Undocumented Students in Higher Education (SC)

The Review of Higher Education, vol. 39 no. 4, 2016, p. 515-542. Project MUSE, doi:10.1353/rhe.2016.0033.

This article examines staff and faculty allies working to help meet the needs of undocumented students at a large research university in the western region of the U.S. Drawing on scholarly work rooted in critical race theory and ethnic studies, the authors highlight forms of transformative resistance.

Hispanic Journal of Behavioral Sciences, vol. 42, no. 1, 2020, pp. 3-17. doi:https://d

When conducting human subjects research, social and behavioral researchers seeking to study current issues involving immigrants, refugees, and undocumented students must submit their research to an institutional review board (IRB). Research applications proposing to enroll these populations lie outside the scope of vulnerable populations named in the U.S. Code for Federal Regulations (45 CFR 46). Through a consideration of privacy, confidentiality, flexibility in providing protections, and case study examples, this article examines how researchers and IRBs can negotiate protecting participants who may be undocumented while supporting the advancement of research in the midst of the current, and uncertain, political climate.

2017. Virginia Common Wealth U, PhD Dissertation.

Academic advisors are uniquely positioned to support the persistence and graduation of students, especially undocumented students. Therefore, this research examined perspectives and behaviors of advisors concerning their interactions with undocumented students in public universities utilizing the framework of Michael Lipsky’s (1980) understanding of street-level
bureaucracy to determine the discretionary behaviors exercised by academic advisors who advise undocumented students. Study participants included college advisors located in the middle southern and western regions of the United States, where undocumented populations are highest.

Journal of College Access: Vol. 6 : Iss. 2 , Article 3.

Due to the sensitive nature of identifying undocumented status, it is difficult to examine the impact of immigration status in the context of higher education and factors crucial to post-secondary and career success. This best practices paper draws from TheDream.US’s latest survey data of 2,681 undocumented students to identify their specific needs for college completion and career readiness, and institutional supports for equitable access to social mobility.

This study presents an analysis of policies that impact higher education access for undocumented students coupled with a qualitative case study that examines how anti-immigration policy affects the experiences of higher education professionals who worked directly with undocumented students in the state of Indiana

 Harvard Educational Review; Cambridge Vol. 92, Iss. 1, (Spring 2022): 32-54,145-146.

Contributing to the literature on the institutional experiences of undocumented youth, this article by Holly E. Reed, Sofya Aptekar, and Amy Hsin explores undocumented and "DACAmented" students' experiences managing their illegality on campus and how college staff and faculty manage that illegality while organizing programs and support. Their analysis of in-depth qualitative interviews conducted with more than one hundred undocumented college students and former students and thirty-five faculty and staff members at the City University of New York identifies multiple points of tension.

Harvard Educational Review; Cambridge Vol. 91, Iss. 4, (Winter 2021): 457-481,547-548.

In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts.