EVALUATING THE LIVED EXPERIENCES OF UNDOCUMENTED EARLY COLLEGE STUDENTS TO DETERMINE WAYS TO IMPROVE ACCESS TO HIGHER EDUCATION AND CAREER OPPORTUNITIES

Nationally, undocumented Latinx students face challenges in k-12 education leading to lower graduation rates. This marginalized group of students in rural Greene County, North Carolina has been defying the odds academically, with a district-wide graduation rate routinely above 90%. Greene County schools has a student population of just under 3,000 students with a third of these students identifying as Latinx. Many of these students are the first in their families to attend school in the United States and have acquired English as their second language. Greene County has one traditional high school and an early college high school. The work featured in this study focused on undocumented Latinx students attending Greene Early College High School (GEC). In this qualitative study, the researcher worked with undocumented early college high school students in an effort to increase their access to college and careers. This study includes an in-depth literature review to document the plight of undocumented students in the United States. Also included in this work is a case study that involves interviews with seven undocumented students affiliated with GEC. Information gleaned from the literature review, along with case study analysis, and observation data assisted the researcher in reshaping the advising of undocumented students at GEC. This information was also utilized to develop and deliver professional development to the staff of the school, and the creation of a tool to be used for the advocacy for undocumented students, all with the goal of increasing access to higher education and careers. Final assertions are presented, as well as next steps for researchers looking to continue this work