As Soon as They Hear ‘Undocumented,’ They Stop Advising”
Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to Undocumented Students
Bibliographic Data
| ID | 8924252 |
|---|---|
| Authors | Liliana E Castrellón (0000-0002-9701-549X, Duquesne University, corresponding author) |
| Year | 2021 |
| Volume | 57 |
| Issue | 3 |
| Pages | 269-286 |
| Publication date | 2021-05-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2021.1892680 |
| OpenAlex | W3164975909 |
| Language | EN |
| Citations received | 8 |
| References cited | 44 |
While nearly 100,000 undocumented students in the United States graduate from high schools every year, a precarious national policy landscape exists that limits their higher education options. In addition to the structural and policy-level barriers to higher education for undocumented students, institutional agents might also enact barriers through individual practices. This qualitative study utilizes diffusion of responsibility and critical race theory to bring forward the experiences of undocumented students and institutional agents at Great Basin University (GBU). The findings presented here include, (sub)conscious evasion of responsibility and “all students” as white traditional students. (Sub)conscious evasion of responsibility refers to when institutional agents engage in a diffusion of responsibility and rely solely on diversity-affiliated offices to serve undocumented students. This study suggests that undocumented students are left out of the “all students” narrative and argues that higher education institutional agents cannot be ready to serve all students until they are undocuready. Implications point to the urgency of training institutional agents and shifting the culture of higher education institutions to center the needs of undocumented students
Collective responsibility · Diversity (politics · Evasion (ethics · Higher education · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Critical Race Theory in Education · Education and experiences of immigrants and refugees · Law · Medicine · Migration, Health and Trauma
Framing and Efficacy of University-Required Diversity Courses in the Research Literature
Constructing Compliance, Institutionalizing Creative Solutions
Nested contexts of support
Advancing advocacy communication theory
How to Support Undocumented Community College Students in STEM During and Beyond the Covid-19 Pandemic
Educating the “illegal”
Unpacking Student-Facing Rationales for University Required Diversity Coursework
International for Processing Purposes
White by Law
The Coding Manual for Qualitative Researchers
Nine themes in campus racial climates and implications for institutional transformation
Chicana/Latina Testimonios on Effects and Responses to Microaggressions
Challenging Racist Nativist Framing
A Social Capital Framework for Understanding the Socialization of Racial Minority Children and Youths
Undocumented Undergraduates on College Campuses
Getting beyond the ‘symptom,’ acknowledging the ‘disease’
Whiteness as Property
Critical Race Theory
Camouflaging Power and Privilege
Critical Race Theory in Education
Whose culture has capital? A critical race theory discussion of community cultural wealth
Just being undocumented you gotta find loopholes”
Interrogating racist nativist microaggressions and campus climate
Undocumented Students
Examining Undocumented Latino/a Student Interactions With Faculty and Institutional Agents
Nice white men or social justice allies
Interest Convergence or Divergence? A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate
The Scheme Game
Critical race theory
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
Moral Disengagement in the Perpetration of Inhumanities
Education policy as an act of white supremacy
Critical Race Theory in Education
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |