Description
Undocumented and DACAmented community college students have been largely left out
of research on student success despite decades of research showing that undocumented students
face significantly more barriers than their peers, impacting their persistence and completion
rates. The purpose of this study is to identify best practices in how Midwest community colleges
support their undocumented student population.
The qualitative research utilized a case study methodology, including semistructured
interviews with five administrators from five Midwestern community colleges. Critical race
theory, intersectionality theory, and Valenzuela et al’s institutional undocu-competence were
used as conceptual frameworks for analyzing data on the supports provided for undocumented
students. The perceptions of administrators about their institution’s supports for undocumented
students, along with analysis of electronic data, were compared against the Valenzuela et al.’s
seven conditions to achieve undocu-competence.
The findings revealed that certain supports helped increase administrators’ perception of
how adequate their institution’s support systems were for their undocumented students. Five
common conditions were identified that determined whether a college administrator perceived
the support as substantial: administrative advocate, comprehensive professional development,
advocacy during resistance, departmental collaboration, and building trust. This study’s findings
can be used by administrators, faculty, and staff to strengthen their policies, programs, and
support structures for undocumented students.
