Support in the Shadows: DACA Recipients' Reported Social Supports in the Context of Higher Education

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dc.contributorJacoby, Jennifer
dc.contributorHilton, Adam
dc.contributor.advisorGagnon, Janelle
dc.contributor.authorJung, Soohyun
dc.date.accessioned2020-06-09T14:11:41Z
dc.date.available2020-06-09T14:11:41Z
dc.date.gradyear2020en_US
dc.date.issued2020-06-09
dc.description.abstractThis study examined the role that social supports played in helping DACAmented individuals to gain access to higher education and to continue with their studies successfully. Data from 22 online survey responses indicated that the type and frequency of social supports received varied based on the context considered. Across all contexts, the most frequent social support received was emotional support as opposed to instrumental support, which was the least frequent. However, when the higher education context was considered in isolation, instrumental support was the least present (n = 11) and appraisal support was the most present (n = 18). Outside the higher education context, informational support was the least present (n = 16) and emotional support was the most present (n = 24). Survey participants also indicated that they were most satisfied with the appraisal support received within their higher education contexts and the least satisfied with the instrumental support provided to them. Whereas outside their higher education contexts, survey participants indicated that they were most satisfied with the emotional support and least satisfied with the appraisal support provided to them. Nine semi-structured interviews expanded on DACAmented individuals’ experiences with these social supports and provided suggestions for how higher education institutions could better support the undocumented community. Thematic analysis was used to analyze the qualitative data and resulted in the emergence of six themes: (a) Familial support and costs to psychological well-being; (b) Barriers to financial aid impede access to higher education and beyond; (c) Necessity for greater knowledge of the undocumented community (d) Importance of advocates and allies among faculty, staff, and peers; and (e) Resiliency—a desire to grow and learn as individuals.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/6035
dc.language.isoen_USen_US
dc.rights.restrictedpublicen_US
dc.subjectDeferred Action for Childhood Arrivals (DACA)en_US
dc.subjectsocial supporten_US
dc.subjectstudent needsen_US
dc.subjectundocumented immigrantsen_US
dc.subjectresiliencyen_US
dc.subjecthigher educationen_US
dc.subjectaccess to higher educationen_US
dc.subjectrecommendations for faculty/staffen_US
dc.subjectminority studentsen_US
dc.titleSupport in the Shadows: DACA Recipients' Reported Social Supports in the Context of Higher Educationen_US
dc.typeThesis
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke College

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