Latina dreamers, the current political era, and what educational leaders need to know.

Abstract

In this article we present thematic analyses of semistructured interviews with three Latina undergraduate students who are first-generation college and who also self-identify as “Dreamers” and as DACA recipients. The interview data used to inform this article stem from 2 larger qualitative studies in which we applied social constructivist epistemology to interpret the participants’ perspectives and experiences associated with their schooling. In addition, we discuss broadly the impact of the current political climate on the 3 participants’ lives, and how the intersectionality of racial oppression and social class inequality create barriers for them. We also explore the unique family and interpersonal relationships that the Latina participants face when attaining an education and how they may influence their educational aspirations. We couch the perspectives and experiences of these self-identified Latina Dreamers in the current charged political era, where anti-immigrant sentiment, and especially anti-Latinx sentiment, continues to emanate from the nation’s highest office. Our findings are structured into 4 themes including Educational Goals and Aspirations, Unable to Find Targeted Assistance, Culture Shock on Campus, and Political Influence on Campus. Recommendations for educational leaders in K–12 and higher education environments are provided. (PsycInfo Database Record (c) 2020 APA, all rights reserved) Public Significance Statement—A focus on Latinas and education is both important and timely. Given the recent anti-immigrant discourse and the criminalization of Latinx populations, combined with the realities of a border wall and detention and separation of families without due process, it is imperative that we have a better understanding of how the current political era influences Latinas’ educational pathways and trajectories, and how educational leaders can best serve their interests. (PsycInfo Database Record (c) 2020 APA, all rights reserved)