Understanding institutional agents’ engagement and function in supporting undocumented and DACA students in higher education across academic disciplines

Kim, Hyun Jung

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https://hdl.handle.net/2142/130041 Copy

Description

Title

Understanding institutional agents’ engagement and function in supporting undocumented and DACA students in higher education across academic disciplines

Author(s)

Kim, Hyun Jung

Issue Date

2025-07-16

Director of Research (if dissertation) or Advisor (if thesis)

Kim, Hyunil

Doctoral Committee Chair(s)

• Wu, Chi-Fang
• Kim, Hyunil

Committee Member(s)

• Tan, Kevin
• Hong, Jun Sung

Department of Study

School of Social Work

Discipline

Social Work

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

undocumented students, DACA, institutional agents, higher education, ally training, social capital, cultural competency, institutional support

Abstract

Undocumented and Deferred Action for Childhood Arrivals (DACA) students face persistent legal, financial, and social barriers in higher education. Institutional agents—faculty, staff, and administrators—play a critical role in supporting these students through resource connection, service provision, policy implementation, and everyday interactions. However, institutional responses are often inconsistent due to agents’ limited awareness, lack of knowledge, insufficient guidance, and systemic constraints that hinder effective support. This qualitative study examines how institutional agents at a large public research university in Illinois perceive and enact their roles in supporting undocumented and DACA students. It explores four interrelated dimensions: (1) awareness of undocumented and DACA students’ presence and challenges; (2) knowledge of needs, policies, and resources; (3) perspectives on roles and responsibilities related to support practices; and (4) variation across academic disciplines and institutional positions. Through these dimensions, the study also reveals the challenges agents face and the strategies they recommend for strengthening institutional capacity to support undocumented and DACA students more effectively. Using stratified purposeful sampling, nineteen institutional agents, including faculty, staff, and administrators from ten of the fifteen colleges at a large Midwest public university, were interviewed in Fall 2024. Data were analyzed using a hybrid coding strategy that combined inductive thematic analysis with theoretical constructs from Bronfenbrenner’s Ecological Systems Framework, social and cultural capital theories, Bandura’s Social Cognitive Theory, and Diffusion of Responsibility Theory. Agents’ awareness of undocumented and DACA students and their challenges ranged from low-average to high-average, regardless of professional title or academic discipline. Awareness was shaped more by agents’ personal background, direct experience with undocumented/DACA students, and participation in ally trainings than by their formal institutional role itself. Even highly experienced agents frequently described their awareness as “average,” underscoring the evolving nature of competence based on diverse degrees of experience with undocumented and DACA students. Trained agents exhibited deeper knowledge of relevant policies and institutional resources, enabling them to implement more inclusive and adaptive strategies. In contrast, untrained agents often held fragmented understandings and felt underprepared, frequently referring students to diversity or cultural centers without offering further assistance. All participants expressed a strong sense of moral and professional responsibility for supporting students’ academic, emotional, social, and professional well-being. While faculty tended to focus on academic support, staff emphasized advising and student services, and administrators concentrated on policy, programming, and leadership. Yet agents across all roles recognized that undocumented/DACA students’ challenges are interconnected. Legal precarity, fear of deportation, and lack of access to opportunities often disrupt students’ educational trajectories, career planning, and emotional stability—making holistic, cross-functional approaches essential. Participants also noted that students often bear the burden of disclosing their immigration status to access tailored services—an expectation that can deter help-seeking and increase vulnerability. To reduce this burden and enhance institutional responsiveness, agents recommended establishing a centralized resource hub, designating personnel within departments to maintain current information, increasing the visibility of services, and implementing mandatory, role-specific, practice-oriented training. This support would not only benefit students but also equip agents, especially those in support roles or seeking to become more involved with the tools and confidence needed to engage more effectively. Additionally, participants underscored that trust-based relationships are foundational to meaningful support. They emphasized the importance of understanding students’ cultural backgrounds and lived experiences, ideally through listening directly to students’ voices, for culturally responsive engagement. While participants demonstrated deep commitment to equity, they also identified institutional barriers such as inconsistent messaging across departments, underutilized training opportunities, and decentralized structures as persistent obstacles. This study concludes by calling for institutional investments in centralized infrastructure, coordinated communication, and mandatory, ongoing ally training visibly supported by senior leadership to cultivate a university-wide culture of equity, inclusion, and informed engagement.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/130041

Copyright and License Information

Copyright 2025 Hyun Jung Kim

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