Title

Culturally Responsive College Application Advising and Completion for Immigrant and Undocumented Students

Conference Strand

Practice, Strategies, Techniques, and Interventions

Abstract

This presentations examines the implication of implementing culturally responsive pathways to college for immigrant and undocumented students. An overview of outcomes for counselors, or those supporting students in the college application process in order to go beyond the traditional practice of application completion and college enrollment will be provided.

Description

As schools become increasingly multicultural and are expected to increase college enrollment numbers, college access partners (school counselors, administrators, college advisors) are often left without the tools to provide practical applications. Students of color and those experiencing issues surrounding their immigration status often do not receive culturally responsive advising and supports. The presentation will address the challenges and training needs for college access partners and provide an overview of current scholarly work as well as a framework of culturally responsive college advising void of school-centric and meritocratic practices. Discussion of Culturally Responsive Framework, Culturally Relevant Pedagogy (CPD), and Multicultural and Social Justice Counseling Competencies (MSJCC) will be provided.

Evidence

American Immigration Council (2019). The Dream Act, DACA, and other policies designed to protect dreamers.https://www.americanimmigrationcouncil.org/research/dream-act-daca-and-other-policies-designed-protect-dreamers

Benuto, L.T, Casas, J.B, Cummings, C, & Newlands, R. (2018). Undocumented to DACAmented to DACAlimited: Narratives of latino students with DACA status. Hispanic Journal of Behavioral Sciences, 40(3), 259-278. doi:10.1177/0739986318776941.

College Board (2012). Advising undocumented students: Higher education obstables and posibilities. https://professionals.collegeboard.org/guidance/financial-aid/undocumented-students

Crawford, E. (2015). In whose best interests? How educators respond to immigration enforcement near school property. Journal of School Leadership, 25, 969-998.

Gonzales, R. G., Suarez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the United States. American Behavioral Scientist, 57, 1174-1199.

Hernandez, D.J., Denton, N.A., and Blanchard, V.L. (2011). Children in theUnited States of America: A Statistical Portrait by Race-Ethnicity, Immigrant Origins, and Language. The Annals of the American Academy of Political and Social Science, 633(1): 102–127.

Jennewein, C. (2017). ‘Sanctuary Schools’ Pledged by San Diego-area educational leaders. Times San Diego. Retrieved from: https://timesofsandiego.com/education/2017/03/22/sanctuary-schools-pledged-by-san-diego-educational-leaders/

Morrissey, K. (2017). Border apprehensions, deportations, rise in San Diego. The San Diego Union Tribune. Retrieved from: https://www.sandiegouniontribune.com/news/immigration/sd-me-dhs-stats-20170107-story.html

National Council of La Raza (2015). Living the American Dream – Profiles of DACA Recipients. Washington, D.C.: Office of Research, Advocacy & Legislation.

National and State-Level High School Graduation Rates for ELs (2018). Office of English Language Acquisition (OELA). Retrieved from: https://www.ncela.ed.gov/files/fast_facts/GraduationRatesFactSheet.pdf

Nienhusser, H. K. (2013). Role of high schools in undocumented students’ college choice. Education Policy Analysis Archives, 21(85). Retrieved June2019, from http://epaa.asu.edu/ojs/article/view/1398

Penichet-Paul, C. (2019). American Dream and Promise Act: Bill summary. National Immigration Forum: https://immigrationforum.org/article/american-dream-and-promise-act-bill-summary/.

Perez, I. (2011). Life after college: A guide for undocumented students. Educators for Fair Consideration.

Perez, Z. J. (2014). Removing barriers to higher education for undocumented students. Center for American Progress.

Pew Research Center, Hispanic Trends, “Estimated Unauthorized Immigration Population Estimates,” 2014, http://www.pewhispanic.org/interactives/unauthorized-immigrants/

Rew Research Center (2017). Key facts about unauthorized immigrants enrolled in DACA.

Rincón, A (2010). Undocumented Immigrants and Higher Education: ¡Sí se puede!.The New Americans: Recent Immigration and American Society.. LFB Scholarly Publishing LLC.

U.S. Citizenship and Immigration Services (2017). 2014 Executive actions on immigration. https://www.uscis.gov/daca2017

U.S. Department of Education (2015). Resource guide: Supporting undocumented youth. A guide for success in secondary and postsecondary settings.

Wong, T., Jawetz, T., Kmec, I.R., O’Shea, P., Rosas, G.M. & Wolgin, P.E. (2018). Amid legal and political uncertainty, DACA remains more important than ever. Center for American Progress.

Zong, J. & Batalova, J. (2019). How many unauthorized immigrants graduate from U.S. high schools annually? Migration Policy Institute. https://www.migrationpolicy.org/research/unauthorized-immigrants-graduate-us-high-schools

Format

Individual Presentations

Biographical Sketch

Dr. Camilo currently serves as Clinical Assistant Professor at Ole Miss. Dr. Camilo is a Licensed Professional Counselor (LPC) and Nationally Certified Counselor (NCC), and has fifteen years of experience serving families and children in school based and clinical settings. As an administrator, she provided district-wide planning, management, and the evaluation of interventions and policies to support and sustain the implementation of school counseling programs within school districts. Dr. Camilo served as the founder and chair of the Supporting Access to Higher Education for Immigrant and Undocumented Students conference and is a member of the UndocuResearch Collaborative. Her teaching and research interests include, culturally responsive practices and supervision, college and career readiness of minoritized populations, and stress-management and experienced secondary traumatic stress disorder.

Location

Session Three Breakouts: Hampton A

Start Date

2-7-2020 2:30 PM

End Date

2-7-2020 3:45 PM

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Feb 7th, 2:30 PM Feb 7th, 3:45 PM

Culturally Responsive College Application Advising and Completion for Immigrant and Undocumented Students

Session Three Breakouts: Hampton A

This presentations examines the implication of implementing culturally responsive pathways to college for immigrant and undocumented students. An overview of outcomes for counselors, or those supporting students in the college application process in order to go beyond the traditional practice of application completion and college enrollment will be provided.