This paper will explore the question: “in what ways does DACA status influence undocumented students’ ability to access higher education in San Francisco and Bay Area, California?” Even though DACA does not encompass any direct policies regarding access to education, there is a very strong correlation between having DACA status and accessing higher education for the undocumented students. In this research, I highlight the voices of undocumented students through the method of testimonio. Each participant reflects on their personal experiences with DACA while accessing postsecondary education. In this research, I explore how testimonio, as a methodology and a theoretical framework, reflects the undocumented students’ experiences while they reveal their stories in the powerful interviews.
","abstract_html":"<p>This paper will explore the question: “in what ways does DACA status influence undocumented students’ ability to access higher education in San Francisco and Bay Area, California?” Even though DACA does not encompass any direct policies regarding access to education, there is a very strong correlation between having DACA status and accessing higher education for the undocumented students. In this research, I highlight the voices of undocumented students through the method of testimonio. Each participant reflects on their personal experiences with DACA while accessing postsecondary education. In this research, I explore how testimonio, as a methodology and a theoretical framework, reflects the undocumented students’ experiences while they reveal their stories in the powerful interviews. </p>","abstract_has_math":false,"creators":["Miklosic, Sandra"],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Thesis","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Melissa Ann Canlas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-15T08:00:00Z","date_published":"2017-12-15T08:00:00Z","updated_at":"2026-07-24T05:44:13Z","subjects":["DACA","DREAM Act","undocumented students","higher education","testimonio","community cultural wealth","Educational Leadership","International and Comparative Education","Scholarship of Teaching and Learning","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/thes/253","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Melissa Ann Canlas"]},{"key":"dc:creator","label":"Author","values":["Miklosic, Sandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-14T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["DACA","DREAM Act","undocumented students","higher education","testimonio","community cultural wealth","Educational Leadership","International and Comparative Education","Scholarship of Teaching and Learning","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/thes/253"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper will explore the question: “in what ways does DACA status influence undocumented students’ ability to access higher education in San Francisco and Bay Area, California?” Even though DACA does not encompass any direct policies regarding access to education, there is a very strong correlation between having DACA status and accessing higher education for the undocumented students. In this research, I highlight the voices of undocumented students through the method of testimonio. Each participant reflects on their personal experiences with DACA while accessing postsecondary education. In this research, I explore how testimonio, as a methodology and a theoretical framework, reflects the undocumented students’ experiences while they reveal their stories in the powerful interviews.
"]},{"key":"dc:title","label":"Title","values":["Undocumented Students’ Access to Higher Education in San Francisco, Bay Area"]}]}],"canonical_facts":{"dc:contributor":["Melissa Ann Canlas"],"dc:creator":["Miklosic, Sandra"],"dc:date.available":["2017-12-14T08:00:00Z"],"dc:description.abstract":["This paper will explore the question: “in what ways does DACA status influence undocumented students’ ability to access higher education in San Francisco and Bay Area, California?” Even though DACA does not encompass any direct policies regarding access to education, there is a very strong correlation between having DACA status and accessing higher education for the undocumented students. In this research, I highlight the voices of undocumented students through the method of testimonio. Each participant reflects on their personal experiences with DACA while accessing postsecondary education. In this research, I explore how testimonio, as a methodology and a theoretical framework, reflects the undocumented students’ experiences while they reveal their stories in the powerful interviews.
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