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The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education./
作者:	Russell, Felecia S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29066801
ISBN:	9798438747154

The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education.
Russell, Felecia S.

The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 244 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Temple University, 2022.

This item must not be sold to any third party vendors.

The experiences of undocumented students have gained much attention over the last decade and researchers have shed light on the barriers these students face in regard to postsecondary educational access and success. However, the conversations about undocumented students in higher education are often focused on Latinx experiences thereby excluding non-Latinx undocumented students, such as Black undocumented (undocuBlack) students. Although undocuBlack students face similar challenges to other undocumented students, their experiences are different as a result of intersecting domains of oppression and deserve a place in the ongoing discourse. Therefore, this qualitative research study focuses on undocuBlack students and their experiences in higher education, exploring the issue through the intersectionality lens. I employed qualitative strategies to study this topic and utilized an interpretative phenomenology approach to gain perspective, insights, and make meaning of the experiences of undocuBlack students on college campuses. The results of my analysis suggests that the collegiate experiences of undocuBlack students are unique because of the intersection of their race and immigration status. Participants experienced invisibility within the undocumented and Black communities. They also faced challenges experiencing a sense of belonging because some participants did not feel comfortable in Black spaces, while others completely disengaged out of fear of not belonging. Furthermore, participants with DACAmented status had more resources available to them allowing them to more fully engage on campus. Ultimately, each participant's own lived and personal experiences related to their race and undocumented status demonstrate the diverse, conflicting, and invisible nature of the undocuBlack experiences. My findings contribute to the literature on undocuBlack on the diversity of the undocumented student experience and offers invaluable information to higher education professionals, the undocumented community, and activists on how to properly support undocuBlack students.

ISBN: 9798438747154Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

UndocuBlack students

The Invisibility of UndocuBlack Students within the Undocumented Community in Higher Education.
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520 $a The experiences of undocumented students have gained much attention over the last decade and researchers have shed light on the barriers these students face in regard to postsecondary educational access and success. However, the conversations about undocumented students in higher education are often focused on Latinx experiences thereby excluding non-Latinx undocumented students, such as Black undocumented (undocuBlack) students. Although undocuBlack students face similar challenges to other undocumented students, their experiences are different as a result of intersecting domains of oppression and deserve a place in the ongoing discourse. Therefore, this qualitative research study focuses on undocuBlack students and their experiences in higher education, exploring the issue through the intersectionality lens. I employed qualitative strategies to study this topic and utilized an interpretative phenomenology approach to gain perspective, insights, and make meaning of the experiences of undocuBlack students on college campuses. The results of my analysis suggests that the collegiate experiences of undocuBlack students are unique because of the intersection of their race and immigration status. Participants experienced invisibility within the undocumented and Black communities. They also faced challenges experiencing a sense of belonging because some participants did not feel comfortable in Black spaces, while others completely disengaged out of fear of not belonging. Furthermore, participants with DACAmented status had more resources available to them allowing them to more fully engage on campus. Ultimately, each participant's own lived and personal experiences related to their race and undocumented status demonstrate the diverse, conflicting, and invisible nature of the undocuBlack experiences. My findings contribute to the literature on undocuBlack on the diversity of the undocumented student experience and offers invaluable information to higher education professionals, the undocumented community, and activists on how to properly support undocuBlack students.
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