Existing research clearly shows that the experiences of undocumented students are highly dependent on the campus environment and their interactions within the setting (Cisneros et al., 2022Journal of Diversity in Higher Education, 15(5), 607–616; Shelton, 2019Journal of Student Affairs Research and Practice, 56(1), 92–104). It is common for undocumented students to feel ostracized and experience a campus setting that is unwelcoming despite attending college in states that offer them access to in-state resident tuition (ISRT) rates and state financial aid (Negrón-Gonzales, 2017Journal of Hispanic Higher Education, 16(2), 105–122; Salazar et al., 2023Journal of Hispanic Higher Education, 22(2), 161–174). In this study, we used Museus’ (2014) Culturally Engaging Campus Environments (CECE) model to examine institutional agents’ role in promoting a culturally engaging campus environment for undocumented college students. We used a participatory action research approach and a multiple qualitative case study research design to analyze data from 35 undocumented students attending public universities in California and Texas. The data revealed incongruencies in how faculty affected participants’ sense of inclusion via curricula and one-on-one interactions. Furthermore, findings showed how personnel working at undocumented student resource centers promoted equity through culturally responsive practices. Grounded in our findings, we discuss innovative implications for higher education research, policy, and practice, such as including immigration content in the classroom across majors to increase culturally relevant opportunities and facilitate positive student-faculty interactions for undocumented students.
