A LatCrit analysis of DACA recipients’ pursuit of a post-secondary education in Ohio DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Luis Fernando Macías Graduate Program in Education: Teaching and Learning The Ohio State University 2017 Dissertation Committee: Binaya Subedi, Advisor Cynthia Tyson, Co-Advisor Valerie Kinloch Theresa Delgadillo Copyrighted by Luis Fernando Macías 2017 Abstract This qualitative study critically examines DACA recipients’ college access in Ohio. The testimonios of 18 racially, ethnically, and experientially diverse participants pursuing a higher education answers the research questions regarding what impact DACA and Ohio’s in-state tuition policies have had in participants college access and the role race and immigration status play when applying for college in Ohio. Critical Race Theory and Latino Critical Theory are frameworks ideal for the exploration of social and legal mechanisms that exclude some from educational resources. The critical race-grounded methodology of this research allows for a trans-disciplinary approach that centers experiential knowledge of People of Color when constructing a theoretical premise. A three-step coding process and collaborative data analysis with participants drove the theory formation and the results of the study. Findings include that DACA improved college access for some but in a way that is derivative. Improvements to in-state tuition consideration was largely the result of self and group advocacy by DACA recipients. Race and immigration status intersect because participants who are not Latina/o, or do not appear to be, commonly experience a temporal anonymity during their admissions process because admissions staff do not perceive them as possibly undocumented. ii Acknowledgments I would like to acknowledge and thank my dissertation committee for their guidance during this formative experience. To my chairs, thank you for your support and guidance. Dr. Tyson, thank you for being so generous, kind, and protective of me and this work. Dr. Subedi, thank you for believing in me and providing countless opportunities for me to continue growing as a responsible, conscious scholar. Dr. Kinloch, thank you for being an example for what superb research and teaching looks like. Dr. Delgadillo, thank you for sharing your wisdom and mentorship. Our enriching conversations constantly challenge me to higher levels of theoretical and critical thinking. To all those who participated in this research, words cannot express how honored and grateful I am for knowing you and learning from you. I am humbled by your intelligence, perseverance, and dedication to social justice. I take great pride in being trusted to share your stories of persistence in the face of adversity. To my compañera/os at OSU, thank you for the encouragement but especially the laughter. To my brilliant writing group, thank you for helping keep me accountable and on track. Our presence is resistance and our excellence is our victory. It’s a privilege to call you friends and colleagues. To my dear friend Christina Yaniga, thank you for your friendship and for being so incredibly generous with your time and knowledge. Your enlightening feedback during this process has been indispensable and a true blessing. iii To Dr. Arnulfo Pérez, thank you for your mentorship, support, and friendship. To my academic padrino, Dr. Frederick Luis Aldama, thank you for allowing me to learn from you and for all of the amazing opportunities you have provided me. To my academic mother, Dr. Sharon Subreenduth, thank you for caring for me and uplifting me during all these years. We are family, and as such, I hope to make you proud. To my McQuiston family, thank you for your love and support, especially during this wild ride that has been graduate school. To my brother-in-law, rest in peace uncle Rogy. To Sheila, my wife and love of my life. You have been there for and with me during the darkest moments and during the euphoric highs. I love you more than I could ever express. Thank you for taking a chance on me and for continuing to believe in me and in us. I dedicate this work to you. A mi hijo, Luis Rogelio, te dedico esta obra de amor. Hijo, las injusticias del mundo pueden oprimirnos pero nunca nos definirán ni mucho vencerános. Con amor, apoyo, y empeño todo es posible. Finalmente, le quiero dar las gracias a mi querida familia, especialmente a mi madre y mi tía. De niño, ustedes siempre me decían que yo era especial. Me lo dijeron tanto que me lo creí y no deje que nadie me pudieran convencer de lo contrario. El titulo de doctor se los dedico a ustedes. Gracias a su sacrificio y trabajado he podido llegar a este nivel. Las adoro. Gracias por su apoyo y amor incondicional. iv Vita 2000................................................................El Paso High School 2005................................................................B.A. Spanish, University of Texas at El Paso 2013 ...............................................................M.A. Cross-Cultural and International Education, Bowling Green State University 2013 to present ..............................................Graduate Teaching and Research Associate, College of Education and Human Ecology, The Ohio State University Publications Macías, L.F., Collet, B. (2016). Separated By Removal: Impact of parental deportation on U.S citizen children's educational goals. Diaspora, Indigenous, and Minority Education, 10(3), 169-181. Fields of Study Major Field: Education: Teaching and Learning Graduate Interdisciplinary Specialization: Latina/o Studies v Table of Contents Abstract ................................................................................................................................................... ii Acknowledgments .............................................................................................................................. iii Vita ............................................................................................................................................................. v Publications ............................................................................................................................................ v Table of Contents ................................................................................................................................ vi List of Tables ......................................................................................................................................... xi List of Figures ...................................................................................................................................... xii Chapter 1: Introduction ..................................................................................................................... 1 Background ......................................................................................................................................... 1 Statement of Opportunity ............................................................................................................... 3 Purpose of the Study ........................................................................................................................ 4 Significance .......................................................................................................................................... 6 Research Questions .......................................................................................................................... 8 Theoretical Frameworks ................................................................................................................ 8 Critical Race Theory ....................................................................................................................................... 8 Latino/a Critical Theory (LatCrit) ............................................................................................................ 9 Definition of Terms and Legislation ........................................................................................ 11 vi Timeline of Legislation ................................................................................................................. 16 Chapter 2: Literature Review ......................................................................................................... 17 Introduction ..................................................................................................................................... 17 Theoretical Frameworks ............................................................................................................. 18 Critical Race Theory .................................................................................................................................... 18 Racial Passing ............................................................................................................................................................. 18 Interest Convergence .............................................................................................................................................. 20 CRT in Education ....................................................................................................................................................... 21 Latino/a Critical Theory (LatCrit) ........................................................................................................