Abstract
This chapter examines the implication of implementing culturally responsive pathways to college for undocumented students. The chapter provides an overview of the barriers students face, unique needs to consider, and outcomes for school counselors, or those supporting students in the college application process to go beyond the traditional practice of application completion. This chapter also includes a brief literature review of culturally responsive pedagogy and its application within a culturally responsive advising framework. Additionally, best practices and challenges are discussed.
TopBackground
According to the National Immigration Law Center, undocumented individuals are foreign nationals who entered the United States without inspection or proper documents, or entered legally as a nonimmigrant but violated the terms of their status and remained in the US without proper authorization. The term undocumented immigrant student refers to immigrant children and youth who, without the benefit of legal documents, entered the United States (U.S.) with family members who decided to move for better jobs or educational opportunities, or with the intent to reunite with family members (Fong, 2007). The term undocumented student will be used throughout the chapter. Today, approximately 100,000 undocumented students graduate from high school every year (Zong & Batalova, 2019) and less than 10 percent enroll in an institution of higher education (Arbeit, Staklis & Horn, 2016). According to new estimates by the New American Economy, undocumented students account for two percent of students enrolled in higher education (Presidents’ Alliance on Higher Education, 2020). Of those enrolled, forty-seven percent arrived as children (ages 0-12), thirty-nine percent as adolescents (ages 10-16), and fourteen percent as adults (ages 22 and above). Currently, there are 216,000 DACA-eligible students enrolled in higher education. Additionally, forty-six percent are Hispanic/Latinx, twenty-five percent are Asian American and Pacific Islander (AAPI), fifteen percent are Black, twelve-percent are White, and two percent account for biracial and multicultural students. The majority of undocumented students reside in California, Texas, Florida, New York, Illinois, New Jersey, Maryland, Georgia, Washington, Virginia, and North Carolina (Presidents’ Alliance on Higher Education, 2020).
Key Terms in this Chapter
Legal Consciousness: The process of meaning-making of the legal status for undocumented students.
Culturally Responsive (and Sustaining) Pedagogy: Using students’ cultural referents to empower students intellectually, socially, emotionally, and politically.
Culturally Responsive Advising: Positions the school counselor as an advocate, leader, and systems change agent while adopting practices critical to school counselors recognizing their role in the oppression of students and communities.
Undocu-friendly Institutions: Are defined as colleges and universities that provide academic, emotional, and resource-based support for undocumented students.
Mixed-Status Households: A range of documentation patterns by its members.
Undocumented Immigrant: An individual who comes to live in the host country without legal documentation.
Social Capital: The established social networks.
Ally-Organizations: Advocate for immigration reform, resources, funding, and the training of service providers. Ally-organizations offer toolkits, workshops, and how-to strategies to navigate the education system.