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dc.contributor.advisorDavis, James Earl, 1960-
dc.creatorRussell, Felecia
dc.date.accessioned2022-05-26T18:22:52Z
dc.date.available2022-05-26T18:22:52Z
dc.date.issued2022
dc.identifier.urihttp://hdl.handle.net/20.500.12613/7762
dc.description.abstractThe 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. Keywords: Undocumented, UndocuBlack, DACA, Intersectionality
dc.format.extent243 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectHigher education
dc.titleTHE INVISIBILITY OF UNDOCUBLACK STUDENTS WITHIN THE UNDOCUMENTED COMMUNITY IN HIGHER EDUCATION
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberParis, Joseph H.
dc.contributor.committeememberCisneros, Jesus
dc.contributor.committeememberJordan, Will J.
dc.description.departmentPolicy, Organizational and Leadership Studies
dc.relation.doihttp://dx.doi.org/10.34944/dspace/7734
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
dc.identifier.proqst14821
dc.date.updated2022-05-11T16:09:54Z
refterms.dateFOA2022-05-26T18:22:52Z
dc.identifier.filenameRussell_temple_0225E_14821.pdf


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