ScholarWorks > WMU > JCA > Vol. 10 (2025) > Iss. 4
Abstract
Literature on higher education accessibility for undocumented and DACAmented (Deferred Action for Childhood Arrivals) students has mostly focused on undergraduate students. This paper discusses a comprehensive study of the undocumented graduate student policies of 50 universities across the United States. Using systematic web searches and follow-up interviews with institutional liaisons, we evaluated admissions, tuition classification, funding, and social support practices through an institutional theory lens. This theory posits that institutions prioritize alignment with other institutions, which can lead to a lack of action in providing systemic services. Our findings fit within institutional theory, as many webpages were often confusing or missing critical information—particularly about funding—that is essential to undocumented student success. In addition, we assessed patterns of accessibility among Association of American Universities (AAU) members and California institutions, where we found notably higher levels of support compared to non-members. Our results echo the individual testimonies of undocumented graduate students (undocugrads) from previous literature, contribute nuanced perspectives to extant literature, and provide recommendations for practice and future research. As undocumented students continue to navigate the ever-changing and oftentimes exclusionary policies in the United States, we must continue to question higher education policies to improve the conditions undocumented students face when navigating graduate school.
Recommended Citation
Sandoval Hurtado, Casandra P.; Rios, Ronnie; Negrete, Kasandra; Mendez Ortega, Stephany; and Nunn, Richard
(2025)
"Graduate School Accessibility for Undocumented and DACAmented Scholars Across the United States,"
Journal of College Access: Vol. 10:
Iss.
4, Article 5.
Available at:
https://scholarworks.wmich.edu/jca/vol10/iss4/5
