Academic Resilience Scale

“I’m here to fight along with you”: Undocumented student resource centers creating possibilities.

“…Such forms of disclosure had a clear educational purpose, as participants felt that they were able to connect with students better, establish rapport, and foster a sense of belonging. Such findings support extant literature which suggests that safe spaces, including USRCs, serve as important outlets for undocumented students to access critical forms of support (Pérez et al, 2010;Suárez-Orozco et al, 2015;Teranishi et al, 2015). Findings demonstrate the significance of representation in the workforce, and the importance of employing practitioners capable of creating, maintaining, and implementing a vision of validation that transcends deficit approaches in student affairs work.…”

“…The goal of this article is to highlight the function of USRCs across institutions of higher education, as well as the nuances involved in the work. While previous studies have noted the importance of identity-based spaces or centers for undocumented students (Suárez-Orozco et al, 2015;Teranishi et al, 2015), this study illustrates ways in which USRC practitioners approach their work with and for undocumented students. We center the perspectives of USRC practitioners to evidence best practices in student affairs and contribute to the development of undocumented student support services across institutions of higher education.…”

“…According to the Migration Policy Center, there are 98,000 undocumented students who graduate high school each year (Zong & Batalova, 2019). An institution's reputation regarding campus climate will continue to play an important role in undocumented students' choice for higher education (Suárez-Orozco et al, 2015). As mentioned earlier, only 59 USRCs were identified at the time of this study.…”

“…Promoting the success of undocumented students is important for their own well-being as well as for our communities and society at large (Pérez, 2010). Yet, undocumented students often encounter institutional agents who are uninformed of or insensitive to the realities of attending higher education while undocumented (Suárez-Orozco et al, 2015). Educational interventions that seek to improve institutional agents' attitudes toward undocumented immigrants as well as their competency and self-efficacy for working with undocumented students are important for advancing educational equity, as such interventions can help counter the marginalizing effects of institutionalized status-quo silence (Cadenas et al, 2018(Cadenas et al, , 2020Cisneros & Cadenas, 2017;Cisneros & Lopez, 2016, 2020.…”