The Experiences of Undocumented College Students Through Critical Evocative Portraiture

<p>This qualitative study explored the college experiences of five undocumented students. Using data from three in-depth interviews, the study sought to offer insights to educational leaders on the in- and out-of-class validating experiences that influenced a group of undocumented students to persist in their pursuit of a bachelor’s degree. Rendón’s (1994) theory of student validation provided the framework for the study. The qualitative method of critical evocative portraiture (Lyman, Lazaridou, & Strachan, 2013) was used to collect, analyze and present the data. Congruent with the methodology, the researcher constructed a critical evocative portrait of each of the participants. The portraits provide a full picture of the participants, and honor the complexity and powerful experiences of undocumented students. The findings revealed that academic and interpersonal validation overpowered adverse circumstances, and that awareness of legal status and the impact on the future developed a drive and passion for social change.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2015

Author dc:creator

• García, Erica

Contributors dc:contributor

• Susan Korach, Ed.D.
• Ryan E. Gildersleeve
• Kristina Hesbol
• Lisa Martinez

• College persistence
• Critical Evocative Portraiture
• Social reform
• Student Validation Theory
• Undocumented students
• Education
• Educational Administration and Supervision
• Higher Education Administration

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/227

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1226