서브메뉴
검색
"Work of the Heart": Lived Experiences of Undocumented Student Resource Center Professionals
"Work of the Heart": Lived Experiences of Undocumented Student Resource Center Professionals
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151110
- ISBN
- 9798382815091
- DDC
- 378
- 서명/저자
- Work of the Heart: Lived Experiences of Undocumented Student Resource Center Professionals
- 발행사항
- [Sl] : Boston College, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 260 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Rowan-Kenyon, Heather.
- 학위논문주기
- Thesis (Ph.D.)--Boston College, 2024.
- 초록/해제
- 요약Many postsecondary students in the United States exist at the intersection of multiple marginalized identities, such as race, socioeconomic status, (dis)ability, and legal status. Amidst a tumultuous sociopolitical context, a number of higher education institutions in the United States established Undocumented Student Resource Centers (USRCs), identity-centered student services that provide specialized support for students who hold marginalized legal identities (Ballerini & Feldblum, 2021; Castrellon, 2021; Cisneros & Valdivia, 2018; Cisneros et al., 2021; Gomez & Perez Huber, 2021; Tapia-Fuselier, 2021). This study, which focuses on the professional employees at USRCs, is ultimately in service of students who are united by their marginalized legal statuses-those who are undocumented, those who are DACA recipients, and those who belong to mixed-status families. This issue is addressed through the following primary research questions: 1) What are the lived experiences of the professional employees who work at USRCs?; 1a) What personal factors inform their experiences in their role?; 2) What are the experiences of USRC professionals when they encounter systemic factors, ranging from the centered to the marginalized? While there is existing literature that recognizes the ways in which USRCs benefit their students, less is known about the experiences of the professional employees who work in USRCs (Cisneros et al., 2021; Tapia-Fuselier, 2021). This hermeneutic phenomenological (van Manen, 1990) study sought to address this gap by examining the experiences of the professional employees of USRCs.Three intersecting frameworks were used to conduct this research: Community Cultural Wealth (Yosso, 2005), Tierney's (1988) framework of Organization, and Critical Systems Thinking (Cordoba & Midgley, 2008; Jackson, 2001; Midgley, 1992; Midgley et al., 1998; Rajagopalan & Midgley, 2015; Raza, 2021; Ulrich, 1983, 1988). The sample consisted of 6 professional employees from 2- and 4-year higher education institutions across the United States. Three semi-structured interviews were conducted with each participant, and data was analyzed using the hermeneutic circle (Dibley et al., 2020; van Manen, 1990). The findings indicate that the professional employees of USRCs bring untold assets and forms of wealth to their work, including their commitment to joy and their employment of aspirational, familial, and navigational capital. Systemic factors within their organization and beyond create barriers to their work, resulting in mentally and emotionally exhausting experiences, overburdened work environments, and instances where their identities and offices are marginalized by their tumultuous sociopolitical context. Implications for higher education practice, research, and theory are offered.
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 기타저자
- Boston College LSOE - Educational Leadership and Higher Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017160743
■00520250211151110
■006m o d
■007cr#unu||||||||
■020 ▼a9798382815091
■035 ▼a(MiAaPQ)AAI31144117
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aBorg, Natalie Anson.▼0(orcid)0000-0002-1411-803X
■24510▼a"Work of the Heart": Lived Experiences of Undocumented Student Resource Center Professionals
■260 ▼a[Sl]▼bBoston College▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a260 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Rowan-Kenyon, Heather.
■5021 ▼aThesis (Ph.D.)--Boston College, 2024.
■520 ▼aMany postsecondary students in the United States exist at the intersection of multiple marginalized identities, such as race, socioeconomic status, (dis)ability, and legal status. Amidst a tumultuous sociopolitical context, a number of higher education institutions in the United States established Undocumented Student Resource Centers (USRCs), identity-centered student services that provide specialized support for students who hold marginalized legal identities (Ballerini & Feldblum, 2021; Castrellon, 2021; Cisneros & Valdivia, 2018; Cisneros et al., 2021; Gomez & Perez Huber, 2021; Tapia-Fuselier, 2021). This study, which focuses on the professional employees at USRCs, is ultimately in service of students who are united by their marginalized legal statuses-those who are undocumented, those who are DACA recipients, and those who belong to mixed-status families. This issue is addressed through the following primary research questions: 1) What are the lived experiences of the professional employees who work at USRCs?; 1a) What personal factors inform their experiences in their role?; 2) What are the experiences of USRC professionals when they encounter systemic factors, ranging from the centered to the marginalized? While there is existing literature that recognizes the ways in which USRCs benefit their students, less is known about the experiences of the professional employees who work in USRCs (Cisneros et al., 2021; Tapia-Fuselier, 2021). This hermeneutic phenomenological (van Manen, 1990) study sought to address this gap by examining the experiences of the professional employees of USRCs.Three intersecting frameworks were used to conduct this research: Community Cultural Wealth (Yosso, 2005), Tierney's (1988) framework of Organization, and Critical Systems Thinking (Cordoba & Midgley, 2008; Jackson, 2001; Midgley, 1992; Midgley et al., 1998; Rajagopalan & Midgley, 2015; Raza, 2021; Ulrich, 1983, 1988). The sample consisted of 6 professional employees from 2- and 4-year higher education institutions across the United States. Three semi-structured interviews were conducted with each participant, and data was analyzed using the hermeneutic circle (Dibley et al., 2020; van Manen, 1990). The findings indicate that the professional employees of USRCs bring untold assets and forms of wealth to their work, including their commitment to joy and their employment of aspirational, familial, and navigational capital. Systemic factors within their organization and beyond create barriers to their work, resulting in mentally and emotionally exhausting experiences, overburdened work environments, and instances where their identities and offices are marginalized by their tumultuous sociopolitical context. Implications for higher education practice, research, and theory are offered.
■590 ▼aSchool code: 0016.
■650 4▼aHigher education
■650 4▼aEducation policy
■653 ▼aCommunity Cultural Wealth
■653 ▼aCritical Systems Thinking
■653 ▼aHermeneutic phenomenology
■653 ▼aOrganizational culture
■653 ▼aProfessional employees
■653 ▼aSocioeconomic status
■690 ▼a0745
■690 ▼a0458
■690 ▼a0635
■71020▼aBoston College▼bLSOE - Educational Leadership and Higher Education.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0016
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160743▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
