This mixed-methods study examined the experiences of undocumented students at a 4-year Hispanic Serving Institution. Barriers identified by these students included a lack of resources and minimal career opportunities after graduation. Faculty and staff perceived this historically underserved population as exhibiting high levels of optimism and resilience relative to educational endeavors and challenges related to students' undocumented status. Study findings include student, faculty, and staff recommendations for improving undocumented student experiences at a specific Hispanic Serving Institution.
ResumenEste estudio de métodos mixtos examinó las experiencias de estudiantes indocumentados en una institución universitaria de servicio a hispanos (IUSH). Las barreras identificadas por estos estudiantes incluyen falta de recursos y oportunidades mínimas de carreras después de graduarse. Profesores y administradores perciben esta población de representación baja histórica con altos niveles de optimismo y resistencia relativa a los esfuerzos educacionales y retos relacionados al estado de indocumentado. Hallazgos incluyen recomendaciones para estudiantes, profesores y administradores para mejorar las experiencias de estudiantes indocumentados en una IUSH específica.
On May 6, 1993, students of California State Polytechnic University, Pomona (Cal Poly Pomona [CPP]) protested what they believed was a lack of diversity on campus. Over 25 years later, this qualitative study explores the identity development of undergraduate students who led that movement, which resulted in the founding of five cultural centers at CPP in 1995. In doing so, this study adds to the growing literature on activism and Chicana/o/x and Latina/o/x identity development. Today, student-led movements shine light on continued inequities in higher education. The reframing identities for justice (RIJ) identity development model serves as a lens to explore how six students’ historical narratives offer a unique glimpse into the impact of activism on their identity development. We found participants’ identity development was influenced by (a) experiencing meaningful interactions along their developmental journeys, (b) making sense of oppression and privilege, (c) discovering praxis between previous learning and activism at CPP, and (d) building coalitions and kinship. Findings show that students act for social justice before they explore multiple identities. We conclude that activism impacts student identity development and offer recommendations for how to enhance this development to student activists, faculty, and administrators.
This quantitative study assessed the impact of the Kaleidoscope Leadership Institute (KLI) model of professional development on KLI on 140 participants’ personal and professional lives. The model was designed for community college women of color and led by female presidents/chancellors. Participants report gains in career and educational advancements, new networks, and mentorships across races/ethnicities and higher education positions. Researchers conclude that cross-cultural networking, mentoring, and identity development are beneficial and recommend that professional associations and institutions expand the KLI model to increase institutional leadership diversity.
Keywords: Community college, leadership development, women of color, identity-based leadership development, female college presidents, female leaders, mentoring, networking, identity development, institutional racism
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