The Shadow Culture of Higher Education: Exploring Educational Pathways for Undocumented and DACA Students
DOI:
https://doi.org/10.33423/qr1xcb86Keywords:
higher education, undocumented, DACAmented, Organizational Theory, institutional culture, Validation TheoryAbstract
This qualitative case study employed validation and organizational theories to explore the nuanced ways in which a private university validates, supports, and promotes the success of undocumented and DACAmented students. The findings revealed that an institutional “shadow culture” exists to mobilize access to resources, community, and foster success to degree completion. The authors theorize that students are validated and affirmed by resources and support services faculty and staff establish and sustain within the shadows of the institution.
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