In this study, these researchers explored Texas borderland community colleges' institutional policies and factors impacting the access, retention, and educational achievement of undocumented students. Exploratory case studies were conducted on three Texas borderland community colleges in an effort to uncover emergent themes and constructs involving the education of undocumented students. Interview sessions, both semi-structured and structured, were the instrumentation techniques used to capture data. Coding and categorizing of data, followed by an analysis of themes and patterns, assisted in understanding the perceived roles and responsibilities of Texas borderland community colleges in educating undocumented students. Implications of these findings are discussed and suggestions for future research are made.
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