Abstract
Purpose. The purpose of this study was to learn about the experiences of undocumented college students enrolled at the research site and to identify approaches for significantly improving the students' college experiences by understanding their challenges and service needs. Theoretical Framework. The theoretical framework for this literature is transformative because it is applies to marginalized groups, and this is a marginalized group. Methodology. This qualitative study followed narrative theory to collect the experiences of undocumented college students at a higher educational institution. Ten students participated in this research study and provided in-depth responses regarding their experiences. Participants were from diverse majors and academic levels, and they included first-time freshmen as well as transfer students. Findings. The responses of 60% of the participants revealed that a lack of finances caused fear and anxiety. In addition, participants shared their fears around the uncertainty of their futures beyond graduation. Participants felt that they could not access all of the campus programs or services due to their undocumented status. Several participants felt that campus personnel had limited experience with and knowledge of undocumented students' college needs. However, participants had positive experiences with a resource center provided by the research site. Conclusions. The researcher hopes that this study contributes to the field of literature and provides insight into the experiences of undocumented college students in order for higher educational institutions and policy makers to develop a greater understanding of their service needs and challenges. Recommendations. The researcher recognizes that the input of participants is critical to the development of programs that support undocumented college students. Institutional support demonstrates that the university leadership is committed to the success of this student population. It is essential that students not feel stigmatized for using available resources. Centers that provide a welcoming and supportive environment should be created. It is important to designate staff that is knowledgeable of state and federal policies that impact this group of students.