Being the target of constant discrimination and marginalization can often cause intense negative psychological reactions and shame for undocumented students. The following qualitative study describes past and current undocumented Latinx students’ experiences of educational inequality in higher education influenced by labels associated with “being undocumented.” In this study we used a constructivist theoretical perspective which enabled us to focus on undocumented participants’ perspectives, experiences, meaning-making processes, values, and beliefs. Data was collected through hour-long, semi-structured interviews with five undocumented students. Student narratives were analyzed using a multi-layered analysis approach: (1) narrative, (2) thematic, and (3) critical incident analysis. Findings for this study provided insight on the narratives of carrying labels, themes associated with various labels, and critical incidents in the narratives and lives of undocumented students. Through our findings, we are able to contribute to existing literature and provide directions for future research.
Undocumented, Students, Labels, Latinx, Narratives, Critical Incidents
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Recommended APA Citation
Shi, Y., Jimenez-Arista, L. E., Cruz, J., McTier, T. S., & Koro-Ljungberg, M. (2018). Multilayered Analyses of the Experiences of Undocumented Latinx College Students. The Qualitative Report, 23(11), 2603-2621. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss11/1