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Abstract
Most undocumented students have indicated they do not feel a sense of belonging on their respective campuses (Gonzales et al., 2013; Mangan, 2018; Múnoz & Maldondo, 2012; Pérez Huber, 2009; Pérez Huber & Malagon, 2007; Suárez-Orozco et al., 2015). However, with the passage of DACA, universities have seen an increase in undocumented students attending college (Cervantes et al., 2015). Current literature indicates undocumented students’ retention and graduation rates are low (Abrego & Gonzales, 2010; Múnoz & Maldondo, 2012; Terriquez, 2015). Currently, students’ sense of belonging is correlated with student success (Strayhorn, 2019). By understanding undocumented students’ sense of belonging on college campuses, university leaders can cultivate an environment that creates conditions that positively foster belongingness and student success. As a result, the purpose of this study was to explore the lived experiences of undocumented students who are attending U.S. colleges. In particular, I shared stories about undocumented students’ interactions with faculty, staff, and students and how those interactions influenced their sense of belonging. In this study, I used Strayhorn’s (2019) Sense of Belonging theory and definition of belongingness. For the research design, I used a narrative methodology and critical paradigm. Additionally, I collected data through semi-structured interviews and participant-driven drawings. Last, I presented my findings using composite counter-storytelling in the format of a stage play script. The data in this study was analyzed using holistic and categorical data analysis. While the categorical data analysis was used to identify various themes across each participant, the holistic analysis helped develop participant profiles, which were presented in the format of a stage play script. The major findings included the following: negative interactions reinforced a lack of belonging while positive interactions promoted a stronger sense of belonging; although students may or may not feel like they belonged to their university as a whole, they were able to identify groups or spaces that helped them foster belonging; and, the spaces and groups that fostered belongingness were places and student organizations/departments that affirmed their undocumented, racial, or student identities. The findings of this study produced implications for practice, policy, future research, and theory.