Date of Award
3-1-2015
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Susan Korach, Ed.D.
Second Advisor
Ryan E. Gildersleeve
Third Advisor
Kristina Hesbol
Fourth Advisor
Lisa Martinez
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.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Erica García
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
253 p.
Recommended Citation
García, Erica, "The Experiences of Undocumented College Students Through Critical Evocative Portraiture" (2015). Electronic Theses and Dissertations. 227.
https://digitalcommons.du.edu/etd/227
Copyright date
2015
Discipline
Education, Educational administration, Higher education