources was due to someone mentioning it to
them, or that they heard it from someone else. Further, these testimonios are evidence that
figuring out how to pay for college is difficult and can be scary. Undocumented Latinx students
have to figure out so much in order to receive that assistance, fortunately, with an office like the
Undocumented Resource Center, there are places where students can find support.

Amy CADAA, Grants, Stipends

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Chapter 5: Discussion
Discussion
The purpose of this study was to understand the experience of undocumented students as
they fund their college education at a community college in Southern California. Through a
qualitative approach, utilizing testimonios and engaging Community Cultural Wealth as my
framework, I aimed to explore the following questions:
1. How does an undocumented community college student utilize their Community
Cultural Wealth to navigate their college-going experience?
2. What do undocumented community college students perceive as necessary support in
accessing resources and funding sources to participate in college?
The overall findings indicate that students will utilize different forms of Cultural Capital to find
resources and ways to reach their educational goals. The initial section of this chapter will
respond to the first research question of this study. The latter portion, specifically in the
implications section, will respond to the second research question of this study. Ultimately,
participants of this study provided rich discussion and exploration of the guiding questions.
Analysis of Findings and Theoretical Framework
The theoretical framework used in the study was Yosso’s (2005) Community Cultural
Wealth Model. In alignment with the goals of this paper to uplift the voices of the students,
CCW will help focus on the participants’ strengths and recognize that they have cultural assets
that assist them in creating possibilities for themselves. Here, we focus on aspirational,
navigational, resistance, and familial capital. Although there are six capitals discussed by Yosso,
based on the findings in Chapter 4, these forms of capital were most prevalent in the
participants’ responses.

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Aspirational Capital
One thing that was noticeable with all the participants was that no matter their legal status
or their ability to fund their education, within each one of them, was a drive and a passion to
complete their educational goals. Aspirational capital refers to one’s ability to remain hopeful
despite adversity and challenges in their path (Yosso, 2005). Being undocumented limits some of
the resources that a student can access. Without a doubt, access to a steady source of income or
employment is difficult, and this barrier can interfere with a student’s ability to afford college
tuition, books, and other hidden fees. Grounded in the findings, there were two themes that were
common with all the participants. First, they all had a dream very early on to pursue a career
field, where most of the participants mentioned that their dreams began in high school. Second,
all the participants began school and/or went back to school without full knowledge of what
resources were out there. They knew they wanted to accomplish something, and they were going
to figure it out as they went through the journey. Even then, they were prepared to accept the
financial responsibility.
Allie stated the following in discussing a dilemma with obtaining a degree:
“And even if you go to school, and even if you graduate. How are you gonna be working
on the thing you graduated from? Like, If I become a teacher, or whatever, what is it for
like? What would you be able to do without a work permit?”
In her statement, Allie is indicating that even if an undocumented student reaches their academic
goals, there is still uncertainty about actually being able to work in that field or other future
opportunities. For DACA recipients, their status is temporary. There is no guarantee that the
privileges given to them will continue for the years to come. Especially since the Trump
administration, the future of DACA remains unknown. As of May 2023, undocumented

75
individuals cannot apply for DACA as they all await a Supreme Court ruling on the
constitutionality of DACA. As such, the future of all DACA recipients hangs in limbo. Being a
college student is difficult, there is no denying the countless hours of studying and stress, and
missing family moments that a student experiences just to pass an exam or a class. These
students aspire, their commitment to finishing and getting a degree is just proof of it all.
However, as Faith said, “It’s about bettering yourself”, there is no guarantee that the students
will be able to get a job in their career field or be approved to work.
Navigational Capital
Navigational capital refers to the way students use their lived experiences as People of
Color to navigate spaces that were not created for them (Yosso, 2005). Navigational capital
highlights how all participants have faced opposition in some manner when deciding to attend
college. Virginia and Allie are proof, as they represent students’ aspirations and their ability to
find success. They have navigated spaces and institutions that were not inclusive. Virginia’s
story shows how navigational capital is important. While she did not give a lot of detail about the
first time she went to college, she said it was hard. Considering the time, she went to school and
her being able to earn a degree and come back while thinking that the same practices were still in
place as the last time she was in school, indicates that the presence of those old policies could not
deter her from going back to school. She was prepared to face some of those challenges again
and find a way to overcome them. Additionally, we can see how Allie utilized her assets and
navigated her first semesters at the first institution she went to. One of her early interactions was
with a “White man” who did not want to help her after learning she was undocumented, this
could have easily made her walk away from the school, but she was determined to begin school.

76
Their determination, action, and persistence show how they utilized their agency to navigate the
institutions that they were at, while there was little to no help offered to them.
Amy’s story shares a different perspective compared to Virginia and Allie’s experiences.
When Amy began planning for college, she had access to various resources that would have
assisted her in going to college and paying for it. However, Amy was unable to connect with
individuals who knew about the resources. Faced with uncertainty and not knowing about the
help she could get, Amy still decided to go to college. She gave up her dream of going to a 4-
year university because she was unable to help to pay. Amy’s experience shows how the system
can fail the students it is supposed to help. Unfortunately, she was in a vulnerable position, as she
did not know her status or the help that was out there. However, at the same time, she persisted
through hardships and sought answers. She learned about herself, found herself, and found a
community that supported her.
Navigational capital recognizes the experiences that People of Color have, and how those
experiences can fuel them in navigating other spaces that were not created for them. The
participants have all shown that they experienced moments where it was clear that they should
not be there. However, all the participants have shown strength and determination in finding their
place and taking up the space that they deserve.
Social Capital
Without social capital, the participants would have had a difficult time accomplishing
everything they accomplished. Social capital is understood as “network of people and
community resources” (Yosso, 2005, p. 79). All the participants have built a network around
them that has supported them through their educational journey. Allie has her siblings and her
family member who worked at Urban College, that helped her fill out applications for CADAA

77
and made sure that she was registering for classes. Faith stated that when she first started, she felt
alone, and after having received assistance from her mentor from the URC and other staff
members, she didn’t feel alone, and she felt that she had a community that wanted to help her.
Virginia had a community that helped motivate her to go back to college to pursue her dream,
and during her second semester, after learning about the URC, she strengthened her network.
With the support of the URC, she discovered CADAA, which allowed her to get state assistance
to pay for tuition. Virginia found more support, people who kept her motivated, and resources to
help her get through her first year. Without having that social capital, Virginia could have gone
through college paying out of pocket and not knowing about the resources available to her.
Lastly, Amy found a network of people who understood the undocumented student experience
and helped guide her through her first years of college when she was angry about the lack of
support other institutions offered her. During her two years at Urban College, she built a
community of people who provided resources and support to assist her along her journey.
Without social capital, the participants would not have gathered some of the resources they did to
pay for college. This allowed them to navigate through different policies and procedures to find
funding and to find other resources that allowed them to continue with their education.
Familial Capital
Familial capital refers to the “cultural knowledge nurtured among familia that carries a
sense of community history, memory, and cultural intuition” (Yosso, 2005, p. 79). A collective
consciousness is created and maintained through families, community gatherings, and other
events that allow the group to gather and socialize. All the participants, during their time at
Urban College, have utilized the space provided by the URC. While many participants used the
URC to get assistance with class registration, the CADAA application, and filling out the AB540

78
form, the office provided a space for them to be themselves, be honest about their experiences,
and feel a sense of community. The undocumented student experience is difficult, to say the
least, and it can be a challenge to be at an institution and get help from someone who does not
understand what it is like to be undocumented. The experience can be isolating. The URC and its
staff not only provided the participants with the necessary help to ensure that they were enrolled
in classes and that their financial aid went through, but they provided emotional support and
validated them. Faith is an example of how the URC helped her during her transition back into
college. When she first went to college and then when she went back, she said that it was hard,
she mentioned that she felt alone. Once she found her mentor who worked at the URC, she found
someone who supported her, after that, things started to change for her. Using their familial
capital, the participants were able to find a community that understood the challenges that came
with being undocumented.
Implications for Practice
UndocuStrength: A framework for supporting undocumented students
I utilize the term UndocuStrength as a framework for institutions and institutional agents
to use as a way to support and uplift their undocumented students. Undocustrength is a two-
prong framework. The first is simply a lens through which to view undocumented students’
experiences as grounded in strength. Much of undocumented student rhetoric is informed by a
deficit lens. In alignment with CCW and advanced by the testimonios of this study’s participants,
it is quite evident that undocumented students are empowered individuals. As such, the following
traits are intended to recognize the assets that undocumented students possess. Although not
exhaustive, these four qualities are a great start to recognizing the immense strength that
undocumented students hold.

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1. Perseverance and resilience- Faced with limitations, they have the strength to overcome
adversity by pulling together resources, to better themselves. They use their strength to be
the best they can be.
2. Courage- To follow their dreams, despite the unknown and uncertainty of their future.
3. Optimism- Remaining optimistic is important as the state of mind of an individual helps
them stay hopeful.
4. Determination- despite everything, in all the directions that life pulls them, they are still
determined to continue moving forward and finding ways to accomplish their goals. At
times, their priorities might have shifted, and they were unable to keep school as their
focus; however, their determination to accomplish their dreams never left. When faced
with challenges, they adapted and found alternative ways to keep moving forward.
As highlighted above, undocumented students have tremendous strength. But the burden of
addressing the challenges that have been placed upon them by our institutional and systemic
policies should not solely be held by them. Undocumented students go through an array of
challenges that we may never truly capture. However, we must be aware that we can do things to
help them in their educational journey to ease the burdens they may face and remove barriers in
their way. Informed by the testimonios, the strength, and the determination of the participants, I
outline four principles for UndocuStrength that institutional agents and institutions must pursue
to support undocumented students.
Principles of Undocustrength:
1. Humanize undocumented students - Institutional agents including faculty, staff, and
administrators must contextualize the lived experience of undocumented students.

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Undocumented student lives, in many ways, are about finding the means to survive. As
such, education should provide a space for students to move past modes of survival and
into spaces where they can thrive. This means that institutional agents must be keenly
aware of the outside classroom experiences of students. In other words, institutional
agents must humanize undocumented students.
2. Take action – Expanding on the first principle, it is recommended to humanize the
undocumented student experience and also be willing to offer support with honesty and
transparency. Institutional agents might not know everything there is to know about how
to navigate the policies or resources specific to undocumented students. Yet, it’s
important for them to step out of their comfort zone and partner with undocumented
students to find the resources and navigate the challenging policies. Everyone can share
the load of working through the systematic mazes that exist for undocumented students to
participate in post-secondary education.
3. Make resources more available – Institutional agents must provide resources. There are
currently financial resources like CADAA that undocumented students can access. But
technical jargon or simple lack of promotion of services prevents undocumented students
from accessing these resources. Institutional agents must get creative and provide more
opportunities for undocumented students to get exposure to these resources.
4. Create programs and physical spaces for support – Campus life can be isolating
especially for a student population that is stigmatized and live in fear of their status being
discovered. As such, it is important to create a safe space for undocumented students to
be able to build community. This can support undocumented students to help understand
and embrace their undocumented identity (a form of emotional support) but it, of course,

81
can be a practical space for them to receive support in accessing the resources they
deserve.
5. Champion change - Ultimately, the experience of undocumented students is still
grounded in institutional, state, and federal government policies that exclude them from
accessing post-secondary education. If we are to assume that education is a right for all,
then why do we continue to agree to policies that exclude this population. As such,
educators and institutions need to champion change in policy so that all can truly have
access to an education that everyone deserves.
Suggestions from the Participants
Since this process was collaborative, I asked each participant at the end of the
interviews to give their take on implications for practice to see what the students need.
Participants were asked what was something that they believed could be improved at their
institutions; overwhelmingly, the biggest response was more resources, which could be in the
form of scholarships, work-study opportunities, and access to existing support services. As stated
above, it can be a challenge to find scholarships as some have a requirement for an applicant to
be a U.S. citizen or resident. All the participants said that even the thought of looking for
scholarships as an undocumented student is stressful and discouraging. Amy mentioned that at
some point, she got so discouraged after seeing many scholarships require the applicant to be a
U.S. Citizen or resident that she stopped looking. Allie and Virginia recommended that
institutions have more resources available for undocumented students. Virginia mentioned that
she had looked at different support services at Urban College but was surprised when she was
told she needed to be a U.S. Citizen or resident. As a newlywed, Allie was afraid that her
financial aid package would be impacted, and she would not be eligible to receive any assistance

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due to her household income increase. With this in mind, restricting students due to their status,
Faith recommended that there should be programs like “Federal work-study” to give them an
opportunity to work on campus and gain experience like other students.
Implications for Institutions
The findings from this study indicate that undocumented students are being supported
through their educational journey and obtaining financial resources to pay for their education.
One thing that was common among the participants was that they all found received support
from a URC team member. While the URC team members provide excellent support to their
students, there should be more institutional agents that can help undocumented students, who
also understand the undocumented student experience. It should not just be on a single
department to provide all the services for this student population. Especially, when there is an
array of departments that are dedicated to supporting students.
The second implication is for institutions to create partnerships with high schools in the
area to assist undocumented students who are preparing to go to college. This is to show
undocumented students that there are services out there to help them attend and pay for college.
Secondly, this is a good way to ensure that students are receiving accurate information about
policies and services, as high school staff members may not always know exactly what services
are out there. Situations like Amy’s need to be avoided, and partnerships could help ensure
future undocumented students have options post-high school and support to navigate enrolling at
four-year universities.
Implications for Educators
Educators should be aware of the different policies that impact their students. The
undocumented student experience is different from their peers who are U.S. citizens or residents.

83
The balance of school and work can be difficult for some students. So, educators need to
understand the different variables that can impact their student’s attention, and school may not be
their primary focus.
The final implication for practice is for educators who serve as institutional agents to
have more transparency, accountability, and honesty with the students. Policies that directly
impact undocumented students are constantly changing. With that in mind and to best help the
students, it is okay for institutional agents to tell students that they do not know the answers;
however, they should also be willing to assist the student in searching for the correct answer.
What is important here is that there is someone who is honest with the student and helps them
find the correct information. No student should be given the wrong information. One theme I
saw with each participant is that they could tell and easily identify the institutional agents who
wanted to help them and those who did not. Additionally, participants mentioned that they
appreciated the honesty of institutional agents, and although they did not know the answer at the
moment, they were willing to help the student find an answer.
Study Limitations
This study is not without limitations which I discuss here. First, the findings of this study
cannot be generalized to what other undocumented students will face. This study took place at
one community college in Southern California. Additionally, the characteristics of the
participants overlapped and were very similar. They all identified as female, and they were
DACA recipients. Although the study is limited due to the small number of participants, the
inclusion of a male participant could have been helpful here as to gain a different perspective.
Having DACA has allowed all the participants the opportunity to work certain jobs allowing for
more stable employment. There are numerous students enrolled in colleges and universities who

84
do not have DACA that face some limitations. In the study, Allie even mentioned that she had
been privileged to have DACA as it provided her with “legal employment” and was not working
off the record or with a fake social security number as she had done before obtaining DACA
status. Due to the time constraints of this study, obtaining more participants would have made it
difficult to stick with the timeline of ten months.
Future Areas of Research
There is so much that is still unknown about undocumented students in the United States,
and we may never be able to fully capture their experience. Future research should dive deeper
into the experience of undocumented students financing their education at different types of
colleges and universities, along with capturing the experiences of undocumented students in
graduate programs, such as master’s or doctoral programs. Additionally, future research can look
at other variables that impact a student’s decision to stay in college, as their futures in their
chosen field are not guaranteed.
Conclusion
Latinx undocumented students have gone through a unique set of challenges.
Nonetheless, they exemplify UndocuStrength in everything they do. The purpose of this thesis
was to get a better understanding of the experience of undocumented students as they fund their
education at a 2-year institution. With the use of participants’ testimonios, I found that students
were resourceful, pulling together different resources. All the participants filled out the
California Dream Act to pay for their tuition and received in-state tuition through AB540. One
participant paid for fees through her full-time job, and another one used her savings to pay for
the extra costs associated with school. Lastly, the participants indicated getting support from on-

85
campus support services, where they received small grants and book vouchers, which helped
cover some costs.

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Chapter 6: Researcher's Epilogue
I grew up in Los Angeles undocumented, and since I was young, I always knew what that
meant as a possible deterrent to attaining my dreams. As such, for much of my teenage years, I
attempted to forget my undocumented identity. It was not until the last couple of years and
working with my students and these participants that I found ways to embrace that part of my
identity. I have experienced moments now, as a Naturalized Citizen, where I find it difficult to
talk about this part of who I am, and even experience moments of fear when disclosing to people
that I came to the country undocumented. Going through this study has been a transformative
experience. The strength of the participants to share who they are openly and being proud has
given me the opportunity to tap into that part of my identity. One thing I learned was that so
much of who I have grown to be is due to the way I grew up as an undocumented immigrant. I
grew up with my family telling me never to tell people I was undocumented, telling me to be
more American so that I would not be questioned. Being “American” would have been the only
way to be successful in this country. With the lessons learned from the scars from those
experiences, I have tried and continue to try to forget that ideology and embrace my Latinx
roots.
When I decided to go down this thesis journey, I was afraid that I would not be able to do
justice to the participant’s stories. I was scared, and through the journey, I wanted to quit, but
collaborating with each participant and having the opportunity to talk to them strengthened me to
complete this study. I am forever thankful for the participants who were willing to sit down with
me and share their lived experiences. I am also thankful to them for allowing me to learn more
about the community, and the strength of the community and teaching me the tools to embrace
my undocumented identity. In this experience, we tapped into our undocustrength together.

87
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89699

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Appendices
Appendix A: Recruitment Flyer

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Appendix B: Information Sheet
Study Information Sheet
My name is Cindy, and I am a student at the University of Southern California.

I am conducting a research study to get a better understanding of the experience of
undocumented students when it comes to funding their education at a community college and to
gain a better understanding of how institutional agents and institutions can better support their
undocumented student population. The name of this research study is “UndocuStrength:
Testimonios from undocumented Latinx students financing their education at a community
college in southern California. I am seeking your participation in this study.
Your participation is completely voluntary, and I will address your questions or concerns at any
point before or during the study.

You may be eligible to participate in this study if you meet the following criteria:
1. Self-identified undocumented students, either DACA recipients or non-DACA recipients.
2. Self-identified as Latina/o/x.
3. Currently enrolled or have been enrolled at Urban College in the past year.
4. Utilized the Undocumented Resource Center at some point during their time at the
school.
5. Are 18 years and older.
If you decide to participate in this study, you will be asked to do the following activities:
1. Complete an interest survey.
2. Participate in a 1:1 interview either over zoom or in-person.

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3. Review your interview transcript via email for 10-15 minutes.

I will publish the results in my thesis. Participants will not be identified in the results. I will take
reasonable measures to protect the security of all your personal information. All data will be de-
identified prior to any publication or presentations. I may share your data, de-identified with
other researchers in the future.
If you have any questions about this study, please contact me: cgosorio@usc.edu . If you have
any questions about your rights as a research participant, please contact the University of
Southern California Institutional Review Board at (323) 442-0114 or email irb@usc.edu.

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Appendix C: Interest Survey
Survey
1. Are you interested in participating in the study?
1. Yes, or no?
2. Please share either phone number or email, where I may contact you.
3. Please write in your chosen pseudonym, I will refer to you by this name for the duration
of the study.

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Appendix D: Zoom Instructions
When you join a Zoom meeting (on the desktop client, mobile app, or web client), you can enter
the meeting ID number and have the option to update your name.
If you're signed in, please change your name so your default name does not show up. If you're
not signed in, enter a display name that will appear to other meeting participants.
Step 1: Select “join”

Step 2: Enter the meeting ID and your chosen name.

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Appendix E: Interview Protocol
Interview Tops and Questions:
1. Please share your educational journey, how long have you been at Urban College and
have you studied anywhere else?
2. What motivated you to enroll in college? Did you always want to go to college?
3. Do you have any family members or close friends who have also attended college and
shared their experiences? Are any of them also undocumented? If so, how has their
experience helped you?
4. What are you currently studying? What do you hope to do with your degree?
5. What resources do you have available or have used in the past to pay for your education
(tuition and other fees)? Any assistance from family, grants, scholarships, loans, savings,
or work?
a. Did you apply to the California Dream Act? If yes, can you elaborate on how that
process was for you and if you received any assistance in completing the form?
6. Have you encountered any challenges when it comes to paying for college?
7. Can you recall your experience when you were first gathering information about
attending college or applying? What was that like? What kind of support did you receive?
8. What other services or resources on campus have you used? Have they been helpful, and
can you elaborate on why or why not?
9. Navigating financial aid or paying for college can be difficult and overwhelming, how
have you been able to navigate that, and have you received assistance from anyone to
help with that?
10. During your time at the institution, have you experienced any negative moments
(comments or interactions) regarding your attendance? Have you experienced a time
when you encountered an unsupportive faculty or staff member on your campus?
11. Can you share a time when you experienced a supportive faculty or staff member on your
college campus? How did that experience change your perspective or motivation in any
way?
12. What are some things that you wish you would have had at your college in terms of
support and what do you think they can do to better support undocumented students?

Abstract (if available)

Abstract Undocumented Latinx College Students face a myriad of challenges when they go to college. One of those challenges is finances, finding ways to pay their institution’s cost of attendance. The purpose of this study is to get a better understanding of how undocumented Latinx college students gather resources to pay for their education. In order to understand that experience, we also need to understand who they are, as there are various forces that impact the decisions that these students make. This study sought to understand how students are paying for their college tuition but also understand what resources the students deemed necessary for their success. This qualitative study uses testimonions to give the participants the power to bring light and document any injustices they have faced as they navigate a community college and aim to complete their educational goals. With the use of Yosso’s (2005) Community Cultural Wealth as a framework, I look at four forms of capital that the participants utilized the most. Findings indicate that for the participants getting to where they are today, it was not easy. Through their journey, they have faced discrimination, have been publicly embarrassed, and have had to put their dreams on pause. Nonetheless, all four of the participants have come a long way; they found the resources to fund their education, and throughout that journey, they found more than transactional support. They found mentors and a community that supported them.

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Asset Metadata

Creator Osorio, Cindy Guadalupe (author)

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

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Degree Conferral Date 2023-08

Publication Date 07/17/2023

Defense Date 06/22/2023

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

Tag financial aid,Latinx college students,OAI-PMH Harvest,undocumented

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ocampo, Atheneus (committee chair)

Creator Email cgosorio@usc.edu,cindyosorio1998@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113279159

Unique identifier UC113279159

Identifier etd-OsorioCind-12078.pdf (filename)

Legacy Identifier etd-OsorioCind-12078

Document Type Thesis

Format theses (aat)

Rights Osorio, Cindy Guadalupe

Internet Media Type application/pdf

Type texts

Source 20230717-usctheses-batch-1068 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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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