UNDOCUMENTED STUDENTS EXPERIENCES Iii

UNDOCUMENTED STUDENTS’ EXPERIENCES iii

Persistence of Undocumented Students: Stories of Challenge and Support

A dissertation submitted

Jennifer Lynn Alanis

Benedictine University

in partial fulfillment of

the requirements for the degree of

Doctor of Education

Higher Education and Organizational Change

This dissertation has been accepted for the faculty

of Benedictine University

____________________________ Amanda Turner, PhD.______ ____________
Dissertation Committee Director Date

____________________________ Sunil Chand, Ph.D_________ ___________

Dissertation Committee Chair Date

____________________________ Patty Witkowsky, Ph.D._____ ___________

Dissertation Committee Reader Date
_______________________________ Sunil Chand, Ph.D. _________ _____________

Program Director, Faculty Date

____________________________ Eileen Kolich, Ph.D. _________ __________ Faculty Date

____________________________ Ethel Ragland, Ed.D., M.N.,R.N. __________

Dean, College of Education and Health Services Date

ACKNOWLEDGEMENTS

The hardest part of this whole process has been sitting down to write this acknowledgement page. This process could not have been finished without the support of my dissertation committee.

To my chair Dr. Chand, the smartest person I have had the pleasure of knowing. Had it not been for your unwavering support, your guidance, as well as the toughest critiques of my work. I highly doubt this would mean as much to me. You not only pushed me to always do more than I thought that I could. You enabled me with the tools to believe in myself, and to keep pushing when I wanted to give up. I am humbled to have had you take part in this journey with me and couldn’t thank you enough for enabling me to believe in myself.

To my director, Dr. Turner, you have guided me, pushed me, and kept me on track, when the train was ready to stop. I thank you for taking the time to be a part of this committee and ensuring that I meet the finish line.

To my reader and dear friend Dr. Witkowsky, I was lucky and honored to have been put in your path. Not only did I find a dear friend when you chose me to take part of the CSU-Pueblo campus. I met an individual who challenged me, who kept me to task, and who was brutally honest when I needed it most. Not only did you give me the support I so desperately needed, but you have been my sounding board, my cheerleader, and my conscious when I needed it most.

To my mentor, Dr. Anna Gonzalez my academic momma and the greatest influence in my professional career. God knew what he was doing when he brought us both to Illinois. Not only was I able to see the world because of you. I was able to see who I could be. You have given me the greatest gift a person could ask for, you gave me the sense of empowerment, the ability to believe that I can set this world on fire, but most of all you gave me a guiding light in the darkness.

To my BFFA, my rock, my supporter through the positive and the negative, to the one person who understands me and this process the most. Victoria, I couldn’t have made it to this point without your support, your guidance, your nagging, and your love. Fate mate us friends but the lord made us sisters. You and Milagro have shown me what a family away from Illinois is-HASTA LA VICTORIA

To my Illinois A-Team, you four individuals understand me, you always have supported me, and pushed me to the limit. You have made me Laugh, Cry, and learn how to really stroll. You have my back from all over the country and you know when I need to hear from you most. To my Illinois mentees and students who inspired me to keep going, and push harder to make it to this point. You were my first babies, my first family who gave me encouragement when I needed it most. My SAS familia you allowed me “To Be Here NOW” and enabled me understand the important work we do to show students how they can make an impact at home and abroad.

To my CSU-Pueblo familia, my students, my alumni students, my colleagues, my staff, and my on-campus mentor Dr. Marie Humphrey. You have pushed me to work outside of my comfort zone, you have supported me, and cheered me on every step of the way. You’re my humming birds who know how to feed my soul.

To my COHORT my gladiators who have showed me support every step of the way. I never thought I would get so close and feel so empowered by so many people at once. You have allowed me to grow and I can’t wait until every one of us make it to this point.

To my editor Guadalupe La Virgencita new to put you in my camino. Had it not been for your skills, your time, your ability to support someone via email and through text, whom you met once. For your confidence in me, in my writing, and in my journey. This piece of work would not have come to fruition. Thank you for enabling me to finish.

Finally, I must acknowledge the most important aspect of my life…MY FAMILIA…not only did you understand the importance of education but you have pushed me to reach my dreams and to keep luchando for our family, friends, and community.

DEDICATION

This dissertation is dedicated to my family…

· Para mis abuelos que emigraron a este país para dar a nuestra familia una vida mejor. Para mi abuela que ha sido mi luz brillante desde el primer día. Para mi abuelo que trabajaba en los campos bajo el sol ardiente para que yo podría seguir mis sueños años después.

· To my aunts (Enriquez, Rivera, DeLuna) who stepped in and helped guide my path and turn me into the woman I am today. To my uncles (Enriquez, Rivera, DeLuna) who showed me the love of music and the passion to find my own melody.

· To my cousins (Enriquez, Rivera, DeLuna) who helped show me the love of siblings and push me to keep moving forward in life.

· To my sister Luzie my number one supporter from the day she was born, who understands me the best and always supports my crazy decisions. My twinnes whose smile and hugs have given me life.

· To my hermanos Mike, Ernesto, Kyle, Able and Jacksen the five who put a smile on my face and can make me laugh when I need it most.

· To my godchildren who showed me what it means to be a co-parent and learn what it means to be a parent.

· Para mi suegro un hombre con un corazon grande y que me hay appollado y ayudado pero sobre todo una persona que me dio la confianza de amar a su hijo.

· To my Woodstock (Julie) and Chicago (Monroy) besties who would review my papers and ensure that my grammar was on point, while meeting me in faraway places to get a break.

· To my BFFA Victoria the one who understands it all, who shares the love and spirit of being soul sisters, the one who has enabled me to embrace my Chicananess.

· To my LSU and APSI babies who inspire me, support me, make me crazy, but who make me proud to do the work that I do.

· To my dad who has been my biggest supporter and rock throughout my life. Who understands that although I am far his babygirl is a phone call away. To my stepmom, sisters and niece who have shown me the unconditional love and support I have always needed.

· Para mi padrastro que me ha dado el mundo. Un hombre que me ha dado la guía, el apoyo, la risa y el amor que me ha llevado a través de la vida.

· To my kids Mariana, Alejandra, Marcos, & Aria (Ares & Autumn)-You make me so proud to be your mommy and I thank you for giving me the grace and patience to miss events, work late into the night, and take time away from you to accomplish this dream.

· To my husband, my best friend, the person who knows me better than myself. The man who has never given up on me, and most importantly has given me the unconditional love and support I never realized that I needed. Baby, you have believed in my when I didn’t believe in myself, and for that I am forever grateful.

· Finally, TO MY MOTHER the woman who gave me life, who has inspired me to follow my dreams. To the woman who has given me the world, supported every decision I have ever made, and who has allowed me to make mistakes, while taking courageous steps. This is for you MOM!

TABLE OF CONTENTS

Acknowledgements………………………………………………………………………iii

List of Tables …………….………………………………………………………………xi

List of Figures………….……………………………………………………………...…xii

ABSTRACT xiv

CHAPTER ONE INTRODUCTION 1

Purpose of Study 16

Purpose Statement 17

Significance 18

Summary 20

CHAPTER TWO LITERATURE REVIEW 21

Summary 36

CHAPTER THREE METHODOLOGY 38

Research Design 39

Biases 40

Building Rapport with Participants 43

Site and Participant Selection 44

Data Collection 47

Ethics 51

Data Analysis 52

Validation Methods 53

Limitations and Delimitations 54

Summary 55

CHAPTER FOUR STORIES OF PERSISTENCE 57

Participants 58

Themes 71

Summary 87

CHAPTER FIVE DISCUSSION, RECOMMENDATIONS & FUTURE RESEARCH 89

Recommendations for Institutional Supports 96

Future Research 101

Final Reflections 102

References 105

Appendices 120

Appendix A Inquiry Email for Site Participation 121

Appendix B Inquiry Email 123

Appendix C Confirmation Email 125

Appendix D Initial Confirmation Script 127

Appendix E Informed Consent Form 128

Appendix F Interview Questions for Undocumented Students 131

Appendix G Journal Instructions 133

Appendix H NIH Certification 134

Appendix I Second Interview Questions 135

List of Tables

Table 1: Specific State Approaches to Undocumented Students ………………………… 8

Table 2: Participant Chart ……….…………………………………...…………………59

List of Figures

Figure 1. JAlanis Undocumented Students Model of Persistence………….……………27

Figure 2 Site Ethnic Breakdown………….…………….……………………..…………45

Figure 3. Findings and their relevance to the research questions. …..…….....…….……91

ABSTRACT

As of 2012, there were 7,000 to 13,000 undocumented students enrolled in universities across the United States (Educators for Fair Consideration, 2012). The population of undocumented university students comes from many regions of the world and they carry with them the dreams of their parents (Gildersleeve, 2010). Perez (2014) noted that “undocumented students at public and private four-year institutions are less likely to complete their bachelor’s degrees on time than are U.S. citizens…Because of the barrier to their continued education, including financial burdens” (p. 9). Factors such as the lack of readiness for college level education and financial constraints contribute to the decline in persistence for college attending undocumented students (Munoz, 2015). Undocumented students typically do not self-disclose their status until their status has created a systematic barrier on campus to obtaining the education and/or the support services necessary to persist on campus (Barnhardt, Ramos, & Reyes, 2013, p. 24). This study examined institutional support systems’ impact on undocumented students’ persistence rates at a Western United States university through an analysis of their perceptions. This study will aid in understanding the institutional support, both financial and emotional, that assists undocumented students to persist at universities. This study will aid university administration, faculty, and staff to understand what is needed by undocumented students to persist to graduation on their campus.

UNDOCUMENTED STUDENTS’ EXPERIENCES 49

CHAPTER ONE
INTRODUCTION

As of 2012, there were between 7,000 and 13,000 undocumented students enrolled in colleges across the United States (Educators for Fair Consideration [E4FC], 2012). An undocumented student, for the purpose of this study, is an individual who does not have legal documentation to reside in the United States (E4FC, 2012). As of 2013, 13% (41.3 million) of the United States population identified as immigrants, which includes those who are undocumented (Zong & Batalova, 2015). In addition, every year, there are 80,000 undocumented students in the nation’s K-12 system. Therefore, there will be an anticipated influx of undocumented students attending colleges and universities, as 50,000 to 65,000 will graduate from high school each year (Kim & Diaz, 2013, p. 77). More often than not, these individuals grow up without knowledge of their legal standing, as it is a common practice for immigrant parents to bring their children to the United States at a young age (Pulvirenti & Padilla-Rodriguez, 2015). As Kim (2012) wrote, “often these students do not even know that they are undocumented immigrants until they apply for a driver's license or to attend college” (p. 55). Undocumented students enrolled in public school pursue their education believing their situation is similar to that of their documented peers and have similar aspirations of attending a university after high school. Nienhusser, Vega, and Carquin (2015) observed,

[Collegiate] aspirations typically begin in the seventh grade and follow through until the ninth grade. It refers to plans that students envision for themselves after high school; these intentions are often shaped by encouragement they receive, aspirations they develop, and college-related information they acquire (p. 34).

Undocumented Students’ Characteristics

According to the E4FC (2012) fact sheet, an undocumented student[1] is someone who has “(1) entered the United States without inspection or with fraudulent documents, or (2) entered legally as a nonimmigrant but then violated the terms of his or her status and remained in the United States without authorization.” (p. 1)

The presence of undocumented students in the United States is not a new phenomenon: they come from many regions of the world and they carry the dreams of their parents with them (Gildersleeve, 2010). Education is a key component of those dreams and is recognized early on as a way to achieve upward social mobility (Gildersleeve, 2010). Plyer vs. Doe was a case that was brought forth to the Supreme Court in June of 1982. This case garnered a decision in which the Supreme Court justices voted that undocumented immigrant children would be granted equal access towards education regardless of their immigration status (American Immigration Council, 2016). Passel and Cohen (2009) wrote that 49% of undocumented students who graduate from high school in the United States are enrolled in or have attended an institution of higher education. Research on undocumented students’ lived experiences on college campuses could bring an understanding of challenges to degree completion. Kim and Diaz (2013) observed,

Despite the growing presence of [undocumented] students in the American higher education landscape, there is a lack of empirical research on how [undocumented] students navigate the transition to college…academic and social engagement, all factors that influence college persistence and success. (p. 25)

However, the goal of educating all students leads to an uncertain future for undocumented students who struggle with barriers to access higher education. Hong (2015) reported the impact of the realization of undocumented status on one student: “I did not know what it meant to be undocumented. Then I realized the consequences were that I was unable to get a job, obtain a driver’s license, or receive any governmental financial aid.” (p. 126). The goal of this study was to represent the voice of undocumented students in reference to how institutional supports aid in their persistence.