Undocu-Ally Trainings: Reducing Stigma and Prejudice via Educational Interventions

• In Event: Latinx Experiences in U.S. Schools: Students, Teachers, Teacher Educators, and Education Allies as Collaborators

Abstract

Higher education professionals play a critical role for students seeking support and information related to their undocumented status as it relates to financial aid, admissions, and career opportunities; yet, they often do not receive the training or support needed to work with undocumented students (Muñoz & Maldonado, 2012; Pérez et al., 2011). This lack of training and support asserts that there is a need for professional development opportunities that prepare higher education professionals and student affairs practitioners to work with undocumented students. Institutions play a key role in helping students locate resources necessary to achieve their educational goals (Diaz-Strong, Gomez, Luna-Duarte, & Meiners, 2011).
Purpose
Given the need for professional development opportunities that are responsive to the needs of practitioners working with undocumented students, this study investigates the models and curriculum of undocu-ally trainings employed by Undocumented Student Resource Centers (USRCs) across 33 different institutions.
Theoretical Framework
The tripartite model for multicultural competency (Pope, Reynolds, & Mueller, 2014) consists of multicultural awareness, knowledge, and skills. Awareness regards student affairs professionals’ attitudes, beliefs, values, assumptions, and self-awareness necessary to serve a diverse student body. Knowledge is the information student affairs professionals have of diverse cultures. Skills are those abilities student affairs professionals perform when working with diverse cultures. This model emphasizes first-order change efforts at the individual level (Pope, Reynolds, & Mueller, 2014).
Methodology
We identified 33 USRCs that were conducting undocu-ally trainings, most of which were located in the California higher education systems. Other states included Washington, Oregon, Utah, Arizona, Texas, Florida, Colorado, and New Jersey. The data base consisted of interview transcripts, short-hand notes and memos, as well as key documents. We contacted center personnel via phone and email, and scheduled in-depth phone interviews with students, staff, and faculty coordinating the work of undocu-ally trainings. Interviews were conducted in both English and Spanish, depending on participants’ preference, and lasted between 45 and 90 minutes. Though interviews relied on a standardized format, participants retained the discretion to lead the direction of the interview in order to more deeply explore their unique knowledge of undocu-ally trainings.
Results
Results revealed three themes: centering undocumented students, reducing prejudice and increasing competency, and institutional transformation. Results evidenced how undocu-ally trainings aim to foster a campus environment that supports the academic success, as well as the personal and social growth of undocumented students. Undocu-ally trainings provided opportunities to work in concert with community organizations and increase capacity. Additionally, undocu-ally trainings featuring student panels were identified as ideal ways to help educators develop supportive attitudes and transform campus climates. Educational workshops, skills training, and ongoing activities combined with visible support structures represented promising practices for enhancing attitudes toward undocumented students.
Significance
Engaging institutional agents in ongoing prejudice reduction training that addresses the developmental needs of students and recognizes the potential consequences of unforeseen prejudice can help counter the negative and discriminatory messages that students often receive. Undocu-ally trainings can help institutional agents stay abreast of information and resources and develop skills for working with undocumented students.

Author

• Jesus Cisneros, University of Texas at El Paso