Examining the Role of Institutional Agents: Experiences of Social Support and Nonsupport among Deferred Action for Childhood Arrivals (DACA) Students in Higher Education
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| Title: | Examining the Role of Institutional Agents: Experiences of Social Support and Nonsupport among Deferred Action for Childhood Arrivals (DACA) Students in Higher Education |
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| Language: | English |
| Authors: | Janelle L. Gagnon (ORCID |
| Source: | Journal of Diversity in Higher Education. 2026 19(1):43-58. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undocumented Immigrants, Higher Education, College Students, Institutional Role, Social Support Groups, Student Experience, Student Attitudes, Student Satisfaction, Self Disclosure (Individuals), College Faculty, Teacher Student Relationship |
| Laws, Policies and Program Identifiers: | Deferred Action for Childhood Arrivals (DACA) |
| DOI: | 10.1037/dhe0000638 |
| ISSN: | 1938-8926 1938-8934 |
| Abstract: | While institutional agents play a crucial role in guiding students through higher education, limited research addresses how they provide social support to deferred action for childhood arrivals (DACA) students. This qualitative study aims to fill that gap by presenting insights from interviews with eight individuals holding DACA status. Participants shared their experiences of receiving social support while enrolled in higher education, as well as instances where they desired support but did not receive it from institutional agents. Developing an expanded model of House's (1981) social support framework, we document four subtypes of social support--informational, instrumental, appraisal, and emotional--through which institutional agents impacted the educational experience of learners with DACA status. Thematic analysis of the interviews uncovered 11 themes detailing educational journeys marked by supportive and unsupportive institutional agents. This article illustrates how effective social support can positively impact students, sometimes altering their entire educational trajectory. In contrast, when institutional agents failed to provide adequate social support, some students experienced unnecessary financial burdens or delays in completing school. Understanding student experiences of social support in higher education has important implications for practice among administrators, faculty, and staff working with DACA learners. By implementing the support strategies identified in this article, institutional agents can enhance the quality of social support they provide to students with DACA status, thereby creating a more inclusive and welcoming environment for these learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506329 |
| Database: | ERIC |
| Abstract: | While institutional agents play a crucial role in guiding students through higher education, limited research addresses how they provide social support to deferred action for childhood arrivals (DACA) students. This qualitative study aims to fill that gap by presenting insights from interviews with eight individuals holding DACA status. Participants shared their experiences of receiving social support while enrolled in higher education, as well as instances where they desired support but did not receive it from institutional agents. Developing an expanded model of House's (1981) social support framework, we document four subtypes of social support--informational, instrumental, appraisal, and emotional--through which institutional agents impacted the educational experience of learners with DACA status. Thematic analysis of the interviews uncovered 11 themes detailing educational journeys marked by supportive and unsupportive institutional agents. This article illustrates how effective social support can positively impact students, sometimes altering their entire educational trajectory. In contrast, when institutional agents failed to provide adequate social support, some students experienced unnecessary financial burdens or delays in completing school. Understanding student experiences of social support in higher education has important implications for practice among administrators, faculty, and staff working with DACA learners. By implementing the support strategies identified in this article, institutional agents can enhance the quality of social support they provide to students with DACA status, thereby creating a more inclusive and welcoming environment for these learners. |
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| ISSN: | 1938-8926 1938-8934 |
| DOI: | 10.1037/dhe0000638 |
