American dream disrupted: An exploration of higher education and civic experiences of Latina/o deferred action childhood arrivals in Arizona

Abstract

Education attainment rates for Latina/os in the United States have significant discrepancies including a 44% high school graduation rate and students of Latina/o descent comprise two-thirds of the overall undocumented high school graduate composition (Perez, 2009; Yosso, 2006). Undocumented Latina/os seeking to matriculate into higher education also face racism, nativism, and substantial institutional barriers. Contending with these challenges, thousands of undocumented Latina/o high school graduates attempt to achieve a higher education annually as they also experience precarious legal situations.

The purpose of this qualitative interview study was to explore the educational and civic experiences of individuals who self-identify as Latina/o and have Deferred Action for Childhood Arrivals (DACA). Interview data was used to develop counterstories that demonstrate how these individuals are navigating their non-majoritarian lives. The study highlights where DACAmented Latina/os find barriers in education and how they utilize civic engagement and social wealth found in the larger undocumented community to develop themselves personally and professionally as they anxiously await comprehensive immigration reform.