Navigating Transitions: Enhancing Support for Undocumented Transfer Students in Hispanic Serving Institutions

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Leveraging the R in HSRIs: Research for Educational Equity at a Hispanic-Serving Research Institution (Table 1)

Abstract

Objective
This study examines how four-year institutions can better support undocumented transfer students (UTS), addressing racial and anti-immigrant barriers they face. We employ a qualitative approach, conducting interviews with UTS across various California HSI research universities. Our research aims to uncover institutional practices that foster or hinder these students' success. We seek to inform policies that enhance inclusion and equity, ultimately developing supportive transfer programs that improve academic outcomes and overall college experiences for UTS. By highlighting these students' cultural strengths and challenges, we aim to hold institutions accountable for equitable access to higher education.
Theoretical framework
We use Transfer Receptive Culture, which emphasizes creating transfer-ready campuses based on the insights and perspectives of minoritized transfer students to foster inclusion and equity (Jain et al., 2011). Institutions can foster students' community cultural wealth ( i.e., cultural knowledge, skills, and abilities acquired from families and communities) and transfer student capital aid, which can aid these students to thrive in educational settings (Yosso, 2005; AUTHOR, 2024). Moreover, by examining institutional practices and attitudes toward UTS, we seek to hold receiving institutions accountable for effectively serving UTS and ensuring fair access to higher education (Jain et al., 2020).

Data and methods
Previously, we collected pilot focus group data with undocumented transfer students, which was part of a more extensive study to establish a strong and well-developed interview protocol for UTS. For this project, we will recruit 40 UTS to participate in the qualitative study. These participants will be selected through non-probability, purposive sampling, utilizing existing contacts with the transfer centers and undocumented student services across California four-year HSI public research universities. Participants will be recruited through targeted outreach via the transfer and undocumented centers and other relevant student services. The interview protocol will focus on 1) Experiences with transfer policies and university and state policies related to their undocumented status, 2) Experiences with departmental practices and attitudes, and 3) Experiences with building relationships with faculty and staff.

Results
Preliminary themes from our pilot data found 1) the importance of building relationships with staff who are knowledgeable about the experiences undocumented transfer students face 2) UTS tend to be exploited for work and are afraid of losing the only job on campus that allows them to work and lastly, 3) familial capital to overcome obstacles in transferring to a four-year university.

Significance
Our research endeavors to foster an undocumented transfer-receptive culture that supports the success of undocumented transfer students and guides university practices in creating a more inclusive and supportive learning environment for these students. By prioritizing the needs of these students, we aim to address disparities in these critical areas.

Author

• Valeria Jacqueline Alonso Blanco, University of California - Santa Cruz