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.

scholarly journals Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students

2017 ◽  
Vol 7 (4) ◽  
pp. 1010-1029
Author(s):  
David J. Nguyen ◽  
Jay B. Larson
Keyword(s):  
United States ◽  
Graduate Students ◽  
Student Affairs ◽  
The United States ◽  
Included Study ◽  
Structured Interviews ◽  
Religiously Affiliated ◽  
College Life ◽  
Study Participants ◽  
Functional Areas

This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel more welcomed and included. Study participants described the importance of culturally-relevant student organizations, inclusive environments, and religiously affiliated centers in their adjustment. The article concludes with practical implications for student affairs professionals and higher education institutions.

African-Born Female Academics in the U.S.

2019 ◽  
pp. 427-440
Author(s):  
Rosaire Ifedi
Keyword(s):  
Higher Education ◽  
United States ◽  
Phenomenological Study ◽  
The United States ◽  
Study Data ◽  
Immigrant Status ◽  
Structured Interviews ◽  
Gender And Migration ◽  
And Migration ◽  
The U.S

This paper was based, in part, on some findings related to the intersection of identity and career outcomes for some African-born female academics located in the United States. In the phenomenological study, data were collected through semi-structured interviews and revealed accounts of race and gendered challenges in their experiences. However, even though they faced similar kinds of marginalization as other Black and foreign women, these participants were confronted with unique questions of identification and experiences of double discrimination. Nonetheless, the findings also suggest a persistence that was reflected in their stories of access, inclusion, and exclusion as well as their perceived role as coalition-builders. An implication for immigrant female professors in the U.S. is that their immigrant status could both facilitate as well as challenge their career paths and economic outcomes, a point equally corroborated by research on gender and migration in higher education in Europe and elsewhere.

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.

Higher Education in Canada and the United States

2019 ◽  
pp. 288-301
Author(s):  
Philo Hutcheson
Keyword(s):  
Higher Education ◽  
United States ◽  
World War I ◽  
Historically Black ◽  
The United States ◽  
Colleges And Universities ◽  
Student Experiences ◽  
State Governments ◽  
World War ◽  
Black Institutions

Canadian and U.S. higher education share some commonalities, such as historical denominational influence while provincial and state governments played important roles in the development of colleges and universities. Both federal governments supported research, primarily in the sciences, during World War I and II, leading to continued support in the postwar years. Both nations experienced substantial enrollment growth, at different times, growth aided by community colleges, although U.S. enrollments have long been much larger. Student experiences were to some degree similar, including among college women who experienced discrimination while enrolled and as graduates, and that there were constraints on the opportunity to attend college. There are also important differences. College sports, for instance, have been very important in the United States, though not in Canada. Also, the remarkable wealth of several U.S. colleges and universities provides them with some autonomy, though this is far less common among historically black institutions and many other colleges.

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.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Book Review: The Shaping of American Higher Education

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Gary H. Knock
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Early History ◽  
Quarter Century ◽  
American Higher Education ◽  
History Of ◽  
Broad Understanding

In the introduction of this book, Arthur Cohen states that The Shaping of American Higher Education is less a history than a synthesis. While accurate, this depiction in no way detracts from the value of the book. This work synthesizes the first three centuries of development of high-er education in the United States. A number of books detail the early history of the American collegiate system; however, this book also pro-vides an up-to-date account of developments and context for under-standing the transformation of American higher education in the last quarter century. A broad understanding of the book’s subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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