Date of Award

1-1-2015

Document Type

Dissertation

Degree Name

Ph.D.

Department

Educational Administration and Policy Studies

First Advisor

Susan Korach

Keywords

College Persistence, Critical Evocative Portraiture, Social Reform, Student Validation Theory, Undocumented Students

Abstract

This qualitative study explored the college experiences of five undocumented students. Using data from three in-depth interviews, the study sought to offer insights to educational leaders on the in- and out-of-class validating experiences that influenced a group of undocumented students to persist in their pursuit of a bachelor's degree. Rendón's (1994) theory of student validation provided the framework for the study. The qualitative method of critical evocative portraiture (Lyman, Lazaridou, & Strachan, 2013) was used to collect, analyze and present the data. Congruent with the methodology, the researcher constructed a critical evocative portrait of each of the participants. The portraits provide a full picture of the participants, and honor the complexity and powerful experiences of undocumented students. The findings revealed that academic and interpersonal validation overpowered adverse circumstances, and that awareness of legal status and the impact on the future developed a drive and passion for social change.

Provenance

Recieved from ProQuest

Rights holder

Erica Garcia

File size

253 p.

File format

application/pdf

Language

en

Discipline

Education, Educational administration, Higher education

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