“It Is Who We Are. We Are Undocumented”: The Narrative of Two Undocumented Latino Male Students Attending a Community College

Abstract

Objective: The purpose of this narrative study was to document and explore the life experiences of two undocumented Latino students at a community college in Southeastern Florida. The research questions that guided this study are “What are the narratives and lived experiences of undocumented Latino males attending a community college in Southeastern Florida?” and “What assimilation experiences inform undocumented Latino males’ educational aspirations to attend a community college?” Method: A narrative inquiry was used to document the lived experiences of two undocumented Latino male students. Each participant was interviewed; all data were recorded, transcribed, then coded for themes. Results: The findings provide an understanding that experiences in K-12 educational spaces were vital to their development and self-understanding of their undocumented identity; the notion to pursue college was cultivated in both these undocumented Latinos from an early age; and despite the anti-immigrant stereotypes they encountered, they continue to stay focused to help their families and accomplish their academic goals. Contributions: Undocumented immigrants, more than ever, continue to face different challenges in the United States, which affect their educational attainment, particularly for Latino males. Implications for practice include that institutions should become undocufriendly for all undocumented students.