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University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions

1
Anthropology Department Asian American Studies Program, California State University, Fresno, CA 93720, USA
2
Anthropology and Sociology Program, Governors State University, University Park, PA 60484, USA
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Authors to whom correspondence should be addressed.
Academic Editor: David Barker
Soc. Sci. 2021, 10(9), 346; https://doi.org/10.3390/socsci10090346
Received: 19 July 2021 / Revised: 29 August 2021 / Accepted: 3 September 2021 / Published: 16 September 2021
(This article belongs to the Section Contemporary Politics and Society)
The United States immigration policy Deferred Action for Childhood Arrivals (DACA) which protects some individuals from deportation was enacted in 2012, phased out in 2017 and is now under court challenges. There are still thousands of DACA students currently in higher education. The article highlights promising practices that professors and universities can put in place to support DACA students in the United States. Several semi-structured interviews were conducted with DACA students and Dream Center Directors in California universities to gauge students’ barriers and bridges to their higher education success. DACA students articulated public policy suggestions that universities and professors can immediately enact and have tangible results. Three themes were revealed in the interview data: the need for teacher knowledge, diversity of DACA student experiences, and for actions. These were explained as (1) knowledge of student’s lives, and, conversely, students’ access to information necessary for navigating college life; (2) the diversity of students’ life stories and experiences of trauma suffered during and after DACA rescinding decision; and (3) actions that should be taken by the faculty, staff, and the university community that would help students succeed academically. View Full-Text
Keywords: undocumented students; DACA; higher education; high impact practices; minorities; university undocumented students; DACA; higher education; high impact practices; minorities; university
MDPI and ACS Style

Banh, J.; Radovic-Fanta, J. University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions. Soc. Sci. 2021, 10, 346. https://doi.org/10.3390/socsci10090346

AMA Style

Banh J, Radovic-Fanta J. University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions. Social Sciences. 2021; 10(9):346. https://doi.org/10.3390/socsci10090346

Chicago/Turabian Style

Banh, Jenny, and Jelena Radovic-Fanta. 2021. "University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions" Social Sciences 10, no. 9: 346. https://doi.org/10.3390/socsci10090346

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