A Qualitative Analysis of the Challenges Undocumented Non-Latino/a Students Face in Their Pursuit of Higher Education

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Autor/in	Togun-Butler, Olusola Olajumoke
Titel	A Qualitative Analysis of the Challenges Undocumented Non-Latino/a Students Face in Their Pursuit of Higher Education
Quelle	(2018), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-9294-6
Schlagwörter	Hochschulschrift; Dissertation; Undocumented Immigrants; Student Financial Aid; College Attendance; Decision Making; Tuition; Phenomenology; Educational Attainment; Higher Education; Student Employment; Scholarships; Self Actualization; College Students; Student Attitudes; Disclosure; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Illegaler Aufenthalt; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Decision-making; Entscheidungsfindung; Unterweisung; Unterricht; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studentenarbeit; Scholarship; Stipendium; Self actualisation; Selbstverwirklichung; Collegestudent; Schülerverhalten
Abstract	Undocumented students face challenges when they make the decision to pursue higher education because their immigration status disqualifies them from receiving certain types of financial aid. As a result, undocumented students often struggle with the cost of higher education tuition. Most of research on the experiences of undocumented students tends to focus on Latino/a students with very limited research on undocumented non-Latino/a students. The purpose of this qualitative phenomenological study was to explore the challenges that undocumented non-Latino/a students face in their pursuit of higher education. The participants consisted of four undocumented non-Latino/a students who were currently attending or who had attended higher education institutions within the United States. Each participant was interviewed individually over the phone utilizing an in depth semi-structured interview. The results of research study indicated that undocumented non-Latino/a students faced unique challenges when they made the decision to pursue higher education. Undocumented non-Latino/a students do not fit the stereotype of what an undocumented immigrant looks like, so they can navigate through society without being identified as being in the country illegally. Two of the participants expressed that they were able to go under the radar, undetected because they were non-Latina. The other participants were able to blend in with their peers and not call attention to the fact that they were undocumented. The ability to be invisible because a double-edged sword as they were less likely to disclose their status and be connected to resources needed to pursue higher education. All participants identified how their immigration status prevented them from taking advantage of employment, scholarship and internship opportunities. The inability to take advantage of resources, and constant fear of deportation within their environment, made it difficult for the participants to meet lower level needs on Abraham Maslow's hierarchy of needs, on the path to self-actualization. Three of the four participants did disclose their status to school officials that they trusted and who could connect them to concrete resources to pursue higher education. More research is needed to further identify challenges unique to undocumented non-Latino/a students as these population of students tend to be left out of research on the undocumented experience. The undocumented population is becoming diverse, therefore more research studies are needed to explore their experiences and develop the appropriate outreach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01