scholarly journals Symbolic Sanctuary and Discursive Dissonance: Limitations of Policy and Practice to Support Undocumented Students at Hispanic Serving Institutions

2018 ◽  
Vol 12 (3) ◽  
pp. 169
Author(s):  
Uriel Serrano ◽  
Andrea Del Carmen Vazquez ◽  
Raul Meneses Samperio ◽  
Allison Mattheis
Keyword(s):  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Policy And Practice ◽  
Policy Studies ◽  
University System ◽  
Hispanic Serving Institutions ◽  
System Leaders ◽  
Hispanic Serving ◽  
Critical Policy

An increase in public expressions of xenophobic and racist nativist sentiments followed the election of the 45th president of the United States, and higher education institutions across the country issued statements proclaiming their support for students impacted by changes to federal immigration policy. Guided by García’s (2017) organizational typology of HSIs and critical policy studies (Diem, Young, Welton, Mansfield & Lee, 2014), we conducted a content analysis of messages distributed via campus-wide email that addressed the vulnerabilities of DACA recipients and other immigrant students at two Hispanic-Serving Institutions in California. Our examination of these messages as policy documents reveals how campus and university-system leaders—even in a so-called “Sanctuary State”—attempt to create a notion of “campus as sanctuary” rather than committing to “sanctuary campus” policies and practices. We conclude with recommendations that push the notion of sanctuary campus beyond symbolic gestures and ask practitioners, scholars, and educators to reflect on the practices that foster true sanctuary environments.

Introduction

2017 ◽  
Author(s):  
Melissa Quan
Keyword(s):  
United States ◽  
Common Good ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Colleges And Universities ◽  
Position Paper ◽  
Society Of Jesus ◽  
Saint Ignatius Of Loyola ◽  
Worldwide Network

This introductory chapter begins with a discussion of the importance of education for the Society of Jesus. Saint Ignatius of Loyola, the founder of the Society of Jesus, intended Jesuit education to be free and open to all social classes and saw it as an important contribution to the “common good” of society. Before long, the Jesuits created a worldwide network of colleges and universities anchored in a humanistic education and a common concern for the moral development of students. The chapter then describes the Immigrant Students National Position Paper, a study of the situation of undocumented students at the twenty-eight Jesuit colleges and universities in the United States and the institutional practices that affect those students. This book on undocumented students at Jesuit institutions of higher education in the United States expands upon the work of the Immigration Student National Position Paper.

Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions

2018 ◽  
Vol 120 (4) ◽  
pp. 1-36
Author(s):  
Gina A. Garcia ◽  
Marcela Cuellar
Keyword(s):  
Civic Engagement ◽  
Research Design ◽  
Low Income ◽  
Research Question ◽  
The United States ◽  
Ordinary Least Squares ◽  
Postsecondary Institutions ◽  
Diverse Students ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Background/Context Hispanic-Serving Institution (HSIs), or those postsecondary institutions that meet the 25% Latina/o enrollment requirement to become federally designated as HSIs, are burgeoning in the United States. Similarly, emerging Hispanic-Serving Institutions (eHSIs), or those postsecondary institutions that enroll between 15% and 24% Latina/o students, are rapidly increasing. As these institutions increase in number, there is a need to understand them as unique organizations that provide distinct outcomes for diverse students, including students of color, commuter students, and low-income students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore the ways in which eHSIs contribute to one specific outcome, civic engagement. We conceptualized civic engagement as primarily defined by political involvement (contacting public officials, participating in a political demonstration, discussing politics, voting in an election), although volunteerism was also included in our definition (engaging in community service). The main research question guiding this study was: What curricular and cocurricular experiences contribute to the civic engagement of students enrolled at eHSIs? Population/Participants/Subjects A sample of 10,022 students was drawn from the Cooperative Institutional Research Program (CIRP). The sample is inclusive of women (61%), first-generation college students (18%), and racially diverse individuals, including Latina/o (18%), Black (4%), Asian/Pacific Islander (38%), American Indian (4%), and White (51%). Research Design We used a cross-sectional research design, measuring the civic engagement of students enrolled at six eHSIs at one time point. Secondary data came from CIRP's Diverse Learning Environments (DLE) survey, which focuses on the experiences of diverse students and their perceptions of the climate and institutional practices for diversity. Data Collection and Analysis The DLE survey is web based and administered annually by the Higher Education Research Institute (HERI). We merged two data sets, the 2010 and 2011 DLE, data from the 2010–2011 Integrated Postsecondary Education Data System (IPEDS), and information about diversity-related curricula and cocurricular programs for each of the six institutions. We ran t tests and used ordinary least squares regression to examine relationships between variables. Findings/Results Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement. Recommendations Recommendations for research include developing and validating quantitative measures of civic engagement for diverse students attending compositionally diverse institutions. Recommendations for practice include acknowledging the changing demographics within postsecondary institutions and creating curricular and cocurricular structures that will contribute to nonacademic outcomes such as civic engagement.

Untangling Plyler's Legacy: Undocumented Students, Schools, and Citizenship

2015 ◽  
Vol 85 (3) ◽  
pp. 318-341 ◽  
Author(s):  
Roberto G. Gonzales ◽  
Luisa L. Heredia ◽  
Genevieve Negrón-Gonzales
Keyword(s):  
Civic Education ◽  
Educational System ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Undocumented Immigrant ◽  
Supreme Court Ruling ◽  
Undocumented Youth ◽  
States Experience ◽  
K 12

In this article, Roberto G. Gonzales, Luisa L. Heredia, and Genevieve Negrón-Gonzales present a nuanced assessment of how undocumented immigrant students in the United States experience the public educational system. Though the landmark 1982 Supreme Court ruling Plyler v. Doe has resulted in hundreds of thousands of undocumented children being educated in US K–12 schools, much of Plyler's promise still eludes them. Drawing data from multiple studies conducted with undocumented youth in California, the authors argue that schools perform three critical social functions—as integrators, as constructors of citizenship, and as facilitators of public and community engagement—that shape the educational experiences and political and civic participation of undocumented immigrant youth. They suggest that while schools hold the potential to engender a sense of belonging and membership for undocumented immigrant students, they often fall short of this promise. The authors argue that constrained resources in school districts that serve large concentrations of students of color, school structures that sort and deprioritize students in lower academic tracks, and modes of civic education that do not allow undocumented students to participate equally in society or view themselves as equal members of the citizenry limit the potential for schools to create positive educational and civic experiences for undocumented youth. In addition to inequalities in the educational system, undocumented students' immigration status constrains their interaction in each school function, limiting the realization of Plyler's promise.

scholarly journals Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094490
Author(s):  
Gina A. Garcia ◽  
Emily R. Koren ◽  
Marcela G. Cuellar
Keyword(s):  
United States ◽  
Students Of Color ◽  
Racial Attitudes ◽  
Academic Discipline ◽  
The United States ◽  
Knowledge And Skills ◽  
Hispanic Serving Institutions ◽  
Racial Issues ◽  
Low Levels ◽  
Hispanic Serving

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing “servingness” at HSIs are offered.

scholarly journals Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives

2021 ◽  
Vol 7 (2) ◽  
pp. 287-326
Author(s):  
Michael Preuss ◽  
Eric M. Sosa ◽  
Jason C. Rodin ◽  
Christine R. Dorsett
Keyword(s):  
New Mexico ◽  
Living Arrangements ◽  
First Generation ◽  
Hispanic Students ◽  
The United States ◽  
Instructional Planning ◽  
Hispanic Serving Institutions ◽  
College Course ◽  
Course Load ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

The Transition to College of English Learner and Undocumented Immigrant Students: Resource and Policy Implications

2009 ◽  
Vol 111 (10) ◽  
pp. 2385-2418 ◽  
Author(s):  
Gloria M. Rodriguez ◽  
Lisceth Cruz
Keyword(s):  
United States ◽  
College Transition ◽  
Research Agenda ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Transition To College ◽  
Policy Implications ◽  
Undocumented Immigrant ◽  
K 12

Background/Context The analysis contained in this article was commissioned by the Social Science Research Council's Transitions to College project. Although the historical context and contemporary issues associated with English learners (ELs) and undocumented immigrant students are in many ways distinct, the project team strongly believed that the college transition issues affecting these populations were increasingly salient in light of their rapid and continued growth throughout the United States. Purpose/Objective/Research Questions/Focus of Study The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? and (2) What are the resource and policy implications associated with the transition to college of these students? The chief purpose of this analysis is to synthesize the current research and thinking about the transitions to college of EL and undocumented immigrant students and to use the findings to develop a research agenda focused on emergent critical issues. The intent is to educate a research audience that is largely unfamiliar with the experiences of these unique populations and to inform future research directions. Research Design The analysis is situated within the broader context of immigrant educational attainment and integration in the United States. The two student populations are distinguished to delineate the particular college transition experiences of ELs versus undocumented students, while recognizing the overlaps that do exist. Thus, for each student population, the analysis synthesizes current literature and provides discussions of (a) student demographics for states and the United States, (b) student-level issues and factors, (c) K–12 issues and factors, (d) student agency, (e) postsecondary issues and factors, and (f) summary of critical challenges, barriers, and accomplishments relative to the college transition. The final element is a recommended research agenda developed from the issues revealed in this analysis. Findings/Results There is continued growth in the presence of EL and undocumented students, and this growth affects states with longstanding histories of immigrant presence, as well as states that have only recently had notable increases in these populations. Important to understanding the needs and potential of these two groups is that not all EL and undocumented students are new immigrants. Rather, many have only experienced education in the United States, having been born here or having arrived at a very young age with their families. From this analysis, it appears that English proficiency is as much a gatekeeping factor as it is a facilitative factor for EL and undocumented students in their successful college transitions. Unfortunately, because of the impact of poverty on these populations, the financial constraints of transitioning to college further compound the challenges already faced with regard to acquiring English and advanced subject matter proficiency. Two additional findings help to frame the college transition challenges of both EL and undocumented student populations: (1) There is a chasm between research-based best practices and the available human and material resources allocated in schools and colleges to support this objective, and (2) the role of the community college system is salient as a potential facilitative context, but one that is currently overburdened with multiple demands and shrinking resources. Conclusions/Recommendations The article presents an eight-point research agenda that addresses the challenges surfaced in the analysis. The points cover K–12 education, evaluations of the impact of legislation and programs, and postsecondary education, with the aim of improving the overall responsiveness of our educational institutions to the needs and strengths of our EL and undocumented student populations.

Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

2021 ◽  
Vol 696 (1) ◽  
pp. 128-155
Author(s):  
Stella M. Flores ◽  
Tim Carroll ◽  
Suzanne M. Lyons
Keyword(s):  
College Enrollment ◽  
College Success ◽  
Immigrant Students ◽  
The United States ◽  
College Completion ◽  
Completion Rates ◽  
College Degrees ◽  
New Vision ◽  
Hispanic Serving ◽  
State Resident

While Latinos have seen an increase in college enrollment and attainment over the last decade, completion rates relative to non-Hispanic whites are stagnant, resulting in a steady or widening gap in the attainment of college degrees. This article summarizes research related to Latinos’ college success, highlighting the promise of Latino-attentive approaches for boosting college completion. We elaborate on how parental and teacher contributions and behaviors, family-level considerations of costs and benefits, and the value of a college degree at a community level present opportunities to increase Latinos’ attainment of postsecondary degrees. We also present an original multivariate assessment that indicates how the presence of Hispanic-serving institutions and in-state resident tuition benefits for immigrant students may raise the odds of college enrollment and completion rates for Latinos. Our findings suggest that incorporating Latino-attentive policies are beneficial to college completion among Latinos.

scholarly journals Decolonizing Leadership Practices: Towards Equity and Justice at Hispanic-Serving Institutions (HSIs) and Emerging HSIs (eHSIs

2019 ◽  
Vol 7 (2) ◽  
pp. 25-39 ◽  
Author(s):  
Gina A. Garcia
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Practices ◽  
Higher Education Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs; colleges and universities that enroll at least 25% Raza undergraduates) are increasing in number in the United States, growing rapidly from 189 in 1994 to 492 in 2016. Moreover, there were 333 emerging HSIs (eHSIs) in 2016, indicating that the number of HSIs will continue to grow; however, leaders, including faculty, staff, and administrators at (e)HSIs, continue to grapple with the question, “How do we move from ‘enrolling’ to ‘serving’ Raza students?” There are a lack of leadership frameworks specifically designed for those working at (e)HSIs and with a focus on serving Raza students. The authors argue that decolonizing leadership practices will help leaders liberate and empower Raza students by disrupting the coloniality of power that promotes and sustains higher education institutions as racial/colonial projects. The authors propose leadership processes for working with Raza students at (e)HSIs. Although leaders at non-(e)HSIs may consider these processes, the authors call on leaders at (e)HSIs to transform their leadership practices as a necessity for becoming Raza-serving.

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research

2019 ◽  
Vol 89 (5) ◽  
pp. 745-784 ◽  
Author(s):  
Gina A. Garcia ◽  
Anne-Marie Núñez ◽  
Vanessa A. Sansone
Keyword(s):  
Systematic Review ◽  
Conceptual Framework ◽  
Federal Government ◽  
Research Policy ◽  
Colleges And Universities ◽  
Journal Articles ◽  
Policy And Practice ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving ◽  
Elusive Concept

Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mission to serve Latinxs. As such the idea of “servingness” has become an elusive concept. An abundance of literature centering HSIs has been published, yet there continues to be a debate about what it means to serve students. We conducted a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences. We also found that researchers are often unintentional in their efforts to conceptualize what it means to be an HSI. We offer a multidimensional conceptual framework of servingness to be used in research, policy, and practice.

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