Abstract
This study examines how an urban, California high school supports undocumented students’ college access and the challenges the school and students encounter. Employing case study methodology, school observations and interviews with 14 undocumented students and 13 educators were conducted to gain a deeper understanding of the processes involved in undocumented students’ pursuit of higher education. Findings highlight the importance of building targeted college knowledge, providing navigational support to complete college and financial aid applications, unmet financial need, and Deferred Action for Childhood Arrivals (DACA) as a useful but limited tool for college access. Implications for practice and policy are provided.
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