Serving Undocumented Latino/a Students
Transcription
Serving Undocumented Latino/a Students
Serving Undocumented Latino/a Students – Understanding Campus Climate Leslie Jo Shelton, Ph.D. University of Arkansas [email protected] @LeslieJoShelton Research Questions How do undocumented Latina@ college students demonstrate resilience as they navigate higher education? 1. How does being undocumented shape a student’s college experience? 2. What factors contribute to overcoming challenges these students encounter in higher education? Definitions and Terminology Latino/a Undocumented Resilience Critical Race Theory (CRT) and LatCrit Campus Climate Study Background Problem Statement 65,000 undocumented U.S. high school graduates a year (American Immigration Council, 2011) 7,000-13,000 undocumented students enrolled in college in the U.S. (Educators for Fair Consideration, 2012) Policy; Awareness; Dehumanizing and Silencing Significance Economic, Ethical, and Humanistic Purpose of Study and Contributions Student narrativesà Fill gaps in literature à Raising awareness and informing practice Policy Context www.americasquarterly.org Study Background Literature Review Immigration and Higher Education Policy Design 16 participants Seeking participants Two rounds of semi-structured interviews Skype audio/phone Various four-year PWIs across the U.S. Counter stories Findings: Perceptions of Campus Climate Desire for “typical college experience” Social interactions [White students] “…just didn’t want anything with me. Like they’d just turn around and walk away or, you know, they’d say really rude things as well. A lot of racist comments. I just kinda got used to it…” -Zoe Coming out “Sometimes when you tell some people, you know, their perspective changes about you and they think less of me, and sometimes they don’t even want to talk to you.” -Alexa Other undocumented students College “wasn’t a friendly environment,” but I “made it through the environment because of the people I surrounded myself with.” -Maria Discussion and Implications Campus Climate Sense of belonging and mattering Microaggressions Campus Services Identity-based spaces Educator skills Ethic of Care Grounded in voice and relationships Student affairs values Suggestions for Practice Educator efforts Raising awareness Training Resources Support network Ethic of care University resources Personnel Peer and educator mentor programs Physical spaces Inclusive practices Benchmarking and Surveys Limitations Interview Method: Skype or phone vs. Face to face Heavy presence of students from states like CA Various levels of “out” with status Identity-based differences between interviewer and participants Future Research Longitudinal study of original participants Diversify sample Collaborations with K-12 regarding educational pipeline Thank you! Leslie Jo Shelton, Ph.D. University of Arkansas [email protected] @LeslieJoShelton