Blanca Elizabeth Vega
Biographic Data
| ID | 6557944 |
|---|---|
| NAME | Blanca Elizabeth Vega |
| GIVEN NAMES | Blanca Elizabeth |
| FAMILY NAME | Vega |
| SIGNATURE | VEGA B E |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0002-9258-7552 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Burdened and fatigued
Sociopolitical and institutional barriers significantly influence the mental health and overall well-being of undocumented and Deferred Action for Childhood Arrivals (DACA) students in US higher education. Concurrently, higher education and student affairs (HESA) professionals who serve these students face their own psychological and professional challenges as they navigate restrictive policies and bureaucratic uncertainty. This brief research re…
An UndocuCrit Analysis of New Jersey Higher Education Leaders’ Statements of Support for Undocumented Students
Using critical discourse analysis and Undocumented Critical Theory, I analyzed 16 statements from New Jersey higher education leaders who addressed federal anti-immigrant policies (2017–2019). Findings show leaders responded in four ways: (1) acompañamiento through explanatory support, political action, and affiliations; (2) reducing fear by providing relevant information; (3) recognizing immigrant students’ diverse experiences with legal liminal…
Racial conflict in a higher education policy vacuum
This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and info…
“When I Would Hurt”
Educational professionals would benefit from learning more about how the college choice process affects undocumented students’ health. In this study, we analyzed the experiences of undocumented students using the racial battle fatigue concept and identified psychological responses of intensified stress, a threatened sense of belonging, and increased uncertainties associated with their future. We found seven behavioral responses including increase…
Becoming first-generation
Purpose The purpose of this paper is to understand how I – and many other students – became first-generation college students (FGCSs) by exploring the rise and retraction of TRIO. Originally, TRIO was a set of three college access and retention programs created in the 1960s to address the needs of a population designated as academically and economically disadvantaged. The author uses the term “becoming” as a process of how a person is constructed…
“What Is the Real Belief on Campus?” Perceptions of Racial Conflict at a Minority-Serving Institution and a Historically White Institution
An organizational conflict lens offers a distinct understanding of how higher education administrators and postsecondary students experience racial conflict on their campuses. Despite students of color historically reporting incidents with overt and subtle forms of racism on college campuses (George Mwangi et al., 2018; Hurtado & Ruiz, 2015; Nguyen et al., 2018; Serrano, 2020), postsecondary leaders continue to report positive race relations on c…
Perceptions of State-Regulated Reform
Perceptions of State-Regulated Reform
“What Is the Real Belief on Campus?” Perceptions of Racial Conflict at a Minority-Serving Institution and a Historically White Institution
An organizational conflict lens offers a distinct understanding of how higher education administrators and postsecondary students experience racial conflict on their campuses. Despite students of color historically reporting incidents with overt and subtle forms of racism on college campuses (George Mwangi et al., 2018; Hurtado & Ruiz, 2015; Nguyen et al., 2018; Serrano, 2020), postsecondary leaders continue to report positive race relations on c…
“When I Would Hurt”
Educational professionals would benefit from learning more about how the college choice process affects undocumented students’ health. In this study, we analyzed the experiences of undocumented students using the racial battle fatigue concept and identified psychological responses of intensified stress, a threatened sense of belonging, and increased uncertainties associated with their future. We found seven behavioral responses including increase…
Becoming first-generation
Purpose The purpose of this paper is to understand how I – and many other students – became first-generation college students (FGCSs) by exploring the rise and retraction of TRIO. Originally, TRIO was a set of three college access and retention programs created in the 1960s to address the needs of a population designated as academically and economically disadvantaged. The author uses the term “becoming” as a process of how a person is constructed…
Racial conflict in a higher education policy vacuum
This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and info…
Burdened and fatigued
Sociopolitical and institutional barriers significantly influence the mental health and overall well-being of undocumented and Deferred Action for Childhood Arrivals (DACA) students in US higher education. Concurrently, higher education and student affairs (HESA) professionals who serve these students face their own psychological and professional challenges as they navigate restrictive policies and bureaucratic uncertainty. This brief research re…
An UndocuCrit Analysis of New Jersey Higher Education Leaders’ Statements of Support for Undocumented Students
Using critical discourse analysis and Undocumented Critical Theory, I analyzed 16 statements from New Jersey higher education leaders who addressed federal anti-immigrant policies (2017–2019). Findings show leaders responded in four ways: (1) acompañamiento through explanatory support, political action, and affiliations; (2) reducing fear by providing relevant information; (3) recognizing immigrant students’ diverse experiences with legal liminal…
Higher education (5 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Higher Education Research Studies (4 works) · Law (4 works) · Critical Race Theory in Education (3 works) · Education and experiences of immigrants and refugees (3 works) · Migration, Health and Trauma (3 works) · Public Administration (3 works)