Date of Award
6-2024
Document Type
Dissertation
Publisher
Santa Clara : Santa Clara University, 2024
Degree Name
Doctor of Education (EdD)
First Advisor
Marco A. Murillo
Abstract
The dissertation examines the educational experiences and challenges faced by unaccompanied migrant youth at a Silicon Valley high school. Defined as minors without U.S. immigration status, under 18, and lacking parental care, these unaccompanied youths represent a vulnerable demographic with unique educational and social needs. From 2013 to 2023, 579,601 unaccompanied children entered the U.S., necessitating extensive support across all states. Participant criteria included unaccompanied migrant youth from Central America or Mexico, aged 18 to 21, who are alumni of Ceiba High School. The study involved three co-researchers who met a total of eight times at a local college, each meeting lasting one hour, and five research interviewees, each participating in two one-hour interviews. Utilizing a qualitative approach and incorporating Youth Participatory Action Research (YPAR), Community Cultural Wealth (CCW), and Critical Race Theory (CRT), the study investigates how these youth perceive their sense of belonging within their educational environment and the subsequent impact on their post-educational and occupational aspirations.
The research affirms the critical need for supportive and inclusive educational practices that address the unique challenges faced by unaccompanied students, highlighting the importance of creating environments that enhance their academic engagement and social integration. The findings reveal that unaccompanied migrant youth face significant educational and social obstacles that influence their sense of belonging and future aspirations. The dissertation advocates for the implementation of comprehensive support systems that extend beyond mere academic assistance to include psychological and social support tailored to the specific needs of migrant youth. By integrating Critical Race Theory, YPAR, and CCW, the study not only illuminates the systemic issues impacting these youth but also highlights the potential for educational institutions to play a transformative role in their lives. This research contributes to the broader discourse on migration, education, and social justice, offering actionable insights for educators, practitioners, researchers, and community leaders committed to fostering equitable educational opportunities for all students.
Recommended Citation
Ugalde, Erik, "Dreaming of a Better Tomorrow: The School Experience of Unaccompanied Youth in Silicon Valley" (2024). Social Justice in Educational Leadership EdD Dissertations. 7.
https://scholarcommons.scu.edu/ed_dissertations/7