Harvard Educational Review
  1. Fall 2015 Issue »

    Undocumented Undergraduates on College Campuses

    Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus

    CAROLA SUÁREZ-OROZCO, DALAL KATSIAFICAS, OLIVIA BIRCHALL, CYNTHIA M. ALCANTAR, EDWIN HERNANDEZ, YULIANA GARCIA, MINAS MICHIKYAN, JANET CERDA, ROBERT T. TERANISHI
    In this article, Carola Suárez-Orozco and colleagues investigate how to improve undocumented undergraduate student experiences across a variety of US campuses. The authors draw on a national survey of diverse undocumented undergraduates attending two- and four-year public and private institutions of higher education. Using an ecological framework that accounts for risk and resilience, Suárez-Orozco and colleagues provide insights into the challenges undocumented undergraduates face and the assets they bring as they navigate their educational contexts. The authors also consider the role of campuses in shaping these experiences and make recommendations, based on quantitative data and the perspectives of students, for creating undocufriendly campuses.

    Click here to access this article. 
    Carola Suárez-Orozco is a professor of Human Development and Psychology at UCLA. She has served as the chair of the APA Presidential Task Force on Immigration and is codirector of the Institute for Immigration, Globalization, and Education at the University of California, Los Angeles. Her areas of research include educational achievement among immigrant-origin youth, immigrant family separations, gendered experiences of immigrant youth, the experiences of immigrant-origin youth in community college settings, and the effects of unauthorized status on developing youth.

    Dalal Katsiaficas is a doctoral candidate in the Human Development and Psychology program at UCLA. Her areas of research include the identity development of immigrant-origin youth, the experiences of immigrant-origin youth in diverse educational settings, and the effects of undocumented status on developing youth. Her dissertation focused on the social responsibilities of immigrant-origin youth in community colleges, as well as with undocumented undergraduate students.

    Olivia Birchall is lead data analyst/statistician at the Institute for Immigration, Globalization, and Education. She completed her doctorate in Economics and Quantitative Methods at the University of Westminster. Her research interests include access to education and the education pipeline from early childhood through to higher education.

    Cynthia M. Alcantar is a research associate for the Institute for Immigration, Globalization, and Education and doctoral student in the Social Science and Comparative Education division at the University of California, Los Angeles. Cynthia earned her master’s degree in education from Claremont Graduate University. Her research centers on college access, persistence, and degree completion of underserved and underrepresented students, especially in relation to higher education policy and practice.

    Edwin Hernandez is a doctoral student in the Social Science and Comparative Education Division, Graduate School of Education and Information Studies at the University of California, Los Angeles, and a research associate for the Institute for Immigration, Globalization, and Education. His research interests include issues around access and equity for young men of color. 

    Yuliana Garcia is a research associate for the Institute for Immigration, Globalization, and Education and a doctoral student in the Human Development and Psychology Division at the University of California, Los Angeles. Her research interests include exploring risk and resilience factors that impact educational achievement and attainment as well as psychological outcomes for immigrant-origin youth.

    Minas Michikyan is a doctoral student in the Human Development and Psychology program at UCLA. He is also a researcher at UCLA’s Institute for Immigration, Globalization, and Education at the Center for Multicultural Research at Cal State, Los Angeles (CSULA), and at the joint UCLA/CSULA Children’s Digital Media Center in Los Angeles. Minas’s research interests encompass the role of new digital media in youth self-presentation, development, and well-being in the context of culture, social change, and the immigrant experience. Minas is also a lecturer at CSULA.

    Janet Cerda is a doctoral student in the Human Development and Psychology program at UCLA, a research associate at UCLA’s Institute for Immigration, Globalization, and Education, a graduate student researcher at UCLA’s Center X, and a research assistant at the Social and Public Art Research Center. Janet’s research interests include immigrant children’s bilingual language development, first and second language acquisition, and digital language assessment.

    Robert T. Teranishi is professor of Social Science and Comparative Education, the Morgan and Helen Chu Endowed Chair in Asian American Studies, and codirector for the Institute for Immigration, Globalization, and Education at the University of California, Los Angeles. He is also a senior fellow with the Steinhardt Institute for Higher Education Policy at New York University and principal investigator for the National Commission on Asian American and Pacific Islander Research in Education. His re-search examines the causes and consequences of the stratification of college opportunities, with a particular interest in the impact of higher education practice and policy on the mobility of marginalized and vulnerable communities.
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    Fall 2015 Issue

    Abstracts

    “Diles la verdad”
    Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood
    SARAH GALLO AND HOLLY LINK
    “My Student Was Apprehended by Immigration”
    A Civics Teacher’s Breach of Silence in a Mixed-Citizenship Classroom
    DAFNEY BLANCA DABACH
    The Art of Unlearning
    CLINT SMITH
    On the Grammar of Silence
    The Structure of My Undocumented Immigrant Writer’s Block
    ALBERTO LEDESMA
    Undocumented Undergraduates on College Campuses
    Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus
    CAROLA SUÁREZ-OROZCO, DALAL KATSIAFICAS, OLIVIA BIRCHALL, CYNTHIA M. ALCANTAR, EDWIN HERNANDEZ, YULIANA GARCIA, MINAS MICHIKYAN, JANET CERDA, ROBERT T. TERANISHI
    UC Berkeley’s Undocumented Student Program
    Holistic Strategies for Undocumented Student Equitable Success Across Higher Education
    RUBEN ELIAS CANEDO SANCHEZ AND MENG L. SO
    Undocumented Status and Schooling for Newcomer Teens
    ELAINE C. ALLARD
    Editor's Review
    STEPHANY CUEVAS
    Afterword
    Imagined Futures
    ROBERTO G. GONZALES
    Foreword
    Human Rights for Undocumented Students and Their Families
    MARY C. WATERS
    Editors' Introduction
    Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences
    Untangling Plyler’s Legacy
    Undocumented Students, Schools, and Citizenship
    ROBERTO G. GONZALES, LUISA L. HEREDIA, GENEVIEVE NEGRÓN-GONZALES
    The Unlikelihood of Family
    A Photographic Essay on Transnational Experiences
    CRISTINA LLERENA NAVARRO

    Book Notes

    Everyday Illegal
    Joanna Dreby