The Experiences And Challenges Of Undocumented Students In Higher Education
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The Experiences And Challenges Of Undocumented Students In Higher Education
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Author : Stephanie Renee Brown
language : en
Publisher:
Release Date : 2017
The Experiences And Challenges Of Undocumented Students In Higher Education written by Stephanie Renee Brown and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Illegal immigration categories.
This qualitative study explored the experiences and challenges of six undocumented students in higher education. Through in-depth interviews, the study sought to assist teachers, college counselors, faculty and academic support staff in understanding the unique needs of undocumented students in their pursuit toward higher and to pinpoint particular academic support services needed to help them persist until graduation. A portraiture design was utilized to capture each student's experiences and challenges. This approach allowed the researcher to enter into each student's life and experience their hopes and dreams of being a college graduate and discover how they face each barrier of being undocumented. The findings revealed each student's emotional effects of being undocumented and the emotionally supportive efforts of instructors, college counselors and administrators that empowered them graduate high school and peruse higher education.
Immigrant Students And Higher Education
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Author : Eunyoung Kim
language : en
Publisher: John Wiley & Sons
Release Date : 2013-02-25
Immigrant Students And Higher Education written by Eunyoung Kim and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-02-25 with Education categories.
Immigrant populations, growing quickly in both size and diversity, have become an important segment of the U.S. college student population, one that will profoundly transform the educational landscape and workforce in coming decades. Nevertheless, immigrant students in higher education are often inaccurately characterized and largely misunderstood. In response to this alarming disconnect, this monograph reviews and synthesizes the existing body of literature on immigrant students, with special attention placed on transitions to college and collegiate experiences. The authors lay a foundation for future research and draw out implications for policies and practices that will better serve the educational needs of this growing population. This is the 6th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
The Impact Of California Dream Act On Undocumented Student Experiences
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Author : Hong Thanh Dao
language : en
Publisher:
Release Date : 2016
The Impact Of California Dream Act On Undocumented Student Experiences written by Hong Thanh Dao and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Undocumented students make up one of the most underserved minority groups in higher education. Some federal legislation hinders undocumented students from pursuing higher education due to their immigration status. However, many states are creating their own policies to make postsecondary education more accessible and affordable for undocumented students. The California DREAM Act has positively changed the lives of many undocumented students, as it provided financial resources to students in the pursuit of higher education. As more and more undocumented students attend college, it is imperative that educational leaders understand the challenges and barriers impacting students in higher education so they can properly meet the needs of this population. Although undocumented students qualified for state and institutional financial aid, due to the recent implementation of the California Dream Act, very little is known of their educational journey as they work toward their college degree. The purpose of this study was to examine the experiences and challenges encountered by AB 540 undocumented college students after the implementation of the California DREAM Act as they work toward a college degree. This study will contribute to the awareness around this student population so their educational needs are better understood. This study used a qualitative method to further understand the participants' educational journeys. The researcher conducted all face-to-face interviews at a location that was most comfortable and convenient for the participants. All interviews were audio-recorded with the consent of the participants. Four Latina AB 540 undocumented college students participated in this study. Findings from this study showed that all the participants continue to struggle with financial, academic, and legal challenges even after the implementation of the California DREAM Act. However, the California DREAM Act has significantly impacted all four participants and made pursuing higher education possible. Without the California DREAM Act, the majority of the participants would not attend college because they are unable to afford it. Thus, it is critical that higher education leaders develop specialized services and resources to meet the needs of undocumented students with regard to being successful in college.
Experiences Of Undocumented College Students
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Author : Ana Aguayo-Bryant
language : en
Publisher:
Release Date : 2016
Experiences Of Undocumented College Students written by Ana Aguayo-Bryant and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with College students categories.
The purpose of this study was to learn about the experiences of undocumented college students enrolled at the research site and to identify approaches for significantly improving the students' college experiences by understanding their challenges and service needs. The theoretical framework for this literature is transformative because it is applies to marginalized groups, and this is a marginalized group. This qualitative study followed narrative theory to collect the experiences of undocumented college students at a higher educational institution. Ten students participated in this research study and provided in-depth responses regarding their experiences. Participants were from diverse majors and academic levels, and they included first-time freshmen as well as transfer students. The responses of 60% of the participants revealed that a lack of finances caused fear and anxiety. In addition, participants shared their fears around the uncertainty of their futures beyond graduation. Participants felt that they could not access all of the campus programs or services due to their undocumented status. Several participants felt that campus personnel had limited experience with and knowledge of undocumented students' college needs. However, participants had positive experiences with a resource center provided by the research site. The researcher hopes that this study contributes to the field of literature and provides insight into the experiences of undocumented college students in order for higher educational institutions and policy makers to develop a greater understanding of their service needs and challenges. The researcher recognizes that the input of participants is critical to the development of programs that support undocumented college students. Institutional support demonstrates that the university leadership is committed to the success of this student population. It is essential that students not feel stigmatized for using available resources. Centers that provide a welcoming and supportive environment should be created. It is important to designate staff that is knowledgeable of state and federal policies that impact this group of students.
I Have A Dream
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Author : Maritza B. Calatayud
language : en
Publisher:
Release Date : 2012
I Have A Dream written by Maritza B. Calatayud and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Hispanic American students categories.
Abstract: The purpose of this study was to examine the social, educational, and psychological challenges and barriers being faced by undocumented students striving to achieve higher education in California. The goal of the research was to provide an in-depth analysis about how undocumented students are overcoming multiple barriers in order to achieve a college education. A total of 12 undergraduate and graduate undocumented Latino students took part in the study. The findings revealed that undocumented students thrive when provided with positive social support networks at home, school, and in the community. The study also explored the participants' personal challenges and barriers to continue with higher education. Future research should be conducted on the educational plight, social support network and other support systems being utilized by undocumented students to continue with their college education in the United States.
Challenges And Service Needs Of Undocumented Mexican Undergraduate Students
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Author : Teri J. Albrecht
language : en
Publisher:
Release Date : 2007
Challenges And Service Needs Of Undocumented Mexican Undergraduate Students written by Teri J. Albrecht and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Illegal aliens categories.
Undocumented students as an identified student population at United States institutions of higher education tend to be a "hidden" group of students. Since 2001, when individual states began passing measures to provide undocumented students with in-state tuition benefits, the undocumented college student population across the United States has sharply increased. Because little empirical research has been conducted on this student population, the needs of undocumented students in higher education are not well known. This qualitative study identified the challenges faced by undocumented Mexican undergraduate students and their need for services after matriculation to a selective four-year institution of higher education. The study also explored the perceptions held by university administrators and the extent to which they understood the challenges and service needs of the undocumented student population. Based on the interview data collected from both undocumented students and university administrators, identified challenges of undocumented college students included: (a) struggling to succeed, (b) feeling the pressure of being a role model, (c) coping with frustration and uncertainty, (d) managing life as a "hidden" member of society, (e) missing out on opportunities, (f) perceptions of self as compared to other students, and (g) complications faced in utilizing campus services. Additionally, three service needs were identified, the need for: (a) accessible information, (b) designated personnel, and (c) legal services. The findings also revealed that university administrators, for the most part, knew very little about the undocumented student population on their campus. The examination of all the data led to a set of recommendations that identified ways in which higher education institutions could better serve this group of students. This study is one of the few studies in existence that has examined the experiences of undocumented students in higher education. Furthermore, no studies have been conducted on the perceptions that university administrators have about the challenges and service needs of the undocumented college students. Thus, this study expands the knowledge about what is known about undocumented students' experiences on a college campus and the extent to which university administrators understand the population.
The Struggles Of Identity Education And Agency In The Lives Of Undocumented Students
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Author : Aurora Chang
language : en
Publisher: Springer
Release Date : 2017-10-17
The Struggles Of Identity Education And Agency In The Lives Of Undocumented Students written by Aurora Chang and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-17 with Education categories.
This book weaves together two distinct and powerfully related sources of knowledge: the author’s journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students. In interlacing both personal experiences with findings from her empirical qualitative research, Chang explores practical and theoretical pedagogical, curricular, and policy-related discussions around issues that impact undocumented immigrants while provide compelling rich narrative vignettes. Collectively, these findings support the argument that undocumented students can cultivate an empowering self-identity by performing the role of infallible cultural citizen.
A Qualitative Analysis Of The Challenges Undocumented Non Latino A Students Face In Their Pursuit Of Higher Education
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Author : Olusola Olajumoke Togun-Butler
language : en
Publisher:
Release Date : 2018
A Qualitative Analysis Of The Challenges Undocumented Non Latino A Students Face In Their Pursuit Of Higher Education written by Olusola Olajumoke Togun-Butler and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Hispanic American college students categories.
Undocumented students face challenges when they make the decision to pursue higher education because their immigration status disqualifies them from receiving certain types of financial aid. As a result, undocumented students often struggle with the cost of higher education tuition. Most of research on the experiences of undocumented students tends to focus on Latino/a students with very limited research on undocumented non-Latino/a students. The purpose of this qualitative phenomenological study was to explore the challenges that undocumented non-Latino/a students face in their pursuit of higher education. The participants consisted of four undocumented non-Latino/a students who were currently attending or who had attended higher education institutions within the United States. Each participant was interviewed individually over the phone utilizing an in depth semi-structured interview. The results of research study indicated that undocumented non-Latino/a students faced unique challenges when they made the decision to pursue higher education. Undocumented non-Latino/a students do not fit the stereotype of what an undocumented immigrant looks like, so they can navigate through society without being identified as being in the country illegally. Two of the participants expressed that they were able to go under the radar, undetected because they were non-Latina. The other participants were able to blend in with their peers and not call attention to the fact that they were undocumented. The ability to be invisible because a double-edged sword as they were less likely to disclose their status and be connected to resources needed to pursue higher education. All participants identified how their immigration status prevented them from taking advantage of employment, scholarship and internship opportunities. The inability to take advantage of resources, and constant fear of deportation within their environment, made it difficult for the participants to meet lower level needs on Abraham Maslow's hierarchy of needs, on the path to self-actualization. Three of the four participants did disclose their status to school officials that they trusted and who could connect them to concrete resources to pursue higher education. More research is needed to further identify challenges unique to undocumented non-Latino/a students as these population of students tend to be left out of research on the undocumented experience. The undocumented population is becoming diverse, therefore more research studies are needed to explore their experiences and develop the appropriate outreach.
The Invisibility Of Undocublack Students Within The Undocumented Community In Higher Education
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Author : Felecia Russell
language : en
Publisher:
Release Date : 2022
The Invisibility Of Undocublack Students Within The Undocumented Community In Higher Education written by Felecia Russell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
The experiences of undocumented students have gained much attention over the last decade and researchers have shed light on the barriers these students face in regard to postsecondary educational access and success. However, the conversations about undocumented students in higher education are often focused on Latinx experiences thereby excluding non-Latinx undocumented students, such as Black undocumented (undocuBlack) students. Although undocuBlack students face similar challenges to other undocumented students, their experiences are different as a result of intersecting domains of oppression and deserve a place in the ongoing discourse. Therefore, this qualitative research study focuses on undocuBlack students and their experiences in higher education, exploring the issue through the intersectionality lens. I employed qualitative strategies to study this topic and utilized an interpretative phenomenology approach to gain perspective, insights, and make meaning of the experiences of undocuBlack students on college campuses. The results of my analysis suggests that the collegiate experiences of undocuBlack students are unique because of the intersection of their race and immigration status. Participants experienced invisibility within the undocumented and Black communities. They also faced challenges experiencing a sense of belonging because some participants did not feel comfortable in Black spaces, while others completely disengaged out of fear of not belonging. Furthermore, participants with DACAmented status had more resources available to them allowing them to more fully engage on campus. Ultimately, each participant's own lived and personal experiences related to their race and undocumented status demonstrate the diverse, conflicting, and invisible nature of the undocuBlack experiences. My findings contribute to the literature on undocuBlack on the diversity of the undocumented student experience and offers invaluable information to higher education professionals, the undocumented community, and activists on how to properly support undocuBlack students. Keywords: Undocumented, UndocuBlack, DACA, Intersectionality.
Fear Funding And Ambiguity
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Author : Sybil Christman Halloran
language : en
Publisher:
Release Date : 2015
Fear Funding And Ambiguity written by Sybil Christman Halloran and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with College attendance categories.
Although immigration is considered the responsibility and authority of the federal government, there is no clear federal policy regarding undocumented students and higher education. This leaves the power to regulate undocumented students in higher education to state governments. In Virginia, there is no specific, state-wide policy that addresses undocumented students and admission and enrollment in public higher education. Because of this, policies and practices related to the admission and enrollment of undocumented students are created at the university level. There is, however, state policy in Virginia related to legal immigration status and eligibility for in-state tuition. This creates a complex dynamic in which immigration-related practices, which are legally regulated on the federal level, are actually determined on the state and institutional level. Through interviews with admissions professionals at 12 Virginia, public 4-year colleges and universities, this research study uses a descriptive qualitative case study to explore the application of institution level undergraduate policies and practices related to undocumented students. The findings suggest that of the 12 institutions, five knowingly enroll undocumented students; six admit undocumented students but do not knowingly enroll undocumented students; and one institution does not admit or enroll undocumented students. None of the schools offers in-state tuition to undocumented students. Seven themes emerged from the 12 interviews, and these themes are grouped into two categories. The themes in the first category relate to the experiences of undocumented students and include funding challenges, fear, lack of knowledge of higher education processes, and post-graduation challenges. The themes in the second category are related to policy and practice, and the professionals who create and implement those policies and practices. The themes that emerged in this category are changing demographics, ambiguity, and professional and personal values. These themes are interpreted and discussed through the theoretical frameworks of administrative discretion and wicked problems. Recommendations for future research are provided.