This qualitative dissertation explored the academic trajectories of 31 undocumented Latinx students in California who began their postsecondary education at community colleges and graduated from 4-year institutions. Guided by the undocumented community of trust model, which integrates Yosso’s (2005) community cultural wealth framework, Coleman’s (1994) theory of trust, and the newly introduced concept of alliance capital, this study examined how students leveraged seven forms of capital (i.e., aspirational, familial, navigational, social, resistance, linguistic, and alliance) to overcome educational barriers. It also examined the factors that shaped undocumented community college students’ willingness to trust and disclose their immigration status. Using a narrative research design rooted in Chicana feminist epistemology, data were collected through semistructured interviews conceptualized as testimonios, alongside a demographic survey. Findings revealed trust was a critical mechanism enabling students to activate their cultural wealth. Participants maintained hope through community support, familial sacrifices, and personal ambition. They navigated institutional challenges by identifying allies, creating safe spaces, and engaging in activism. Bilingualism and peer networks further supported their persistence. The study underscored the importance of institutional allies, culturally responsive programming, and policy reforms to foster equitable outcomes for undocumented students. This research contributes to the growing body of strength-based literature on undocumented student success and offers actionable recommendations for practitioners, policymakers, and scholars. Future research should expand to include undocumented students from diverse racial and immigration backgrounds and explore the experiences of those who do not persist through the transfer pipeline.
","abstract_html":"<p>This qualitative dissertation explored the academic trajectories of 31 undocumented Latinx students in California who began their postsecondary education at community colleges and graduated from 4-year institutions. Guided by the undocumented community of trust model, which integrates Yosso’s (2005) community cultural wealth framework, Coleman’s (1994) theory of trust, and the newly introduced concept of alliance capital, this study examined how students leveraged seven forms of capital (i.e., aspirational, familial, navigational, social, resistance, linguistic, and alliance) to overcome educational barriers. It also examined the factors that shaped undocumented community college students’ willingness to trust and disclose their immigration status. Using a narrative research design rooted in Chicana feminist epistemology, data were collected through semistructured interviews conceptualized as testimonios, alongside a demographic survey. Findings revealed trust was a critical mechanism enabling students to activate their cultural wealth. Participants maintained hope through community support, familial sacrifices, and personal ambition. They navigated institutional challenges by identifying allies, creating safe spaces, and engaging in activism. Bilingualism and peer networks further supported their persistence. The study underscored the importance of institutional allies, culturally responsive programming, and policy reforms to foster equitable outcomes for undocumented students. This research contributes to the growing body of strength-based literature on undocumented student success and offers actionable recommendations for practitioners, policymakers, and scholars. Future research should expand to include undocumented students from diverse racial and immigration backgrounds and explore the experiences of those who do not persist through the transfer pipeline.</p>","abstract_has_math":false,"creators":["Macias Limon, Carmen Celina"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Dina C. Maramba","Gloria Itzel Montiel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["Alliance","Community cultural wealth","Success","Transfer","Trust","Undocumented students","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1054","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dina C. 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Guided by the undocumented community of trust model, which integrates Yosso’s (2005) community cultural wealth framework, Coleman’s (1994) theory of trust, and the newly introduced concept of alliance capital, this study examined how students leveraged seven forms of capital (i.e., aspirational, familial, navigational, social, resistance, linguistic, and alliance) to overcome educational barriers. It also examined the factors that shaped undocumented community college students’ willingness to trust and disclose their immigration status. Using a narrative research design rooted in Chicana feminist epistemology, data were collected through semistructured interviews conceptualized as testimonios, alongside a demographic survey. Findings revealed trust was a critical mechanism enabling students to activate their cultural wealth. Participants maintained hope through community support, familial sacrifices, and personal ambition. They navigated institutional challenges by identifying allies, creating safe spaces, and engaging in activism. Bilingualism and peer networks further supported their persistence. The study underscored the importance of institutional allies, culturally responsive programming, and policy reforms to foster equitable outcomes for undocumented students. This research contributes to the growing body of strength-based literature on undocumented student success and offers actionable recommendations for practitioners, policymakers, and scholars. Future research should expand to include undocumented students from diverse racial and immigration backgrounds and explore the experiences of those who do not persist through the transfer pipeline.
"]},{"key":"dc:title","label":"Title","values":["From Community College to Degree: Examining the Success of Undocumented Community College Transfer Students"]}]}],"canonical_facts":{"dc:contributor":["Dina C. Maramba","Gloria Itzel Montiel"],"dc:creator":["Macias Limon, Carmen Celina"],"dc:date.available":["2026-06-17T07:00:00Z"],"dc:description.abstract":["This qualitative dissertation explored the academic trajectories of 31 undocumented Latinx students in California who began their postsecondary education at community colleges and graduated from 4-year institutions. Guided by the undocumented community of trust model, which integrates Yosso’s (2005) community cultural wealth framework, Coleman’s (1994) theory of trust, and the newly introduced concept of alliance capital, this study examined how students leveraged seven forms of capital (i.e., aspirational, familial, navigational, social, resistance, linguistic, and alliance) to overcome educational barriers. It also examined the factors that shaped undocumented community college students’ willingness to trust and disclose their immigration status. Using a narrative research design rooted in Chicana feminist epistemology, data were collected through semistructured interviews conceptualized as testimonios, alongside a demographic survey. Findings revealed trust was a critical mechanism enabling students to activate their cultural wealth. Participants maintained hope through community support, familial sacrifices, and personal ambition. They navigated institutional challenges by identifying allies, creating safe spaces, and engaging in activism. Bilingualism and peer networks further supported their persistence. The study underscored the importance of institutional allies, culturally responsive programming, and policy reforms to foster equitable outcomes for undocumented students. This research contributes to the growing body of strength-based literature on undocumented student success and offers actionable recommendations for practitioners, policymakers, and scholars. Future research should expand to include undocumented students from diverse racial and immigration backgrounds and explore the experiences of those who do not persist through the transfer pipeline.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1054"],"dc:subject":["Alliance","Community cultural wealth","Success","Transfer","Trust","Undocumented students","Education"],"dc:title":["From Community College to Degree: Examining the Success of Undocumented Community College Transfer Students"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}