This study explored the experiences of nine undocumented Latino/a students and their perception of interactions with faculty and institutional agents at a predominantly White institution (PWI). Using Charmaz as a lens to analyze individual student interviews, three main findings resulted: sharing one’s story, encountering barriers to full participation, and experiencing significant interactions. Students described numerous obstacles that prevented them from developing validating relationships with faculty and institutional agents, primarily due to their undocumented status.
Bibliographical notePublisher Copyright:
© The Author(s) 2015.
- high-impact educational practices
- student–faculty interaction
- undocumented immigrant student