Date of Award


Document Type


Degree Name


Organizational Unit

College of Arts Humanities and Social Sciences, Communication Studies

First Advisor

Bernadette M. Calafell, Ph.D.

Second Advisor

Kate Willink

Third Advisor

Erin Willer

Fourth Advisor

Debora Ortega


Chicana feminism, Coyolxauhqui, Dialogical performance, Reflexive methodology, Undocumented students


In an increasingly hostile political and social climate undocumented students in the United States continue to struggle to find space for themselves within universities. This research project undertakes a goal of illuminating how undocumented students make sense of their experiences on university campuses despite facing difficult climates at their respective universities. A goal of this project is to better understand how the experiences of undocumented students are shaped in contrast to institutional policies. Universities with inclusive excellence policies, a new iteration of multicultural diversity policies, intended to create practices that make college campuses more inclusive spaces.

The perspectives of undocumented students are examined through interviews conducted from dialogical performance and Chicana feminist perspectives. Dialogical performance from the perspective of Dwight Conquergood as a method is bridged with Chicana feminist theories of Gloria Anzaldua, theories of Nepantla, New Tribalism, Spritual Activism, and the Coyolxauhqui Imperative, are bridged to. The bridging of these concepts heeds the calls by Chicana feminists to create a more inclusive research process and to develop anticolonial scholarship. Through these perspectives this project sheds light on the experiences of undocumented students on university campuses, specifically the challenges they face and their strategies for overcoming difficult situations.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Sergio Fernando Juarez


Received from ProQuest

File Format




File Size

239 p.