| dc.description.abstract | This study explores the lives of eight self-identified dreamers who successfully graduated with a postgraduate degree. Grounded by the theoretical framework of Undocumented Critical Theory, this study provides a literature review reporting on a historical review of laws that have impacted the immigration and education rights of undocumented students as they pursue higher education. This study investigates three main guiding questions examining how dreamers with postgraduate degrees experienced financial, social, emotional and psychological barriers. Moreover, this study relied on the exploratory nature of qualitative research to conduct semi-structured interviews while utilizing the affordances of technology to communicate with the participants across California, Texas, Arizona, Missouri, Massachusetts, and Utah. Moreover, an interpretive analysis was applied as the personal story of the research seeks to add valuable insights regarding the body of knowledge linked to undocumented students in higher education. The findings of this study add to the body of existing literature which confirms the many systemic fears undocumented students experience in higher education such as hyperawareness, fear of deportation, feelings of isolation, and an inexplicable sense of empowerment and hope that inspired them to complete their postgraduate education. Furthermore, this study echoes the importance of mentors, educators, professors, institutional agents, peers, mentors with similar backgrounds and friends in the postgraduate academic attainment of each participant. The implications and recommendations of this study seek to amplify the stories, experiences, and voices of the participants. This study is fully intentional about creating new knowledge regarding the experiences of undocumented students in higher education by exploring the lives of eight highly determined, perseverant, and academically successfully dreamers. | en |
