Promoting the Educational Advancement of Latina/o Undocumented College Students: The Role of Familial and Institutional Support Factors

• In Event: Partnerships With Immigrant Latino Youth and Families: Aligning Models and Practice From Childhood Through College

Abstract

This study examined familial and institutional support factors in the college opportunity process for undocumented Latina/o students attending a two-year community college and a public four-year institution. Research has shown the significant roles of family and peer networks in the academic success of Latino/a undocumented students (Perez, Espinoza, Ramos, Coronado, & Cortes, 2009); institutional support also plays critical roles in their pathways to college (Oseguera, Flores, & Burciaga, 2010; Pérez, 2010). Pérez (2010) showed how college outreach professionals have the capacity to promote educational opportunities by providing information and guidance that enable undocumented students to navigate the educational system to higher education. In community colleges, Oseguera et al. (2010) describe the key roles of student affairs personnel in promoting access to higher education for undocumented students.

Among 10 states offering in-state college tuition rates to eligible undocumented immigrant youth, California’s law is called AB 540. To better understand the undocumented Latina/o AB 540 experience, this study drew upon models of social capital theory and research that highlight the value of students’ social networks of families and peers as well as their institutional agents (Pérez & McDonough, 2008). In particular, this study focused on the following question: What roles did familial and institutional factors play in the college opportunity process for undocumented Latina/o AB 540 students?

The sample included 22 participants with an equal gender balance. Eleven students from a community college and eleven students attending a public four-year university in California participated in individual interviews. All participants were first-generation, low-SES, undocumented Latina/o AB 540 students. Prospective participants were identified and recruited through word of mouth, class announcements, flyers, and counselor and peer recommendations. Data were collected, transcribed, and analyzed by a bilingual/bicultural research team. A social capital framework was used to code the data, with inductive development of themes.


Inductive analyses revealed several major themes: the pivotal role of familial support; the importance of relationships with institutional agents; and non-traditional forms of support exercised by families and communities. Due to space constraints and the nature of the data, we highlight the role of family support. Families played instrumental roles in facilitating and motivating undocumented students to pursue higher education. Students were often encouraged to pursue higher education because their older siblings had attended or were attending postsecondary education, in a “chain migration” (Perez & McDonough, 2008). However, families did not necessarily provide detailed information and guidance, such as about admissions and financial aid, so significant potential remained to enhance the impact and efficacy of their support.
The undocumented college students in this study had received general and somewhat limited information from both families and institutional agents. Building on these findings, we offer recommendations to promote educational advancement of Latina/o undocumented students:
• Culturally relevant and appropriate programs for families that increase their knowledge, engagement, and involvement into the college years
• Licensure and professional development programs for high school and community college counselors and teachers with components that enhance knowledge and skills to better serve Latina/o undocumented students

Authors

• Patricia A. Perez, California State University - Fullerton

• James L. Rodriguez, California State University - Fullerton