Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students
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| Language: | English |
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The Ohio State University / OhioLINK
2015
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1429659421 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1429659421 |
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oai_dc |
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NDLTD |
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English |
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Education Educational Sociology Education Policy identity community college college students DACA Deferred Action for Childhood Arrivals undocumented immigrants |
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Education Educational Sociology Education Policy identity community college college students DACA Deferred Action for Childhood Arrivals undocumented immigrants Ireland, Sarah Mei-Yen Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
| author |
Ireland, Sarah Mei-Yen |
| author_facet |
Ireland, Sarah Mei-Yen |
| author_sort |
Ireland, Sarah Mei-Yen |
| title |
Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
| title_short |
Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
| title_full |
Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
| title_fullStr |
Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
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Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students |
| title_sort |
identity construction among deferred action for childhood arrivals (daca) community college students |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2015 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1429659421 |
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AT irelandsarahmeiyen identityconstructionamongdeferredactionforchildhoodarrivalsdacacommunitycollegestudents |
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1719438127330754560 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14296594212021-08-03T06:30:31Z Identity Construction among Deferred Action for Childhood Arrivals (DACA) Community College Students Ireland, Sarah Mei-Yen Education Educational Sociology Education Policy identity community college college students DACA Deferred Action for Childhood Arrivals undocumented immigrants The purpose of this grounded theory study was to investigate the interaction of sociopolitical context and identity of Deferred Action for Childhood Arrivals (DACA) students. This study focused on DACA students who are enrolled in an Ohio community college as a result of the new policy of in-state tuition for DACA recipients, with particular attention to their definition of themselves, construction of their identity, educational goals, and sense of agency. This study utilized a grounded theory approach (Charmaz, 2000; Glaser & Strauss, 1967) with an emphasis on the tenets of grounded theory for social justice (Charmaz, 2005), collaborative research methods, and situational analysis (Clarke, 2012). The research questions that guided this study included: (1) How do DACA students define themselves?; (2) How do DACA students define their sociopolitical context?; (3) What is the influence of eligibility for in-state tuition on DACA students’ educational goals?; (4) In what ways do DACA students engage a sense of agency within their sociopolitical context?Data collection included three in-depth interviews with a sample of 11 DACA community college students. The first interview was a semi-structured interview exploring participants’ initial narratives about their identities and educational trajectories. The second interview utilized photovoice, a method in which participants use photography and stories about their photos to talk about their identity and issues of importance to them. The third interview was an optional co-analysis focus group interview in which participants and the researcher co-analyzed segments of data from previous interviews. Data analysis involved three readings of the data (open, racist nativist, and liminal) and situational analysis (Clarke, 2012) in order to illuminate the dynamic and relational forces across the multiple readings. Situational analysis mapping, in which inquiry is constructed through situational, social worlds/arenas, and positional maps, facilitated an understanding of the complex and multidimensional interaction of global and local contexts.The outcome of this study was a grounded theory of DACA students’ identity construction that accounts for the role of external forces and internal agency. Four overlapping and interconnected arenas comprised participants’ definition of the sociopolitical context: stigmatized discourse, policy and politics, cultural values and norms, and educational experiences. As a result of their interactions with the sociopolitical context, participants grappled with several complicated tensions, which capture the conflicting ideas, concepts, or feelings that participants experienced related to belonging and visibility. Participants negotiated the tensions of belonging and visibility through the creation of a sense of place in which participants found congruence between their sources of strength and the tensions that result from the sociopolitical context. Participants’ methods for creating a sense of place are multiple, overlapping, and at times contradictory demonstrating the resilience of participants, the complexity of their situation and feelings, and the power of their sources of strength. Participants articulated many sources of strength, which included powerfully motivational people, values, and ideas that influence and are influenced by the sociopolitical context and served as support to participants as they created their sense of place.The emerging theory illuminated the factors that enable DACA community college students to construct a sense of place through their interaction with the sociopolitical context. In this emerging grounded theory, a clear definition of the sociopolitical context, the resulting impact (tensions), the key sources of strength, and methods for creating a sense of place result in a deeper understanding of DACA students identity construction and point to areas in which educators can develop pedagogical methods and services to support the success of DACA students. 2015-05-19 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1429659421 http://rave.ohiolink.edu/etdc/view?acc_num=osu1429659421 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |