Not domestic nor international: How U.S. immigration status excludes forced migrant students from university programming

• In Event: Fostering global student engagement and success

Proposal

How is the topic relevant to CIES 2024? How is the theoretical contribution situated in terms of linguistic, national, or geo-political contexts?

United States immigration policy has not been able to keep up with the various migration crises in the world today including the ongoing crisis in Syria, inequality and violence in Afghanistan, war in Ukraine, economic and political strife in Venezuela, various global climate crises, among others. Anti-immigrant sentiment has increased over the past decade and the U.S. public is divided over welcoming more migrants to the country (Sagir and Mockabee, 2022). In line with the 2024 CIES theme, university students, staff, and faculty have the power to stand against anti-immigration policies and rhetoric and support forced migrant students in their transition to higher education.

The current immigration policy landscape in the U.S. limits the ability for International Student Services Offices (ISSOs) at higher education institutions (HEIs) to serve forced migrant students. Though 948,519 international students were reported in the U.S. during the 2021-2022 school year, forced migrant students were not included in this data since most do not hold an F-1 or J-1 student visa (IIE, 2023). Forced migrant students usually hold a different visa such as permanent residency (green card) (USCIS, 2022) and are considered “domestic” students in the university system of classification. As neither traditional domestic students nor international (F-1 or J-1) students, forced migrant students are in an immigration grey area. While classifying these students as “domestic” for the admissions and financial aid process (U.S. Department of Education, n.d.) is beneficial, this impedes their integration into the HEI community and their success in their academic program.

Segmentation of these students by their immigration status excludes them from receiving vital university services that they need based on their intersectional and diverse identities. Using intersectionality theory, coined by Kimberlé Crenshaw (Crenshaw, 1989; Steinmetz, 2020), this presentation will examine how the various identities of forced migrant students are siloed, leading to their exclusion from essential academic and social programming. Since forced migrant students are typically identified by their immigration status, ISSOs often neglect the other identities of these students including sexuality and gender, race, ethnicity, religion, disability, etc.

In reviewing literature or alternative perspectives, how does the contribution build on existing work?

The presentation is based on review of academic literature regarding migrants in education, analysis of ISSO programming at U.S. HEIs, and review of U.S. immigration policy and law (NAFSA, 2023; UNHCR, 2023; Greenberg et al, 2021, USCIS, 2015; USDHS, 2023). Data from the IIE Open Doors report was analyzed to identify trends in international student enrollment (IIE, 2023). Review of ISSOs at HEIs in the U.S. from their websites identified the key services these offices provide. Additionally, the author drew from her professional experience working at an ISSO.

The contribution builds on the existing work by recommending intersectional programming for ISSOs. Rather than focusing solely on immigration status or student status, the author recommends incorporating various overlapping identities into all programming to better serve the international student population, specifically forced migrant students.

How original is the contribution? What do we learn that we did not know, and why is it important?

While most literature focuses on access to higher education for forced migrant students, this presentation focuses on their integration, acclimation, and acceptance into the university community. UNHCR reports that approximately 6 percent of refugees have access to higher education (UNHCR, 2023). Given this low figure, UNHCR focuses primarily on access to higher education for refugees, as emphasized in Education 2030: A Strategy for Refugee Education (UNHCR, 2019). However, there is little discussion on the services forced migrants such as refugees receive once enrolled in higher education.

Within university ISSOs in the U.S., most services focus specifically on F-1 and J-1 students and are related to immigration. However, cultural adjustment services can be beneficial to forced migrant students though they are rarely invited or included in these services.

This presentation examines how forced migrants struggle to be included in the university community due to their immigration status and discusses the necessary services and programming relevant to forced migrants.

What are the implications of the critique for future practice, policy, or theory?

Visa classification by the HEI ISSO can produce challenges for forced migrant students and excludes them from receiving academic and social services offered by the institution.
This presentation recommends that ISSOs expand their outreach from only student visa recipients to include forced migrant students. Cultural orientations, specialized mental health services, career counseling, and language programs should be made available not only to those students classified as “international” but also to forced migrant students. This presentation encourages U.S. HEIs to shift their internal policies to be more inclusive and intersectional in order to provide programming and services to a wider range of students. With the support of university students, staff, and faculty, support for forced migrants in HEIs can help to shift the narrative away from anti-immigrant sentiments and toward inclusivity.

Author

• Jessica Marie Crist, The George Washington University