DACA students shift to higher education in South Texas: A qualitative case study approach

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.This qualitative case study explored the experiences of five undocumented DACA students of Mexican descent seeking a post-secondary education at a four-year University in the South Texas region -- an area with a high concentration of predominantly Mexican born immigrants due to its proximity to the U.S.-Mexican border. Using Resiliency Theory as the framework for conceptualizing the study and a semi-structured interview approach, the research participants identified Ganas (a strong desire to succeed) and support from their family, classmates and University as key internal and external protective factors in their college experience; and a myriad of obstacles and challenges – mental anguish, financial hardships, and missed opportunities directly related to their undocumented status.Educational Leadership, Curriculum & InstructionCollege of Education and Human Developmen