Download or read book Undocumented Latino Students Experiences with Higher Education in the United States written by Amber A. Anderson and published by . This book was released on 2015 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Narrative Inquiry depicts the experiences and perceptions of undocumented Latino students/graduates within Kansas. Through the lens of Latino Critical Theory, counterstories pushed back against the dominant narrative of undocumented Latinos and higher education. An aspect I hope to capture is how undocumented Latino students are navigating their educational journey within the current anti-immigration context. Eight in-depth interviews were conducted based off a semi-structured protocol to examine themes from the LatCrit theory. LatCrit theory offered a race conscious framework to critically contrast oppressive aspects of society and the experiences of undocumented Latino students. The findings indicate DACA greatly influenced how participants approached higher education. The findings support Obama's administration and their attempts to strengthen the undocumented Latino student community. Participants explained how DACA had changed everything. For the first time in their lives, they were able to attend college with no fears of being deported. They were able to work legally and pay taxes. They were able to apply for driver's licenses and legally drive themselves to work and class. Participants challenged the common assumption about undocumented Latinos not valuing higher education. They would have felt more welcomed on campus if they had someone who could relate and discuss specific issues surrounding current immigration laws and DACA.
Download or read book Undocumented Latino College Students written by William Pérez and published by LFB Scholarly Publishing. This book was released on 2011 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: P(r)rez and Cort(r)s examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid). Despite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms. Findings also highlight the importance of student advocates on campus, as well as the need to educate college personnel. The conclusion discusses the socioemotional implications of studentsOCO ongoing legal marginality, and makes suggestions for institutional practices."
Download or read book I Have a Dream written by Maritza B. Calatayud and published by . This book was released on 2012 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Higher Education Access and Choice for Latino Students written by Patricia Perez and published by Routledge. This book was released on 2015-04-10 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now the largest and fastest-growing ethnic population in the U.S., Latino students face many challenges and complexities when it comes to college choice and access. This edited volume provides much needed theoretical and empirical data on how the schooling experiences of Latino students shape their educational aspirations and access to higher education. It explores how the individual and collective influence of the home, school and policy shape the college decision-making process. This unique collection of original scholarly articles offers critical insight on educational pathways that will help families, educators and policy makers intervene in ways that foster and sustain college access and participation for Latino students. It considers destination preferences and enrollment selections, elementary and secondary school experiences, and intervention programs that shed light on how practitioners can promote participation and retention. This multi-conceptual, multi-methodological volume offers directions for future research, programming and policy in Latino education.
Download or read book Achieving Equity for Latino Students written by Frances Contreras and published by Teachers College Press. This book was released on 2011-08-25 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action.
Download or read book Immigrant Students and Higher Education written by Eunyoung Kim and published by John Wiley & Sons. This book was released on 2013-02-25 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Americans by Heart written by William Perez and published by Teachers College Press. This book was released on 2015-04-24 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans by Heart examines the plight of undocumented Latino students as they navigate the educational and legal tightrope presented by their immigration status. Many of these students are accepted to attend some of our best colleges and universities but cannot afford the tuition to do so because they are not eligible for financial aid or employment. For the few that defy the odds and manage to graduate, their status continues to present insurmountable barriers to employment. This timely and compelling account brings to light the hard work and perseverance of these students and their families; their commitment to education and civic participation; and their deep sense of uncertainty and marginality. Offering a rich in-depth analysis, the author presents a new framework for educational policies that recognizes the merit and potential of undocumented Latino students and links their situation to larger social and policy issues of immigration reform and higher education access.
Download or read book Latinos in Higher Education Creating Conditions for Student Success written by Anne-Marie Nuñez and published by John Wiley & Sons. This book was released on 2013-04-23 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos’ postsecondary educational attainment has not kept pace with their growing representation in the U.S. population. How can Latino educational attainment be advanced? This monograph presents relevant contemporary research, focusing on the role of institutional contexts. Drawing particularly on research grounded in Latino students’ perspectives, it identifies key challenges Latino students face and discuss various approaches to address these challenges. Because so many Latino students are enrolled in federally designated Hispanic-Serving Institutions (HSIs), it also specifically explores HSIs’ role in promoting Latinos’ higher education access and equity. As a conclusion, it offers recommendations for institutional, state, and federal policies that can foster supportive contexts. This is Volume 39 Issue 1 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, 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.
Download or read book Coming Out of the Shadows written by Morgan Ponder and published by . This book was released on 2017 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Undocumented Latinx students are currently one of the most disenfranchised racial/ethnic groups in the United States. As demography reaches critical mass levels in many states, visibility has triggered new economic and policy imperatives. The Latinx populations in many states have created a sense of urgency regarding socioeconomic concerns. This cultural shift is re-framing the debate on access to higher education, in-state tuition benefits and labor market prospects. These issues have reached a cultural tipping point, demonstrating that innovative research is needed to address the growing complexity undocumented Latino students face in the K-20 higher education pipeline. The theoretical framework of Appreciative Inquiry (AI) was examined through previous scholarship in a variety of disciplines and applied to qualitative and quantitative studies of undocumented students. This research examines the potential implications researching undocumented students through the lens of AI can have for social justice, leadership and cultivating a growth-mind set. The concept of generative capacity is explored as an impetus for greater social transformation. Policy considerations are discussed in relation to the unique challenges these students face. This review asserts further research is integral in addressing institutional barriers undocumented Latino students encounter navigating through complex educational, political and economic systems. A semi-structured qualitative interview protocol was implemented with 15 undocumented Latinx students utilizing the 4-D model of Appreciative Inquiry. Students selected transferred from a California Community College to a California 4-year public research institution. Findings indicated the experiences these students encounter during the transfer process, who supported them, and how institutional, community and family support was integral in successfully navigating this specific pipeline in the K-20 higher education system. Implications and future recommendations will also be presented in relation to undocumented student agency.
Download or read book College Completion for Latino a Students Institutional and System Approaches written by Melissa L. Freeman and published by John Wiley & Sons. This book was released on 2015-12-21 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino/as are the fastest growing demographic in the United States. Despite recent gains in postsecondary enrollment, the Latino/a population is severely underrepresented when it comes to baccalaureate attainment. Hispanic-serving institutions (HSIs) will play a critical role in turning the tide, but there is little existing research about these institutions. This volume synthesizes: Existing research on HSIs, emerging HSIs, as well as research about Latino/a students themselves, A wide range of best practices across institutional types, and Examples of service to undocumented students in states where they do and do not quality for in-state tuition benefits. Topics include Latino/a undergraduate student success, graduate student success, community colleges, four-year institutions, financial aid, and undocumented students. This is the 172nd volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Download or read book Relational Formations of Race written by Natalia Molina and published by Univ of California Press. This book was released on 2019-02-26 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relational Formations of Race brings African American, Chicanx/Latinx, Asian American, and Native American studies together in a single volume, enabling readers to consider the racialization and formation of subordinated groups in relation to one another. These essays conceptualize racialization as a dynamic and interactive process; group-based racial constructions are formed not only in relation to whiteness, but also in relation to other devalued and marginalized groups. The chapters offer explicit guides to understanding race as relational across all disciplines, time periods, regions, and social groups. By studying race relationally, and through a shared context of meaning and power, students will draw connections among subordinated groups and will better comprehend the logic that underpins the forms of inclusion and dispossession such groups face. As the United States shifts toward a minority-majority nation, Relational Formations of Race offers crucial tools for understanding today’s shifting race dynamics.
Download or read book We ARE Americans written by William Perez and published by Taylor & Francis. This book was released on 2023-07-03 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the CEP Mildred Garcia Award for Exemplary ScholarshipAbout 2.4 million children and young adults under 24 years of age are undocumented. Brought by their parents to the US as minors—many before they had reached their teens—they account for about one-sixth of the total undocumented population. Illegal through no fault of their own, some 65,000 undocumented students graduate from the nation's high schools each year. They cannot get a legal job, and face enormous barriers trying to enter college to better themselves—and yet America is the only country they know and, for many, English is the only language they speak. What future do they have? Why are we not capitalizing, as a nation, on this pool of talent that has so much to contribute? What should we be doing?Through the inspiring stories of 16 students—from seniors in high school to graduate students—William Perez gives voice to the estimated 2.4 million undocumented students in the United States, and draws attention to their plight. These stories reveal how—despite financial hardship, the unpredictability of living with the daily threat of deportation, restrictions of all sorts, and often in the face of discrimination by their teachers—so many are not just persisting in the American educational system, but achieving academically, and moreover often participating in service to their local communities. Perez reveals what drives these young people, and the visions they have for contributing to the country they call home.Through these stories, this book draws attention to these students’ predicament, to stimulate the debate about putting right a wrong not of their making, and to motivate more people to call for legislation, like the stalled Dream Act, that would offer undocumented students who participate in the economy and civil life a path to citizenship. Perez goes beyond this to discuss the social and policy issues of immigration reform. He dispels myths about illegal immigrants’ supposed drain on state and federal resources, providing authoritative evidence to the contrary. He cogently makes the case—on economic, social, and constitutional and moral grounds—for more flexible policies towards undocumented immigrants. If today’s immigrants, like those of past generations, are a positive force for our society, how much truer is that where undocumented students are concerned?
Download or read book Voices to be Heard written by Brenda Ivelisse and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have become a practical educational option for undocumented students seeking an associate degree; thus reflecting the community college's very mission and purpose by providing access and affordability for these students. Specifically, undocumented Latino students are known to select community colleges due to their low tuition cost, proximity to their home, ease of access, etc. (Hernandez et al., 2010). This research study focused on undocumented Latino students for, as a leading scholar notes, "undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success" (Contreras, 2009, p. 610). The purpose of this study was to explore, through their own voices, the community college experiences of undocumented Latino students in Oregon. The Pew Hispanic Center found approximately 22% of the estimated 150,000 undocumented residents of Oregon stand to benefit from the DREAM Act (Passel & Cohn, 2011). A qualitative methodology was used in this study that provided a philosophical approach that allowed for meaning to emerge from the data. A Latino Critical Theory (LatCrit) perspective was used to frame this study. By approaching this research through the lens of LatCrit theory, the factors affecting marginalized undocumented students were highlighted. Working from a social justice perspective, the researcher's goal was to provide information that may be useful to individual study participants, other undocumented students, and to the institutions that enroll these students. This study aimed to provide a means for addressing a social justice matter, the education of undocumented community college Latinos. It emphasizes the complex experiences and identities of Latinos, including language rights, immigration, citizenship, ethnicity, and gender (González & Portillos, 2007; Hernandez-Truyol, 1997; Montoya, 1994; Martinez, 1994). The intent of this study was not make far-reaching generalizations applicable to all community college undocumented Latino students, but to find themes that could support some of their experiences better that ultimately could lead to completion of an associate's degree. The study found that eight themes emerged as a result of the data analysis: 1. Support from Family and Community 2. Overcoming Obstacles 3. Cultural Informant 4. Finding Place: Formal and Informal Networks 5. Involvement 6. Barriers that Intersect 7. Identity as Undocumented 8. Resiliency This study attempted to define academic success of the eight participants by identifying the practices and support systems community colleges are using to help undocumented Latino students navigate their systems. Because of the focus on the lived experiences of undocumented Latino students, a qualitative approach referred to as testimonios was utilized for addressing the research questions, thus a platform for the voices of this marginalized population to expand the understanding of those who would hear them was created. This study revealed the conclusions that emerged from the testimonios as well as give recommendations for practice and further research. The study found that family support, creating community, understanding practitioners' roles, and having hope and resiliency aided in the persistence and retention of the participants. Freire (1970) stated in order to liberate and change the conditions in which individuals live, they must be empowered to do so. These eight participants narratives are a testament to what occurs to individuals if given the space to be empowered and change their conditions. The testimonios revealed their lived experiences as they completed an associate's degree. Their testimonios challenged the narrative that undocumented people are a burden to society. Their voices challenge the dominant narrative that undocumented people do not have a voice.
Download or read book Latino Access to Higher Education written by Martin Guevara Urbina and published by Charles C Thomas Publisher. This book was released on 2015-10-01 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not exclusively, on first-generation Latino students in higher education, delineating the dynamics of the educational journey, while situating their experiences within the ethnic community, the overall American society, and the international community. The text focuses on (1) ethnic realities including Latino student access to higher education, retention, graduation rates, and career success; (2) analysis of historic trends; (3) extensive review of prior empirical studies; (4) a holistic portrayal of education in the U.S.; (5) a qualitative study conducted in an institution of higher education in Texas, placing the stories of participating Latino students in theoretical context; (6) vivid documentation of historically entrenched racial ideologies in American education; (7) exploration of potential solutions to historical and contemporary barriers confronting Latino students; (8) development of a model of empowerment for Latino students; (9) information for the establishment of a balanced educational system; (10) accountability of higher education institutions; (11) review of revolutionizing education in the midst of current globalization; and (12) venturing into the future of Latino education in the overall American experience. Finally, the book seeks to examine not only America’s racism that is evident, but also the structural, cultural, and ideological forces that have influenced and continue to perpetuate the current educational situation for Latinos.
Download or read book The Impact of Documentation Status on the Educational Attainment Experiences of Undocumented Hispanic Latino Students written by and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issue of undocumented immigration has recently taken center-stage in the media and national politics in the United States. A large population of undocumented youth grows up with legal access to public education through high school, following the Supreme Court decision of Plyler vs. Doe, but faces legal and economic barriers to post-secondary education. Following high school, undocumented Hispanic/Latino youth legal protections end, greatly limiting chances for upward mobility through traditional post-secondary education pipelines. In some cases, knowledge of future barriers to post-secondary education leads to a decline in educational motivation. The current political atmosphere makes this study a bit of a moving target as the Obama administration recently passed a reprieve. This reprieve, known as Deferred Action for Childhood Arrivals Process (DACA) does not confer any legal status or open any future path to citizenship. It does, however, grant eligible applicants a work permit, and the opportunity to travel, work, and attend school with a sense of security. The purpose of this thesis is to better understand the perceptions and understandings of undocumented Hispanic/Latino youth and their pursuits of higher education in. It is primarily concerned with the educational issues and opportunities facing these students. This research explores the impact of Hispanic/Latino students' perceptions of legal status barriers on their educational attainment experiences. The different opportunities and obstacles present in access to post-secondary education for undocumented Hispanic/Latino students residing in the United States are examined. This study focuses on the time period just after high school graduation, a critical stage in these students' lives, when undocumented status is particularly consequential. Knowledge about students' perception of their educational progress sheds light on their educational attainment experiences; it illuminates important factors associated with their individual educational experiences. Interactions with teachers, school authorities, their parents, siblings, peers, and other authority figures could be described in connecting personal interpretations and emotional responses to specific events in their lives that they feel helped or hindered their educational progress. Knowing how undocumented Hispanic/Latino youth identify and understand the factors that facilitate or impede their navigation of post-secondary education, will further inform educators and researchers alike. This study offers the possibility of identifying additional factors for educators, researchers, and our communities that hinder or facilitate the educational navigation and success of undocumented students. This type of research is significant as this marginalized population lives and works within the American society; the successes and struggles of these students impacts the United States as a whole. Moreover, these students possess amazing potential; we need to better understand and serve this population in order to both improve their life experiences, and to benefit from their input and abilities.
Download or read book High Achieving Latino Students written by Susan J. Paik and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Download or read book Expanding the Portrait of the Undocumented College Student written by Gloria Itzel Montiel and published by . This book was released on 2017 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on undocumented students has explored the challenges of this population in accessing and persisting in higher education. It has also analyzed the factors that undocumented students draw upon to be academically resilient. This research has been exclusively conducted at public 4-year universities and community colleges, many of which exist in states that have in-state tuition laws for undocumented students. Highly selective private liberal arts colleges and national research universities have also offered admission and, in most cases, full tuition packages to undocumented students. However, research has not yet empirically examined the college experience of undocumented students attending these institutions. To address this gap in research, this study relies on the qualitative application of two identity-development models and theories—the Multidimensional Model for Racial Identity (Sellers et al., 1998) and the concept of stigmatized identities and management of stigma (Goffman, 1963)—to explain the ways in which undocumented Latino students conceptualize their identity and navigate their immigration status, academics, and their social experience in the context of highly selective, private national universities and liberal arts colleges. Forty-one (41) undocumented students attending highly selective private national universities and liberal arts colleges were interviewed for this study. The study’s main findings include: 1) while current research shows public colleges and universities as critical sites for undocumented students’ collective identity, private colleges and universities foster what this study identifies as an Incidental Personal Undocumented Identity; 2) while most private colleges and universities provide substantial financial aid packages, financial concerns continue to be the primary influence of students’ status on academics, echoing concerns of students in previous research. Immigration status also influenced participants’ choice of major, their interactions with faculty and their perception of their ability to achieve their future goals; 3) unlike students in previous research, participants’ undocumented status was less relevant in their everyday social interactions in college, although it became salient in their negative experiences and; 4) private colleges and universities are at different stages in their capacity to serve undocumented students which range from symbolic open door, to resource driven to equity and inclusion models. There are several key implications of this study. First, offering an equitable education for undocumented students at private colleges and universities requires diversifying and increasing the number of undocumented students on campus; institutionalizing and centralizing resources— including resources for non-DACA students; providing students the opportunity to connect with the larger community of undocumented students; and educating faculty, staff, administration and the student body. K-12 schools also need to disseminate resources for undocumented students at an early age, outreaching to parents and where possible, creating resource centers to help students remain on a college track. Furthermore, in order to protect this population, school districts, universities and policy makers need to advocate for the creation of permanent immigration policy that ensures the safety of these students, their families and their communities.
