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Undocumented Students' Experiences With Microaggressions During Their College Choice Process

by H. Kenny Nienhusser, Blanca E. Vega & Mariella Cristina Saavedra Carquin - 2016

Background/Context: Although millions of undocumented students are enrolled in and guaranteed free public K–12 education, their postsecondary education opportunities are stifled. Some of the barriers encountered by undocumented students include discriminatory public policies, limited availability of information and insensitive college choice processes, and fear of immigration status disclosure.

Research Question: The research question that guided this study was: How, if at all, do undocumented students experience microaggressions during their college choice process?

Research Participants: A total of 15 undocumented immigrants were interviewed and consisted of 10 females and 5 males. Twelve identified as Latina/o and 3 as Asian. Two participants never enrolled in postsecondary education. Of the 13 participants who enrolled in postsecondary education, 12 enrolled in a New York State public institution (one attended a public out-of-state university). Nine of the interviewees initially attended a four-year college, and 4 originally enrolled in a two-year institution.

Research Design: This qualitative phenomenological study included in-depth semistructured interviews with 15 undocumented students who attended New York City high schools.

Findings: The findings identify nine themes in the area of microaggressions that research participants faced during their college choice process: discriminatory financial aid policies, restricted college choice information, constrained life opportunities, denial of college opportunities, insensitive behaviors, insensitive college choice processes, narrowed college expectations, fear of coming out, and undocumented immigrant blindness. Every respondent who participated in our study encountered multiple episodes of these microaggressions in their college choice process. We found that the participants faced cumulative and negative messages, behaviors, and environmental cues that pervaded their college choice process. Also, seemingly well-intentioned institutional agents often delivered many of the microaggressions encountered by students.

Conclusions: The authors conclude the need to eliminate discriminatory postsecondary education policies that shape the educational journeys of undocumented students. Also, they challenge education institutional agents to create environments and processes that better address undocumented students’ college access needs.

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Cite This Article as: Teachers College Record Volume 118 Number 2, 2016, p. 1-33
https://www.tcrecord.org ID Number: 18225, Date Accessed: 8/10/2020 2:09:49 AM

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About the Author
  • H. Kenny Nienhusser
    University of Hartford
    E-mail Author
    H. KENNY NIENHUSSER is an assistant professor of Educational Leadership at the University of Hartford.
  • Blanca Vega
    Teachers College, Columbia University
    BLANCA E. VEGA is the daughter of Ecuadorian immigrants. She is currently a doctoral candidate in the Higher and Postsecondary Education program at Teachers College, Columbia University. Blanca’s research, teaching, and administrative work centers on access to, persistence in, and completion of postsecondary education for underserved populations. Blanca has done research and has publications in the following areas: campus racial culture; critical race theory; undocumented immigrants in higher education; and performance funding in higher education.
  • Mariella Carquin
    Kingsborough Community College
    E-mail Author
    MARIELLA CRISTINA SAAVEDRA CARQUIN works as a psychotherapist at Psychotherapy and Counseling Center in Queens, New York, and as a transfer advisor at Kingsborough Community College. She earned her Ed.M. and M.A. in psychological counseling at Teachers College, Columbia University. Her research interests include identity development, college access, and the psychological impact of immigration status on undocumented immigrants.
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