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This qualitative research study explores the experiences of Chicanx/Latinx undocumented graduate students in higher education and specifically examines the home-based teachings and learnings employed by their parents to access and navigate higher education institutions. The study is guided by the research question: How do undocumented Latinx graduate students make sense of the forms of support and participation they receive from their families around education? The authors used Bernal’s (2001) Pedagogies of the Home as a guiding framework. The findings revealed important learnings from their family’s migration, labor experiences and struggles, and strategies to resist marginalization. Through this study, student experiences highlight important considerations for policy and practice that validate the teachings and learnings that occur in their families and homes.

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