Supportive or Exclusive? Institutional Agents and Undocumented Latina/o College Students in the Midwest

Autor/inn/en	Luedke, Courtney L.; Corral, Daniel
Titel	Supportive or Exclusive? Institutional Agents and Undocumented Latina/o College Students in the Midwest
Quelle	In: Journal of College Student Development, 62 (2021) 5, S.575-590 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Hispanic American Students; Undocumented Immigrants; Social Capital; Critical Theory; Race; Stakeholders; Barriers; Student Needs; College Students; Knowledge Level; School Personnel; College Graduates; Student Experience; Access to Information; Misconceptions; Educational Policy; Wisconsin; Illinois + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Sozialkapital; Kritische Theorie; Rasse; Abstammung; Collegestudent; Wissensbasis; Schulpersonal; Hochschulabsolvent; Hochschulabsolventin; Studienerfahrung; Missverständnis; Politics of education; Bildungspolitik
Abstract	This critical qualitative study of testimonios with undocumented Latina/o students in the Midwest explored how institutional agents impacted the level of difficulty students experienced in navigating their collegiate environments. We used social capital theory and Latino critical race theory as our analytic frameworks and employed a critical race methodology to examine and deconstruct students' interactions with institutional agents. Two types of institutional agents emerged in the data: (a) unapologetically uneducated stakeholders who were not knowledgeable of ways to support undocumented or DACAmented students (and often resisted seeking out this knowledge) and (b) supportive and knowledgeable stakeholders who often independently sought out ways to assist undocumented students within institutional contexts that were often unprepared to support them systematically. Findings revealed students often encountered institutional agents who knew very little about relevant resources and policies, leading many students to feel as if they needed to educate staff and faculty. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01