Texas Community Colleges Respond to the Threatened End of DACA: A Document Analysis

Autor/inn/en	Tapia-Fuselier, Nicholas; Young, Jemimah L.
Titel	Texas Community Colleges Respond to the Threatened End of DACA: A Document Analysis
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 10-11, S.807-811 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Jemimah L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1600605
Schlagwörter	Community Colleges; Undocumented Immigrants; Access to Education; Educational Legislation; Barriers; Community Resources; Institutional Mission; Context Effect; Emotional Response; Advocacy; Public Opinion; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Illegaler Aufenthalt; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Emotionales Verhalten; Sozialanwaltschaft; Öffentliche Meinung
Abstract	Undocumented students continue to face unique barriers in American higher education. Community colleges are being challenged to enhance the ways in which they serve, support, and advocate for undocumented students in order to become undocu-competent. Through qualitative document analysis, this study evaluated Texas community colleges' institutional responses to the announcement of the end of Deferred Action for Childhood Arrivals (DACA). The findings of this study demonstrate that although there were themes discovered in the institutional responses, there were differences in the superficiality or depth with which they were presented. Further, we propose the Undocu-Competent Institutional Response (UCIR) Framework -- a practical framework for administrators to consider utilizing when crafting future undocu-competent institutional responses on major issues impacting undocumented students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01