Papel das escolas secundárias nas escolhas de universidades dos estudantes indocumentados

In recent years, some states in the United States have enacted policies that grant some higher education benefits—primarily in-state resident tuition eligibility—to certain undocumented students. While in existence since 2001, little is known of the role of high school institutional agents in implementing such policies. This study describes the efforts of seven New York City high schools to educate their undocumented students about such educational benefits within their college choice process. It details five categories of activities that institutional agents developed to address undocumented students’ college choice needs. These college choice activities included: one-on-one counseling, presentations, outreach, scholarship, and curriculum. This study also examined the effects of institutional demographics on the process of educating undocumented students about their college choice. It discovered that those high schools that had higher percentages of undocumented students had a greater number of college choice activities and had organized their implementation in such a way as to make information more available to this student population. This article concludes with a section that is devoted to implications for research and practice.En los últimos años, algunos estados de los Estados Unidos han promulgado políticas que otorgan algunos beneficios a ciertos estudiantes indocumentados en relación a la matrícula de educación superior, principalmente en el estado de residencia. Si bien existen desde 2001, se sabe poco sobre el papel de los agentes institucionales que actúan en escuelas secundarias para implementar dichas políticas. Este estudio describe los esfuerzos de siete escuelas secundarias en la ciudad de Nueva York para informar a sus estudiantes indocumentados sobre dichos beneficios educativos dentro de los procesos de selección de estudios universitarios. Se detallan cinco categorías de actividades que desarrollan los agentes institucionales para hacer frente a las necesidades de los estudiantes indocumentados para la selección  de universidades. Estas actividades incluyen: asesoramiento individual, presentaciones, promoción, becas y planes de estudio. Este estudio también examinó los efectos de aspectos demográficos institucionales en el proceso de informar a los estudiantes indocumentados sobre como seleccionar universidades. Se descubrió que las escuelas que tenían un mayor porcentaje de estudiantes indocumentados tenían un mayor número de actividades para escoger universidades y que habían organizado su aplicación de una manera tal como para hacer la información más accesible a la población estudiantil. Este artículo concluye con una sección que se dedica a las implicaciones para la investigación y la práctica.Nos últimos anos, alguns estados dos EUA aprovaram políticas que dão alguns benefícios a alguns estudantes indocumentados sobre ensino superior, principalmente nos estado de residência. Embora existam desde 2001, pouco se sabe sobre o papel dos atores institucionais que operam em escolas secundárias para implementar essas políticas. Este estudo descreve os esforços de sete escolas de ensino médio na cidade de Nova York para informar os estudantes indocumentados em tais benefícios educacionais no processo de seleção da faculdade. Cinco categorias de atividades se desenvolveram com os atores institucionais para atender às necessidades dos estudantes indocumentados para informar sobre os processos de seleção de universidade. Essas atividades foram: aconselhamento individual, apresentações, promoção, bolsas de estudo e currículo. Este estudo também analisou os efeitos das demografia institucionais no processo de elaboração de programas de informação para os estudantes indocumentados. Verificou-se que as escolas com uma percentagem mais elevada de estudantes indocumentados teve um maior número de atividades para informar sobre como escolher universidades e organizavam a informação de forma mais acessível para a população estudantil . Este artigo conclui com uma seção dedicada às implicações para a pesquisa e a prática

Undocumented Students\u27 Experiences With Microaggressions During Their College Choice Process

Background/Context: Although millions of undocumented students are enrolled in and guaranteed free public K-12 education, their postsecondary education opportunities are stifled. Some of the barriers encountered by undocumented students include discriminatory public policies, limited availability of information and insensitive college choice processes, and fear of immigration status disclosure. Research Question: The research question that guided this study was: How, if at all, do undocumentedstudents experience microaggressions during their college choice process? Research Participants: A total of 15 undocumented immigrants were interviewed and consisted of 10 females and 5 males. Twelve identified as Latina/o and 3 as Asian. Two participants never enrolled in postsecondary education. Of the 13 participants who enrolled in postsecondary education, 12 enrolled in a New York State public institution (one attended a public out-of-state university). Nine of the interviewees initially attended a four-year college, and 4 originally enrolled in a two-year institution. Research Design: This qualitative phenomenological study included in-depth semistructured interviews with 15 undocumented students who attended New York City high schools. Findings: The findings identify nine themes in the area of microaggressions that research participants faced during their college choice process: discriminatory financial aid policies, restricted college choice information, constrained life opportunities, denial of college opportunities, insensitive behaviors, insensitive college choice processes, narrowed college expectations, fear of coming out, and undocumented immigrant blindness. Every respondent who participated in our study encountered multiple episodes of these microaggressions in their college choice process. We found that the participants faced cumulative and negative messages,behaviors, and environmental cues that pervaded their college choice process. Also, seemingly well-intentioned institutional agents often delivered many of the microaggressions encountered by students. Conclusions: The authors conclude the need to eliminate discriminatory postsecondary education policies that shape the educational journeys of undocumented students. Also, they challenge education institutional agents to create environments and processes that better address undocumented students\u27 college access needs

State Policies to Achieve the Dream in Five States: An Audit of State Policies to Aid Student Access to and Success in Community Colleges in the First Five Achieving the Dream States

This report presents the findings of an audit of state policies affecting access to, and success in, community colleges in five states—Florida, New Mexico, North Carolina, Texas, and Virginia. Given recent local and state initiatives to implement programs to improve student access and success, this report explores the existence of key policies relating to tuition, student aid, open door admissions, remedial (or developmental education), transfer, performance accountability, and a number of other key areas. Recommendations for future state policy are also discussed