"This Feels Like Home, But I Know I Am Not Wanted Here": Navigating Higher Education for Students without Documentation

The goal of this qualitative research was to compile a list of best practices that mentors could utilize to advance undocumented students within higher education. I conducted individual interviews with three undocumented college students attending school on Utah campuses. I also conducted two focus groups made of faculty and staff who are currently working in higher education. The analysis of the data resulted in a list of best practices for mentors. The research shows that mentors must have reliable and up-to-date information and understand the unique legal barriers faced by undocumented students. Mentors need to understand the nuances of students living with chronic anxiety, exclusion, isolation, and financial limitations that come with being undocumented. In order for mentors to advance students in higher education, they must help students access DACA and other state and federal policies, as well as connect students to the type of cultural capital that is privileged in higher education. Based on these findings, I made several recommendations to educators and mentors on how to help undocumented students access college.