Equity and Inclusion in Practice: Administrative Responsibility for Fostering Undocumented Students’ Learning

Abstract

share a case study of an undocumented student's academic success to demonstrate the importance of administrative commitment, clarity, and consistency in supporting such students in the unique challenges they face.

Nested Contexts of Reception: Undocumented Students at the University of California, Central

“…In a recent study, Richard Ryscavage and Michael M. Canaris (2013) found that although three quarters of administrators, faculty, and staff at Jesuit colleges agree or strongly agree that “admitting, enrolling, and supporting undocumented students fits with the mission of the institution” (Ryscavage and Canaris 2013:1), 40 percent conceded they were not aware of programs or outreach to undocumented students (Ryscavage and Canaris 2013:1). John C. Burkhardt and colleagues (2012) found similar results in a national study, observing more than a quarter of financial aid administrators, admissions officers, and registrars, “didn’t know if their institution had adopted any particular position or practice regarding the admission of undocumented students” (Barnhardt, Ramos, and Reyes 2013:20). In addition, more than half revealed that their institutions did not offer staff training or outline procedures to process undocumented students’ financial aid or admissions requests (Barnhardt et al 2013).…”

Undocumented Students in Higher Education: A Review of the Literature, 2001 to 2016

“…Applying for scholarships and other funding as an undocumented student is not always straightforward or clear. Laws vary from state to state, policies vary from institution to institution, and frequently they can be bureaucratic nightmares (Barnhardt, Ramos, & Reyes, 2013; A. Flores, 2016; Ibarra, 2013; Sahay, Thatcher, Núñez, & Lightfoot, 2016).…”

“…There are not many scholarships available to undocumented students, and the ones that are available are highly competitive and frequently do not cover the full cost of college (Diaz-Strong et al, 2011). Furthermore, high school staff and college admissions staff often lack correct information about the process of applying for financial aid for undocumented students (Barnhardt et al, 2013; Gonzales, 2008, 2011, 2016; Ibarra, 2013; P. A. Pérez & Rodríguez, 2012; Nienhusser et al, 2016).…”

“…A. Pérez & Rodríguez, 2012; Southern, 2016). A vibrant community that supports the unique needs of undocumented students and validates their experiences can help contribute to their success (Barnhardt et al, 2013; Gonzales, 2016; Gonzales et al, 2015; Southern, 2016). Positive experiences with people on campus can help undocumented students better navigate the school and its bureaucracies, and in turn counter the negativity they may face (Contreras, 2009; Nienhusser, 2014; P.…”

“Because She Knew That I Did Not Have a Social”

“…Undocumented at CAMBRIDGE UNIV LIBRARY on June 4, 2016 jhh.sagepub.com Downloaded from students tend to come from low-income families and be the first generation to attend college (Jauregui, Slate, & Brown, 2008;Karunanayake & Nauta, 2004). Other scholars have noted that relationships with teachers and school administrators are crucial in helping these students transition to college (Barnhardt et al, 2013;Croninger & Lee, 2001;Gildersleeve & Ranero, 2010;Perez, Espinoza, Ramos, Coronado, & Cortes, 2009;Perez Huber & Malagon, 2007;Portes & Fernandez-Kelly, 2008). While most of these studies focus on how well undocumented youths fare in the K-12 system, some scholars have begun to look into the effects of states' tuition policy on their high school graduation rates and college enrollment (Bozik & Miller, 2013;Flores, 2010;Kaushal, 2008).…”