Using the conceptual frameworks of validation theory and socioemotional development, this study investigated undocumented/DACAmented community college students’ emotional reactions to Trump’s presidential victory and whether educators and/or administrators offered positive validation after the election. The study sheds light on current practices that may exacerbate students’ stress or push students to stop out and provides recommendations for educators and administrators to address the needs of undocumented community college students during difficult political times.
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