Abstract: Undocumented college students at predominantly White institutions in various campus and off-campus spaces have indicated how students apply their cultural knowledge and skills to enrich their college experiences despite institutional challenges. The findings reveal that participants actively seek and create spaces that affirm their identities, often challenging dominant norms to advocate for their communities. By choosing classes and activities that resonate with their backgrounds, these students foster personal and academic growth while developing critical consciousness. The research also highlights the importance of off-campus involvement in offering valuable opportunities for cultural connection and application of knowledge, particularly during periods of heightened political uncertainty. This study underscores the need for educational institutions to recognize diverse forms of agency and cultural capital. Findings suggest that empowering marginalized students can lead to a more inclusive learning environment while acknowledging the institutional changes needed to reduce navigation burdens. These insights can inform policies and practices aimed at fostering student resilience and success.
Jaein J. Lee (2026) studied this question.