Communicating allyship according to college students with deferred action for childhood arrivals

Abstract

Given the stress that college students with Deferred Action for Childhood Arrivals (DACA) experience and their minoritized status, some colleges have offered allyship training that informs campus personnel of the unique experiences of DACA and DACA-ineligible students. Although such trainings are promising, limited research has explored what actions communicate allyship to undocumented college students, including those with DACA. We conducted semi-structured interviews with 40 DACA college students and identified six themes: (a) allyship as an action-oriented, lifelong learning process, (b) allyship through supportive communication, (c) allyship without judgment or abnormal treatment, (d) visible allyship through the creation of safe spaces, (e) allyship as advocacy, and (f) allyship without self-promotion. Academics and activists have conceptualized and critiqued allyship. Nevertheless, this study extends past work by considering how DACA college students view the communication of allyship, which is important if allyship is to be encouraged or challenged in higher education and elsewhere.

Keywords

Ally allyship advocacy accomplice support undocumented immigration Deferred Action for Childhood Arrivals

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