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. Resumen Este estudio investigó las reacciones emocionales de estudiantes preparatorianos indocumentados (DACAmentados) a la victoria presidencial de Trump y si los educadores y, o administradores ofrecieron validación después de las elecciones. El estudio iluminó prácticas actuales que pueden exacerbar la tensión en estudiantes o empujar estudiantes a darse de baja, y provee recomendaciones para educadores y administradores que pueden satisfacer las necesidades de estudiantes preparatorianos indocumentados durante tiempos políticos difíciles.

Using the framework of physical campus ecology and socio-academic integration moments theory, the researcher sought to identify physical university spaces that successful Latina/o transfer students turned to as sites of positive socio-academic integration. Findings revealed that students developed a keen spatial awareness of comfort spaces where they selectively engaged in moments of socio-academic, nonsocial, and nonacademic integration. This study is important to understand students' perceptions about educational environments and whether universities can provide safe spaces for Latina/os. Resumen Usando el marco de ecología física universitaria y la teoría de momentos de integración socio-académica, los investigadores buscaron identificar espacios físicos universitarios con los que estudiantes exitosos latinos/as de transferencia se apoyan para obtener una integración positiva socioacadémica. Resultados revelaron que los estudiantes desarrollaron una consciencia espacial aguda de los espacios cómodos donde ellos selectivamente se involucraron en momentos socio-académicos, nosociales, y de integración no-académica. Este estudio es importante para entender las percepciones de estudiantes sobre entornos educacionales, y si universidades pueden proveer espacios seguros para estudiantes latina/os.

Because presidents hold unique and important powerful roles that influence the formation of organizational identities and cultures, we used critical discourse analysis of 80 presidents’ letters to analyze presidents’ messages to their campuses and to uncover their discourses and assumptions surrounding Deferred Action for Childhood Arrivals (DACA)/undocumented students and their needs in light of the threat of the repeal of DACA. We used a critical theoretical framework and found 4 predominant discursive themes related to their perspectives of the DACA policy, depiction of DACA/undocumented students, institutional commitments, and organizational identity. Overall, presidents communicated benevolent intentions, but perpetuated dangerous ideologies and overlooked important elements of students’ lived realities.

During the 2016 campaign, President Trump promised to establish numerous antiimmigration policies, which heightened undocumented students' fears and anxieties. The present longitudinal qualitative study investigated seven undocumented students' socioemotional states and whether administrators and educators provided sustained positive validation in light of Trump's policies a year later. Findings revealed that students faced similar or heightened, negative emotional states and, although some positive validation occurred, new support services are needed. Resumen Durante la campaña del 2016, el presidente Trump prometió establecer numerosas políticas anti-migratorias; lo cual subrayó el miedo y la ansiedad en estudiantes indocumentados. El presente estudio longitudinal cualitativo investigó los estados emocionales de siete estudiantes indocumentados; tanto como si administradores y educadores proporcionaron validación sostenida positiva dada la luz de las políticas de Trump un año más tarde. Hallazgos revelaron que estudiantes encararon estados emocionales negativos similares o aumentados y que aunque algo de validación positiva ocurrió, se necesitan nuevos servicios de apoyo.

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