Suzanna Klaf and Katherine Kaufka Walts
Terry-Ann Jones and Laura Nichols (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0007
- Subject:
- Sociology, Education
This chapter explores institutional responses to undocumented undergraduate students from the perspective of staff. Data from 110 key staff members (employed in admissions, financial aid, student ...
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This chapter explores institutional responses to undocumented undergraduate students from the perspective of staff. Data from 110 key staff members (employed in admissions, financial aid, student services, campus ministry, and so on) from across all twenty-eight institutions were collected through an online survey, were analyzed, and presented in this chapter. The first section highlights the results of the survey and interviews conducted with staff at Jesuit colleges and universities. The second section presents a five-part case study of Loyola University Chicago initiatives. These initiatives were informed by the engagement of Loyola University Chicago in the research partnership, the results of which are presented, and the dissemination of the Ford-funded report composed in collaboration with Fairfield University and Santa Clara University.Less
This chapter explores institutional responses to undocumented undergraduate students from the perspective of staff. Data from 110 key staff members (employed in admissions, financial aid, student services, campus ministry, and so on) from across all twenty-eight institutions were collected through an online survey, were analyzed, and presented in this chapter. The first section highlights the results of the survey and interviews conducted with staff at Jesuit colleges and universities. The second section presents a five-part case study of Loyola University Chicago initiatives. These initiatives were informed by the engagement of Loyola University Chicago in the research partnership, the results of which are presented, and the dissemination of the Ford-funded report composed in collaboration with Fairfield University and Santa Clara University.
Laura Nichols and Maria Guzmán
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0006
- Subject:
- Sociology, Education
This chapter presents the experiences of undergraduate students at Jesuit colleges and universities in the United States based on interviews with twenty-five enrolled students at six of the ...
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This chapter presents the experiences of undergraduate students at Jesuit colleges and universities in the United States based on interviews with twenty-five enrolled students at six of the twenty-eight private, nonprofit Jesuit colleges and universities in the United States who were undocumented at the time of the interview. The students' experiences provide insight into the experiences of hard-working students pursuing uncertain futures and encountering career-limiting laws under the constant fear of deportation. The chapter starts with a discussion of students' experiences coming to the United States followed by a focus on college: getting in, challenges to staying in college, what it is like to be in college while undocumented, to thoughts about moving on after graduation. It ends with suggestions for colleges from students themselves.Less
This chapter presents the experiences of undergraduate students at Jesuit colleges and universities in the United States based on interviews with twenty-five enrolled students at six of the twenty-eight private, nonprofit Jesuit colleges and universities in the United States who were undocumented at the time of the interview. The students' experiences provide insight into the experiences of hard-working students pursuing uncertain futures and encountering career-limiting laws under the constant fear of deportation. The chapter starts with a discussion of students' experiences coming to the United States followed by a focus on college: getting in, challenges to staying in college, what it is like to be in college while undocumented, to thoughts about moving on after graduation. It ends with suggestions for colleges from students themselves.
Ana Nobleza Siscar and Sahng-Ah Yoo
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0004
- Subject:
- Sociology, Education
This chapter provides a streamlined account of the laws and policies most relevant to undocumented students in higher education. It begins by first contextualizing the legal discussion on educational ...
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This chapter provides a streamlined account of the laws and policies most relevant to undocumented students in higher education. It begins by first contextualizing the legal discussion on educational institutions within a social justice framework, before describing the legal landscape of the education of undocumented students from K–16 (Kindergarten through College). It explores two specific legal policies that have greatly affected how undocumented students experience higher education: the 1996 Omnibus Immigration Laws and the Deferred Action for Childhood Arrivals (DACA). It then considers future trends of the legal landscape. It proposes that universities have a role to play in paving a just and compassionate path to undocumented students' access and success in higher education, with or without comprehensive immigration reform. The chapter concludes by posing a challenge to universities—how do your (in)actions on this issue define the ideals of a democratic society and an educational institution committed to social justice?Less
This chapter provides a streamlined account of the laws and policies most relevant to undocumented students in higher education. It begins by first contextualizing the legal discussion on educational institutions within a social justice framework, before describing the legal landscape of the education of undocumented students from K–16 (Kindergarten through College). It explores two specific legal policies that have greatly affected how undocumented students experience higher education: the 1996 Omnibus Immigration Laws and the Deferred Action for Childhood Arrivals (DACA). It then considers future trends of the legal landscape. It proposes that universities have a role to play in paving a just and compassionate path to undocumented students' access and success in higher education, with or without comprehensive immigration reform. The chapter concludes by posing a challenge to universities—how do your (in)actions on this issue define the ideals of a democratic society and an educational institution committed to social justice?
Stephen H. Legomsky
- Published in print:
- 2011
- Published Online:
- August 2013
- ISBN:
- 9780262015271
- eISBN:
- 9780262295437
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262015271.003.0009
- Subject:
- Political Science, Political Theory
This chapter focuses on the exclusion of undocumented immigrant children from post-secondary education in the United States. It explores legal barriers, including financial aid ineligibility and ...
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This chapter focuses on the exclusion of undocumented immigrant children from post-secondary education in the United States. It explores legal barriers, including financial aid ineligibility and out-of-state residents’ classification obstructing post-secondary education for undocumented immigrant students in the United States. Arguments for and against the legalization of post-secondary education for undocumented students are explored, with emphasis on the philosophies behind them. Challenges faced by undocumented students after graduation are examined, along with the advantages and disadvantages of legalizing undocumented students for the students.Less
This chapter focuses on the exclusion of undocumented immigrant children from post-secondary education in the United States. It explores legal barriers, including financial aid ineligibility and out-of-state residents’ classification obstructing post-secondary education for undocumented immigrant students in the United States. Arguments for and against the legalization of post-secondary education for undocumented students are explored, with emphasis on the philosophies behind them. Challenges faced by undocumented students after graduation are examined, along with the advantages and disadvantages of legalizing undocumented students for the students.
Terry-Ann Jones
Laura Nichols (ed.)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.001.0001
- Subject:
- Sociology, Education
The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored in this book alongside an investigation of the ...
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The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored in this book 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, this book 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, incorporates survey research and in-depth interviews to present the perspectives of students, staff, and the institutions.Less
The current daily experiences of undocumented students as they navigate the processes of entering and then thriving in Jesuit colleges are explored in this book 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, this book 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, incorporates survey research and in-depth interviews to present the perspectives of students, staff, and the institutions.
Melissa Quan
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0001
- Subject:
- Sociology, Education
This introductory chapter begins with a discussion of the importance of education for the Society of Jesus. Saint Ignatius of Loyola, the founder of the Society of Jesus, intended Jesuit education to ...
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This introductory chapter begins with a discussion of the importance of education for the Society of Jesus. Saint Ignatius of Loyola, the founder of the Society of Jesus, intended Jesuit education to be free and open to all social classes and saw it as an important contribution to the “common good” of society. Before long, the Jesuits created a worldwide network of colleges and universities anchored in a humanistic education and a common concern for the moral development of students. The chapter then describes the Immigrant Students National Position Paper, a study of the situation of undocumented students at the twenty-eight Jesuit colleges and universities in the United States and the institutional practices that affect those students. This book on undocumented students at Jesuit institutions of higher education in the United States expands upon the work of the Immigration Student National Position Paper.Less
This introductory chapter begins with a discussion of the importance of education for the Society of Jesus. Saint Ignatius of Loyola, the founder of the Society of Jesus, intended Jesuit education to be free and open to all social classes and saw it as an important contribution to the “common good” of society. Before long, the Jesuits created a worldwide network of colleges and universities anchored in a humanistic education and a common concern for the moral development of students. The chapter then describes the Immigrant Students National Position Paper, a study of the situation of undocumented students at the twenty-eight Jesuit colleges and universities in the United States and the institutional practices that affect those students. This book on undocumented students at Jesuit institutions of higher education in the United States expands upon the work of the Immigration Student National Position Paper.
Terry-Ann Jones
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0002
- Subject:
- Sociology, Education
This chapter reviews the major theoretical approaches to international migration and considers their use as a tool to explain the dynamics surrounding the migration processes, meanings of ...
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This chapter reviews the major theoretical approaches to international migration and considers their use as a tool to explain the dynamics surrounding the migration processes, meanings of citizenship, race/ethnicity, racism, stigmatization, and other challenges that undocumented youth encounter in interacting with institutions, particularly in their pursuit of a tertiary-level education. It argues that undocumented students—or undocumented youth more generally—may not necessarily fit the parameters that these models of international migration suggest, given that most of them arrived as children when the decision was not theirs. However, these models serve as explanatory tools to improve the understanding of the circumstances that motivate parents to migrate with children but without the legal status that would afford them the opportunity to live full, free lives without fear of deportation and with access to education, employment, and other basic privileges such as driving and travelling.Less
This chapter reviews the major theoretical approaches to international migration and considers their use as a tool to explain the dynamics surrounding the migration processes, meanings of citizenship, race/ethnicity, racism, stigmatization, and other challenges that undocumented youth encounter in interacting with institutions, particularly in their pursuit of a tertiary-level education. It argues that undocumented students—or undocumented youth more generally—may not necessarily fit the parameters that these models of international migration suggest, given that most of them arrived as children when the decision was not theirs. However, these models serve as explanatory tools to improve the understanding of the circumstances that motivate parents to migrate with children but without the legal status that would afford them the opportunity to live full, free lives without fear of deportation and with access to education, employment, and other basic privileges such as driving and travelling.
Laura Nichols and Terry-Ann Jones
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0008
- Subject:
- Sociology, Education
This concluding chapter addresses some of the questions that were raised throughout the project, and discusses the implications of the research findings for future undocumented students, higher ...
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This concluding chapter addresses some of the questions that were raised throughout the project, and discusses the implications of the research findings for future undocumented students, higher education institutions, and U.S. policy. The overarching conclusions that the authors drew from listening to students are that students struggle primarily with emotional stress related to their undocumented status, fear that they or their family members will be deported, the financial burden of attending college, and uncertainty regarding their futures. These forms of stress distinguish their college experiences from those of their peers who, despite having their own concerns, are more likely to have access to resources such as financial aid, medical insurance, or other basic privileges such as driving legally or having access to government-issued forms of identification.Less
This concluding chapter addresses some of the questions that were raised throughout the project, and discusses the implications of the research findings for future undocumented students, higher education institutions, and U.S. policy. The overarching conclusions that the authors drew from listening to students are that students struggle primarily with emotional stress related to their undocumented status, fear that they or their family members will be deported, the financial burden of attending college, and uncertainty regarding their futures. These forms of stress distinguish their college experiences from those of their peers who, despite having their own concerns, are more likely to have access to resources such as financial aid, medical insurance, or other basic privileges such as driving legally or having access to government-issued forms of identification.
Sujatha Fernandes
- Published in print:
- 2017
- Published Online:
- June 2017
- ISBN:
- 9780190618049
- eISBN:
- 9780190618087
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190618049.003.0005
- Subject:
- Sociology, Politics, Social Movements and Social Change, Culture
This chapter looks at how storytelling was used by mainstream immigrant rights groups to produce an aspiring class of upwardly mobile and self-reliant undocumented youth while defusing broader ...
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This chapter looks at how storytelling was used by mainstream immigrant rights groups to produce an aspiring class of upwardly mobile and self-reliant undocumented youth while defusing broader migrant rights activism. In the campaign for legalization through a DREAM Act, the undocumented students known as Dreamers told their stories to the legislature and the media. The students were given scripts to follow that emphasized their achievements, assimilation into American society, and rejection of their home countries. In the lead-up to the 2008 national election and the subsequent push for Comprehensive Immigration Reform (CIR), groups of young people were mobilized in mass storytelling trainings across the country to support the electoral and legislative agenda of mainstream organizations. Eventually, many young people rebelled against this orchestration and sought to take control over their own representations. Some even began to move away from storytelling as a mode of political engagement altogether.Less
This chapter looks at how storytelling was used by mainstream immigrant rights groups to produce an aspiring class of upwardly mobile and self-reliant undocumented youth while defusing broader migrant rights activism. In the campaign for legalization through a DREAM Act, the undocumented students known as Dreamers told their stories to the legislature and the media. The students were given scripts to follow that emphasized their achievements, assimilation into American society, and rejection of their home countries. In the lead-up to the 2008 national election and the subsequent push for Comprehensive Immigration Reform (CIR), groups of young people were mobilized in mass storytelling trainings across the country to support the electoral and legislative agenda of mainstream organizations. Eventually, many young people rebelled against this orchestration and sought to take control over their own representations. Some even began to move away from storytelling as a mode of political engagement altogether.
Michael A. Olivas
- Published in print:
- 2012
- Published Online:
- May 2016
- ISBN:
- 9780814762448
- eISBN:
- 9780814762455
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814762448.001.0001
- Subject:
- Law, Human Rights and Immigration
This book examines the 1982 U.S. Supreme Court case of Plyler v. Doe. This decision resolved the issue of whether or not state laws could restrict the educational opportunities of immigrant ...
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This book examines the 1982 U.S. Supreme Court case of Plyler v. Doe. This decision resolved the issue of whether or not state laws could restrict the educational opportunities of immigrant schoolchildren without legal status by denying them permission to enroll or requiring them to pay tuition. The Court determined that states and school districts could not do so without violating the doctrine of equal protection. This case has loomed larger in educational policy as the population of undocumented students has grown and as they graduate from secondary schools and attend colleges in increasing numbers.Less
This book examines the 1982 U.S. Supreme Court case of Plyler v. Doe. This decision resolved the issue of whether or not state laws could restrict the educational opportunities of immigrant schoolchildren without legal status by denying them permission to enroll or requiring them to pay tuition. The Court determined that states and school districts could not do so without violating the doctrine of equal protection. This case has loomed larger in educational policy as the population of undocumented students has grown and as they graduate from secondary schools and attend colleges in increasing numbers.
Kurt Schlichting
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0003
- Subject:
- Sociology, Education
This chapter traces the history of migration to the United States starting in the 1500s, and discusses the role of religious institutions, including Jesuit colleges starting in the early 1800s, in ...
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This chapter traces the history of migration to the United States starting in the 1500s, and discusses the role of religious institutions, including Jesuit colleges starting in the early 1800s, in providing for the needs of recent immigrants. Throughout American history, immigrants have arrived in “waves,” leaving their homelands and undertaking the arduous journey to the promised land. In the eighteenth and nineteenth centuries the journey involved a long voyage across the oceans in frail wooden ships, navigated by the sun and stars. Today the voyage may be by foot through the Americas or on a crowded jet airplane, but the challenge remains: to venture and then adjust to a new life in a new world. At Jesuit campuses, the undocumented immigrants follow in the footsteps of generations of immigrants and their children from various European countries. These new immigrants believe that a Jesuit education is the key to achieving their American dream and the dreams of their parents.Less
This chapter traces the history of migration to the United States starting in the 1500s, and discusses the role of religious institutions, including Jesuit colleges starting in the early 1800s, in providing for the needs of recent immigrants. Throughout American history, immigrants have arrived in “waves,” leaving their homelands and undertaking the arduous journey to the promised land. In the eighteenth and nineteenth centuries the journey involved a long voyage across the oceans in frail wooden ships, navigated by the sun and stars. Today the voyage may be by foot through the Americas or on a crowded jet airplane, but the challenge remains: to venture and then adjust to a new life in a new world. At Jesuit campuses, the undocumented immigrants follow in the footsteps of generations of immigrants and their children from various European countries. These new immigrants believe that a Jesuit education is the key to achieving their American dream and the dreams of their parents.
Michael M. Canaris
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780823276165
- eISBN:
- 9780823277186
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823276165.003.0005
- Subject:
- Sociology, Education
This chapter explores both the history and commitment surrounding 225 years of Jesuit higher education in the United States to provide the so-called moral framework of this study. It examines the ...
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This chapter explores both the history and commitment surrounding 225 years of Jesuit higher education in the United States to provide the so-called moral framework of this study. It examines the history of the Society of Jesus in the United States in terms of its relationship to immigrant populations, and discusses contemporary themes which make such a continued commitment to the often excluded and underappreciated population of migrant students viable and fruitful today. It argues that that Jesuit higher education shares a mission and commitment across generations to provide access to education; and in the U.S. context, especially to help immigrant families have an opportunity to earn their share of the American dream.Less
This chapter explores both the history and commitment surrounding 225 years of Jesuit higher education in the United States to provide the so-called moral framework of this study. It examines the history of the Society of Jesus in the United States in terms of its relationship to immigrant populations, and discusses contemporary themes which make such a continued commitment to the often excluded and underappreciated population of migrant students viable and fruitful today. It argues that that Jesuit higher education shares a mission and commitment across generations to provide access to education; and in the U.S. context, especially to help immigrant families have an opportunity to earn their share of the American dream.
