The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education

Autor/in	Russell, Felecia S.
Titel	The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education
Quelle	(2022), (244 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4715-4
Schlagwörter	Hochschulschrift; Dissertation; Undocumented Immigrants; African American Students; College Students; Student Experience; Race; Sense of Community; Alienation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Illegaler Aufenthalt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Studienerfahrung; Rasse; Abstammung; Entfremdung
Abstract	The experiences of undocumented students have gained much attention over the last decade and researchers have shed light on the barriers these students face in regard to postsecondary educational access and success. However, the conversations about undocumented students in higher education are often focused on Latinx experiences thereby excluding non-Latinx undocumented students, such as Black undocumented (undocuBlack) students. Although undocuBlack students face similar challenges to other undocumented students, their experiences are different as a result of intersecting domains of oppression and deserve a place in the ongoing discourse. Therefore, this qualitative research study focuses on undocuBlack students and their experiences in higher education, exploring the issue through the intersectionality lens. I employed qualitative strategies to study this topic and utilized an interpretative phenomenology approach to gain perspective, insights, and make meaning of the experiences of undocuBlack students on college campuses. The results of my analysis suggests that the collegiate experiences of undocuBlack students are unique because of the intersection of their race and immigration status. Participants experienced invisibility within the undocumented and Black communities. They also faced challenges experiencing a sense of belonging because some participants did not feel comfortable in Black spaces, while others completely disengaged out of fear of not belonging. Furthermore, participants with DACAmented status had more resources available to them allowing them to more fully engage on campus. Ultimately, each participant's own lived and personal experiences related to their race and undocumented status demonstrate the diverse, conflicting, and invisible nature of the undocuBlack experiences. My findings contribute to the literature on undocuBlack on the diversity of the undocumented student experience and offers invaluable information to higher education professionals, the undocumented community, and activists on how to properly support undocuBlack students. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01