Finding Freedom: Facilitating Postsecondary Pathways for Undocumented Students

2017 ◽  
Vol 31 (6) ◽  
pp. 858-894 ◽  
Author(s):  
Michael J. Trivette ◽  
David J. English
Keyword(s):  
Higher Education ◽  
United States ◽  
Cultural Capital ◽  
Undocumented Students ◽  
The United States ◽  
Public Higher Education ◽  
College Degree ◽  
Social And Cultural Capital ◽  
College Going ◽  
Admission Policies

College access for undocumented students in the United States continues to be a politically contested issue in many states across the country. Whereas a growing number have created friendly admission policies, such as in-state tuition benefits, other states—like Georgia—impose restrictive guidelines that work to reduce the number of undocumented students enrolling in public higher education. Through analyzing 26 participant interviews, this study examined how Freedom University, a nonprofit organization, worked to help students further their dream of earning a college degree by creating a college-going climate and sharing social and cultural capital to educate students about their postsecondary opportunities.

scholarly journals University and Professor Practices to Support DACA and Undocumented Students: DACA Student Experiences, Teacher Knowledge, and University Actions

2021 ◽  
Vol 10 (9) ◽  
pp. 346
Author(s):  
Jenny Banh ◽  
Jelena Radovic-Fanta
Keyword(s):  
Higher Education ◽  
United States ◽  
Teacher Knowledge ◽  
Undocumented Students ◽  
The United States ◽  
Student Experiences ◽  
Promising Practices ◽  
Structured Interviews ◽  
College Life ◽  
States Immigration

The United States immigration policy Deferred Action for Childhood Arrivals (DACA) which protects some individuals from deportation was enacted in 2012, phased out in 2017 and is now under court challenges. There are still thousands of DACA students currently in higher education. The article highlights promising practices that professors and universities can put in place to support DACA students in the United States. Several semi-structured interviews were conducted with DACA students and Dream Center Directors in California universities to gauge students’ barriers and bridges to their higher education success. DACA students articulated public policy suggestions that universities and professors can immediately enact and have tangible results. Three themes were revealed in the interview data: the need for teacher knowledge, diversity of DACA student experiences, and for actions. These were explained as (1) knowledge of student’s lives, and, conversely, students’ access to information necessary for navigating college life; (2) the diversity of students’ life stories and experiences of trauma suffered during and after DACA rescinding decision; and (3) actions that should be taken by the faculty, staff, and the university community that would help students succeed academically.

Models of Collaboration and Community Music

2018 ◽  
Author(s):  
Susan Helfter ◽  
Beatriz Ilari
Keyword(s):  
United States ◽  
Cultural Capital ◽  
Collaborative Research ◽  
The United States ◽  
Music Programs ◽  
Community Music ◽  
Main Argument ◽  
Social And Cultural Capital

This chapter discusses the nature of collaboration as it pertains to community music. The chapter begins with a discussion of some areas of tension in collaborative initiatives within community music. Vignettes that stem from the authors’ observations of community music programs in Canada, Brazil, and the United States are presented to both introduce and discuss different models that might assist in designing and developing effective collaborations within community music programs. The chapter ends with implications of these same models and traits for the assessment of collaborations and collaborative research within the context of community music. The main argument is that any study of collaboration in community music needs to centre on an in-depth understanding of contextual issues, social and cultural capital, and musical aspects that impact organizations, but also on the models and traits that frame the underlying partnerships/collaboration.

scholarly journals “That Was What I Had to Use”: Social and Cultural Capital in the Careers of Women Broadcasters

2018 ◽  
Vol 96 (1) ◽  
pp. 194-214 ◽  
Author(s):  
Tracy Lucht ◽  
Kelsey Batschelet
Keyword(s):  
United States ◽  
Public Sphere ◽  
Cultural Capital ◽  
The United States ◽  
Social And Cultural Capital ◽  
The Public ◽  
Women's Participation ◽  
The Social ◽  
Full Participation ◽  
The Public Sphere

This study uses in-depth, biographical interviews to understand a range of historical experiences in the careers of individual women broadcasters in the Midwest, a region of the United States that has received relatively little attention from media scholars. The findings demonstrate the barriers these women faced as well as the social and cultural capital available to them as they pursued diverse roles in an industry that did not welcome their full participation. The study contributes to scholars’ understanding of women’s participation in the public sphere during the 1950s to 1970s.

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Brian A Peters ◽  
Ginger Burks Draughon
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
United States Government ◽  
Public Higher Education ◽  
Performance Based Funding ◽  
Part Time Students ◽  
Bachelor's Degrees ◽  
Part Time ◽  
And Performance

Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

The Post-1996 Immigrant Underclass

2019 ◽  
pp. 76-88
Author(s):  
Susan Bibler Coutin
Keyword(s):  
Higher Education ◽  
United States ◽  
Central America ◽  
Legal Status ◽  
Undocumented Students ◽  
The United States ◽  
Social Experiences ◽  
Educational Benefits ◽  
Immigration Control ◽  
Young Immigrants

This chapter shows how children who immigrate to the United States from Central America are at risk of becoming an underclass, a set of individuals whose life opportunities are powerfully constrained by legal status. Child arrivals, as those who immigrate to the United States before turning 16 have come to be known, may experience a number of adverse circumstances, including violence in their country of origin, lengthy family separations, the challenges of immigrating without authorization, being undocumented in the United States, a lack of work authorization, challenges pursuing higher education, poverty, racism, the threat of removal, no opportunity to permanently regularize, and a deep disjuncture between legal and social experiences of belonging. This chapter charts the contradictory outcomes as young people move through legal systems. Although local, state and federal measures have provided undocumented students with some legal protections and educational benefits, these remedies remain limited and the threat or the actuality of deportation looms large. This chapter details the structural obstacles that place young immigrants in an underclass, confining them to spaces of legal nonexistence and forcing them to linger rather than move out of systems of immigration control.

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