Examining University Responses to the DACA Rescission: a Critical Discourse Analysis
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Examining University Responses to the DACA Rescission: a Critical Discourse Analysis Chrystal A. George Mwangi 1 & Sadaf Latafat 1 & Costin Thampikutty 2 & Julie Van 1
# Springer Nature B.V. 2019
Abstract This study engaged a critical discourse analysis to examine statements from higher education leaders regarding the rescission of the federal Deferred Action for Childhood Arrivals (DACA) program. The research questions addressed were as follows. (a) What discourses are present in higher education leaders’ responses to the DACA rescission and DACA students? (b) What discourses are present regarding the role of U.S. higher education in the immigration policy agenda? (c) How do these responses connect to or conflict with broader higher education discourses on diversity, equity, and inclusion? Findings across the 139 institutional responses emphasize the tone of the responses, the depiction of students impacted by the DACA rescission, the forms of institutional commitment discussed in the responses, and the connections that leaders make to institutional identity. Keywords Immigration . Undocumented students . Deferred action for childhood arrivals (DACA) . Institutional response
Chrystal A. George Mwangi is an Assistant Professor of Higher Education at the University of Massachusetts Amherst. She holds an M.S. in Higher Education and Student Affairs Administration from Florida State University and a Ph.D. in Higher Education Administration from the University of Maryland, College Park. Her research focuses on college access and success for underrepresented students and the internationalization of higher education. Email: [email protected] Sadaf Latafat is a doctoral candidate in Higher Education at the University of Massachusetts Amherst. She holds an M.B.A. and a B.Sc. in Economics from Lahore University of Management Sciences in Pakistan. Costin Thampikutty is a residence hall director at the University of Albany, SUNY. He holds an M.Ed. in Higher Education Administration from the University of Massachusetts Amherst and a B.A. in English Language and Literature from Siena College. Julie Van is a graduate student at the University of Massachusetts Amherst pursuing an M.Ed. in higher education. She holds a bachelor’s degree in Mathematics from the University of Washington.
* Chrystal A. George Mwangi [email protected]
1
College of Education, University of Massachusetts Amherst, Amherst, MA 01003, USA
2
University of Albany, SUNY, Albany, NY, USA
Innovative Higher Education
On September 5, 2017, the BDepartment of Homeland Security initiated the orderly wind down of the program known as Deferred Action for Childhood Arrivals (DACA)^ (Office of the Press Secretary, 2017). Created in 2012 under the Obama administration, DACA provides protection from deportation and a two-years work permit to undocumented immigrants under age 31 who came to the U.S. before age 16 (U.S. Citizenship and Immigration Services, n.d.). DACA supports undocumented immigrants within the age bracket of traditional college students, and
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