This article examines undocumented/DACAmented status competency centered on the awareness, knowledge, and skills necessary for higher education institutional agents to support undocumented and DACAmented students. This study is part of a larger investigation that examined the factors that affected the extent to which 45 community college institutional agents implemented policies that affected undocumented/ DACAmented students in four states (California, Connecticut, Georgia, and Wisconsin). The purpose of this article is to provide a critical examination of higher education institutional agents’ awareness, knowledge, and skills related to addressing undocumented/ DACAmented students’ needs and to propose a form of practice—a concept we term undocumented/DACAmented status competency (UDSC). 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.
Nienhusser, H. K., & Espino, M. M. (2017). Incorporating undocumented/DACAmented status competency into higher education institutional agents’ practice. Journal of Student Affairs Research and Practice, 54(1), 1-14.