Gleaning hope in a vacillating DACA sociopolitical context: undocumented Latinx students’ systems of support and success in K-16 education

Abstract

In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical supports of familial capital as undocumented Latinx students navigate the complex anti-immigrant terrain. As the long-term legislative fate of undocumented students remains unknown, we provide recommendations for educators and policymakers.

Keywords:

• DACA
• undocumented students
• Latinx students
• immigration policy
• familial capital

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ayana Allen-Handy

Ayana Allen-Handy, Ph.D., Assistant Professor of Urban Education in the Department of Policy, Organization, and Leadership, School of Education, Drexel University, Philadelphia, PA, USA.

Abiola Farinde-Wu

Abiola Farinde-Wu, Ph.D., Assistant Professor of Urban Education in the Department of Leadership in Education, College of Education and Human Development, University of Massachusetts Boston, Boston, MA, USA.