Incorporating Undocumented/DACAmented Status Competency Into Higher Education Institutional Agents’ Practice

Abstract

This article examines undocumented/DACAmented status competency (UDSC) centered on the awareness, knowledge, and skills necessary for higher education institutional agents to support undocumented and DACAmented students. Forty-five community college professionals from four states (California, Connecticut, Georgia, and Wisconsin) were interviewed to determine how UDSC was incorporated. A tripartite framework (awareness of undocumented and DACAmented students and their needs, opportunities that contribute toward UDSC knowledge, and UDSC skills) is presented to inform higher education practitioners’ work.