Undocumented Students and Microaggressions

It is estimated that about 454,000 undocumented/DACA students are enrolled in higher education (Redden 2007). Some studies have found that undocumented/DACA students experience discrimination and are subject to anti-immigrant attitudes in their pursuit of higher education (Crawford, Aguayo, & Vaye, 2017). Our study identified microaggression experiences, or everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership (Sue, 2007). We focused on the classroom, on/off campus experiences, and places where such microaggressions happen. We identified the nature, impact, coping mechanisms, and their recommendations about how to prevent and intervene when these experiences happen. Participants were interviewed using open-ended questions, which were transcribed and analyzed to identify common themes (using Grounded Theory). We will develop a set of recommendations for professors to handle microaggressions, difficult dialogues, and hot moments in the classroom to foster racial inclusion and a safe learning environment. Overall, our results will have a positive impact on the Daca/undocumented students’ sense of belonging, psychological well-being, physical health, and academic performance.