Abstract
Empirical research tends to focus on barriers and challenges undocumented students experience as they pursue higher education. This research focuses on how undocumented students navigate higher education and the strategies they use to persist and graduate. This study used a qualitative thematic analysis approach to conduct interviews with self-identified undocumented students in higher education. Community cultural wealth (CCW) theory was utilized as the theoretical framework (Yosso, 2005). Findings from this qualitative study suggest that there is overlap between the different forms of CCW undocumented students utilized to navigate higher education. Depending on the situation, undocumented students combined different forms of capital to navigate, persist and succeed in higher education. The findings also suggest that financial aid is a contributor to the persistence and graduation of undocumented students. The support undocumented students receive from friends, family, and institutionalized support programs is critical in advancing students’ academic success, as illustrated by the findings.
Keywords: undocumented students, DACA, higher education, first-generation college students, Community Cultural Wealth, undocumented student resource centers