Supporting undocumented community college students

Abstract

Community colleges are a critical access point to higher education for undocumented students, yet undocumented community college students often report feelings of constrained inclusion due to the limitations created by their citizenship status (Negrón-Gonzales, 2017). In this article, we review existing research on undocumented students in 2-year colleges, discussing the policies and practices that can be implemented to support undocumented community college students. Supportive policies include tuition and aid policy, college promise programs, and dual enrollment. Supportive campus environments can be facilitated through flexible scheduling, clear and accessible information, mental health resources, staff training and professional development, funding dedicated staff positions, and creating undocumented student resource centers.Perpetual political uncertainty and a tumultuous national climate continue to complicate undocumented students' access to and experiences in higher education. As of late May 2021, federal pieces of legislation such as Temporary Protected Status (TPS) and Deferred Action for Childhood Arrivals (DACA), which provide some form of protection from deportation for undocumented students, continue to have uncertain outlooks. At the state level, and depending on the state undocumented students reside in, students may be able to benefit from more accommodating policies such as in-state resident tuition or eligibility for state financial aid (Serna et al., 2017). In other states, students' unauthorized status may preclude them from accessing any financial aid or benefits for college at all (National Conference of State Legislatures, 2019;Olivas, 2009). On campus, undocumented students may encounter unwelcoming campus climates or face barriers in accessing important resources, such as staff or legal support (Nienhusser, 2014;Terriquez, 2015).These challenges and concerns may be particularly acute at the nation's community colleges, which are a critical access point to higher education for undocumented students. For some, community colleges may be the only option to pursue their educational and career aspirations (Murillo, 2017;Pérez, Cortés, Ramos, & Coronado, 2010). For others, community colleges are attractive due to lower costs and the opportunity to stay close to home

Broadened Possibilities: Undocumented Community College Student Course Enrollment After the California DREAM Act

“…Higher education institutions also need to consider their own institutional policies and how they support undocumented students (Enriquez et al, 2019). With respect to the community college setting, specific recommendations for practice include flexible course offerings and requirements, access to clear and guiding information, access to psychological services that support undocumented students’ holistic well-being, and continuous professional development and training for staff and faculty (Ngo & Hinojosa, 2021). The creation and staffing of Undocumented Student Resource Centers can also support these efforts (Cisneros & Valdivia, 2020).…”

“…The creation and staffing of Undocumented Student Resource Centers can also support these efforts (Cisneros & Valdivia, 2020). Given the volatility of state and national political climates, it is critical to conduct additional research on inclusive policies and practices on campus that can support undocumented college students (Enriquez et al, 2019; Muñoz et al, 2018; Ngo & Hinojosa, 2021; Nienhusser, 2014).…”

UndocuCare: Strategies for mental health services that affirm undocumented college students’ psychological needs

“…For example, smaller institutions are more likely to have mental health offices open fewer than 12 months out of a year (Gorman et al., 2021). Students enrolled at 4‐year universities often have access to mental health services; however, the same may not be true for students enrolled at 2‐year institutions (Ngo & Hinojosa, 2021). For example, it has been found that 95% of community colleges have no contracted on‐site psychiatry services, compared to 59% of 4‐year institutions (Gallagher, 2013).…”

“…Culturally responsive services at mental health support centers are scarce in higher education institutions (Cha et al., 2019; Ngo & Hinojosa, 2021). In one study, undocumented students described that speaking with a counselor does not resolve underlying challenges related to their immigration status and may further increase their stress (Cha et al., 2019).…”

“…These units are paramount in developing strategies and efforts that affirm the specific psychological needs of undocumented college students. However, not all campuses (e.g., many community colleges) have such a department, which makes addressing the psychological needs of some college students more challenging (Ngo & Hinojosa, 2021).…”