[PDF] Supporting College Students Of Immigrant Origin eBook
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Immigrant populations, growing quickly in both size and diversity, have become an important segment of the U.S. college student population, one that will profoundly transform the educational landscape and workforce in coming decades. Nevertheless, immigrant students in higher education are often inaccurately characterized and largely misunderstood. In response to this alarming disconnect, this monograph reviews and synthesizes the existing body of literature on immigrant students, with special attention placed on transitions to college and collegiate experiences. The authors lay a foundation for future research and draw out implications for policies and practices that will better serve the educational needs of this growing population. This is the 6th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), it looks at what community colleges can do to better help this growing population of new Americans succeed.
Immigrant-origin college students (those who have immigrated to the US and those who are children of immigrants) are a growing population. Currently, a third of all college-age young people in the US are first- or second-generation immigrants (Rumbaut & Komaie, 2010). Despite their growing numbers, very little attention has been paid to their experiences during this developmental phase. Classic developmental theory suggests that this time of life, referred to as Emerging Adulthood, is characterized as a time of self-focus and ambivalence toward adult status for young people in post-industrialized nations (Arnett, 2006). For many immigrant-origin students, however, their experiences of this time of life can vary significantly from the native-born population (Katsiaficas, Suárez-Orozco & Dias, 2014). Arriving to diverse college settings (Teranishi, Suárez-Orozco & Suárez-Orozco, 2011) immigrant-origin students often struggle to define themselves as they contend with acculturating to mainstream values and norms while simultaneously maintaining a sense of home cultural values such as family interdependence (Tseng, 2004). Furthermore, there are significant increases in levels of family obligation values (Fuligni & Pedersen, 2002) as well as community engagement (Flanagan & Levine, 2010) during this developmental period. How both of these types of social responsibilities (Wray-Lake & Syvertsen, 2011) are experienced in the lives of immigrant-origin students has hereto been understudied. This mixed-methods dissertation addresses these gaps in the literature through three iterative studies that utilized both a sequential embedded and multiphase design (Creswell & Plano Clark, 2011). Study 1 explores, through mixed-methods, how immigrant-origin community college students (N = 645) identify and achieve criteria of adulthood. Findings suggest multiple responsibilities are key during this phase of life as young adults form their identities. Next, Study 2 quantitatively examines profiles of engagement in family and community responsibilities through cluster analysis with (N = 488) first- and second-generation immigrant community college students. Qualitative case studies contextualizing each cluster profile provide insight into how these social responsibilities are experienced in the lives of students. Lastly, Study 3 examines quantitative trends of engaging in social responsibilities with a national sample of undocumented Latino college students (N = 797). Qualitative portraits from a participatory action research project utilizing verbal (interview) and visual (family-map) narratives of undocumented college students in California provide a deeper understanding of the value of "collective contribution" in undocumented students' lives. Taken together, these three studies have implications for understanding and supporting immigrant-origin students in the various college contexts they are embedded within.
Over 5 million college students in the United States – nearly one-in-three students currently enrolled – are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher education policy and practice. Although college campuses are making important progress in building more inclusive spaces, conversations about climate and student care rarely account for the journeys of students of immigrant origin. Featuring 20 chapters written by more than 50 contributors, this book addresses this glaring omission. The authors examine how students of immigrant origin experience the road to, through, and beyond higher education, while, simultaneously, speaking to evidence-based implications for policy, research, and practice.
One child in five in America is the child of immigrants, and their numbers increase each year. Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, academic journeys, and frustrations of these youngest immigrants.
Community colleges are home to more immigrant and undocumented students than any other sector in higher education. Many California community colleges have established Undocumented Student Resource Centers (USRCs) to centralize student support efforts for immigrant students. They serve as a hub of services and information for undocumented students and the general campus community-although often with limited resources. The focus of this study was to explore the sensemaking process of institutional agents (e.g., coordinators, deans, vice presidents, and district administrators) at the Los Angeles Community College District (LACCD) when building and working toward the sustainability of the Undocumented Student Resource Centers, given the limited resources available to California community colleges and the limitations of immigration policies. Interviews of institutional agents revealed how the campuses and district made decisions about the centers, how colleges prioritized services in addressing undocumented students' needs, how the centers differed on each campus, and cross-district collaboration efforts. The institutional agents described how the immigrant rights movement, students, and advocates have long pressured the colleges to address the needs of undocumented students and indicated the role of the USRC institutional agent is to address institutional barriers and identify resources. According to the institutional agents, the primary feature of the USRC is increasingly identified by the role of the coordinator. To build the sustainability of the USRC, the campus must prioritize the center by becoming "undocufriendly" campus-wide and allocating resources by aligning to new state funding initiatives. Additionally, the institutional agents indicated that the creation and building of sustainability for Undocumented Student Resource Centers involves college organizational change practices, illustrating that developing institutional change is labor intensive and more resources are needed to sustain such change.
The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored alongside an investigation of the knowledge and attitudes among staff and faculty about undocumented students in their midst, and the institutional response to their presence. Cutting across the fields of U.S. immigration policy, theory and history, religion, law, and education, Undocumented and in College delineates the historical and present-day contexts of immigration, including the role of religious institutions. This unique volume, based on an extensive two-year study (2010–12) of undocumented students at Jesuit colleges in the United States and with contributions from various scholars working within these institutions, incorporates survey research and in-depth interviews to present the perspectives of students, staff, and the institutions.