Challenging Borders: Centering Undocumented Student Voices in Higher Education Symposium

Term:

Fall 2015

Description:

The Challenging Borders: Centering Undocumented Student Voices in Higher Education symposium was held on October 22-23, 2015. It brought together academics, students, and community members to discuss current and emerging research about undocumented students in higher education. It helped attendants to explore varied experiences of undocumented students in four-year colleges and universities, the impact of Deferred Action for Childhood Arrivals (DACA), and the important role of student activism in instituting changes.  The symposium created a space where academics and community members were able to engage with each other and discuss how to better serve undocumented students in higher education. I went to better understand the experiences of undocumented students and the new policies that affect how they navigate higher education as part of my fieldwork experience.

Learning Outcomes:

SWiBAT identify new research about undocumented students that is applicable to his AB 540 Ally Training program fieldwork project

SWiBAT build on communication skills by interacting with researchers about their presentation.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report. Student was also able to reflect on the day and connect what is learned in the course	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report. Student was also able to reflect on the day	Student was able to identify new research about undocumented students that is applicable to his project and was able to utilize them in the report	Student was able to identify new research about undocumented students that is applicable to his project but was unable to utilize them in the report
SLO #2	Student was able to engage with researchers and was able to talk about their research. Student was able to also talk about their own project and requested more information	Student was able to engage with researchers and was able to talk about their research. Student was able to also talk about their own project.	Student was able to engage with researchers but did not talk about their research	Student did not engage with the reasearchers

Evidence:

Reflection:

Going to the symposium was really humbling and inspiring experience. I was able to take in new perspectives through the research and incorporate them to my fieldwork project to write a report of recommendations for the development of the AB 540 Ally Training program at CSUF. For instance, the use of the word “Dreamer” to refer to resource centers and programs can alienate undocumented students because the term has always been associated with high achieving undocumented students. What about those who are not? Should they not get the same access and opportunities? I have not really consciously thought about this before. It is true that many of the laws and policies have been tailored to give greater access and resources to high achieving undocumented youth. Being cognizant of the inequities that exist even within the undocumented communities is very important to highlight as part of the AB 540 ally training program we want to develop on campus. I loved that the symposium challenged many of the dominant narratives surrounding the undocumented. It was really great to hear about student activism and from students themselves sharing their own stories of resilience and resistance, which is consistent with the concept of counterstories. This legacy of social justice and advocacy by students to fight for immigration reform for all needs to be remembered and honored. This is an important piece to highlight in my recommendations. I would give myself an Advanced for SLO #1.

Researchers, like Dr. Susana Munoz from the Graduate School of Education, Colorado State University at Fort Collins presented their work with undocumented youth and undocumented immigrants. I was very moved by all the presentations because it was centered on the students and the individuals who they worked with. They made sure that their stories were honored and not used as specimen to be studied. They’ve made a commitment to serve the community and use their research fight for change. For them it is not a one-time thing. “It is a lifestyle,” Dr. Munoz said when we were seated together for the reception. I was drawn to Dr, Munoz work because she aligned it with student development theories and her emphasis on intersecting identities of our undocumented students and how they affect their lived experiences. I went up to her after the first half of presentations and joined her in conversation about her work and the work we at the TDRC has been doing in trying to revamp the AB 540 Training program at Cal State Fullerton. I then asked her if I could get a copy of her presentation and she said yes. It was intimidating approaching her at first but I felt that her work is very relevant to the work I’m doing, so I had to work up the courage to approach her. Sometimes, it can be uncomfortable and awkward initiating conversation, especially with a renowned researcher, but ultimately it can be a very rewarding experience. I would give myself a Competent for SLO #2.

2015 Maywood Education Fair

Term:

Fall 2015

Description:

As part of the course EDAD 505 Instructional Leadership course in the Master of Science in Higher Education (MSHE) graduate program, Cohort 7 organized the 2015 Maywood Education Fair. Cohort 7 developed theory informed interventions to create a college-going culture in partnership with the Maywood community. The cohort utilized Yosso’s concept of Community Cultural Wealth as a framework to take an asset-based perspective in working with the residents of Maywood. I wanted to become a member of the fundraising committee because my limited experience.

Learning Outcomes:

SWiBAT apply Yosso’s Community Cultural Wealth as a conceptual framework for the committee’s interventions

SWiBAT organize the committee to meet our fundraising goal of $10,000.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Student identified aspects of Yosso’s CCW to guide interventions and utilized them. Student also reflected on how CCW impacted the outcome of the interventions.	Student identified aspects of Yosso’s CCW to guide interventions and utilized them	Student identified aspects of Yosso’s CCW to guide interventions but did not utilize them	Student did not use Yosso’s CCW model to implement interventions
SLO #2	Student was able to organize and communicate well with committee members to share ideas and implementation of interventions. Raised between $75001-$10000	Student was able to organize and communicate well with committee members to share ideas and implementation of interventions. Raised between $5001-$7500	Student was able to somewhat organize and communicate with committee members to share ideas and implementation of interventions. Raised between $2500-$5000	Student was unable get organized and communicate well with other committee members. Raised less than $2500.

Evidence:

Scholarship Recipients

Reflection:

As part of the fundraising committee, I had the honor of reading through 25 Maywood Community Scholarship applications. Each application came with it a brief story of the students about their aspirations for themselves, their families, and their communities. Each shared stories of overcoming obstacles and thriving in spite of challenges and being surrounded by hopelessness. Many credit their parents, families, communities and experiences for instilling in them a great sense of resilience and the spirit of resistance to persevere in education and to continue to higher education. Reading the stories of these students brought home the Community Cultural Wealth that surround the students as highlighted by Tara Yosso (2005). Being able to meet the students personally and seeing them accept the scholarships focused for me what the Maywood Education Fair was all about. I was celebrating not just the scholarship recipients but also creating a space where community members (students, parents, educators, and community leaders) can come together and celebrate the rich cultural wealth of the community and utilize it to empower all of the Maywood community.

Working with the other committee members really reminded us to refocus on the community of Maywood and making sure that we are intentional in creating interventions that empower the student rather than just handing out scholarships. We shaped the scholarship ceremony to highlight the students and give them the opportunity to acknowledge their networks that have contributed to their success in school and their resilience. That moment reminded me of that places like Maywood are “more than a site of deprivation…it is also the site of radical possibility, a space of resistance” (Yosso, 2006, p. 49). Our work in Maywood help create these counterspaces to represent and highlight the community cultural wealth and assets (honoring the culture and aspirations) of the city and its residents and challenge and resist against the cultural deficit perspective. Meeting all of the scholarship recipients really demonstrated to me that despite the challenges the students face, they are graduating high school and are aspiring to go to college because of the cultural wealth they have. For these reasons I would give myself Advanced for SLO #1.

We set our overall fundraising goal at $10,000.  Although we did not reach our goal, we were still able to raise approximately $4,593.92 and awarded $4,000 in scholarships funds. A balance of $593.92 will be left to Cohort 8 with $500 designated in scholarship funds and $93.92 transferred to the general fund. Along with Yosso’s (2005) Community Cultural Wealth, the fundraising committee also applied Bronfenbrenner’s (1979) Ecological Systems theory to encourage Cohort 7 and Cohort 8’s microsystems and social networks to collect financial donations. Drawing from experiences of past cohorts and the huge potential for engagement of not only Cohort 7 and Cohort 8 but also their network of colleagues, friends and families, made the envelope fundraiser a very attractive option. We also set up a Go Fund Me site, executed a direct mail campaign and a Pieology fundraiser. The committee as a group was very supportive of each other and helped each other when needed. It really was a collaborative effort. Although we did not meet our goal I felt that I learned much more than just fundraising. It helped me see communities in an asset based perspective rather than a deficit perspective. I would rate myself between Basic and Competent for SLO #2.

Philosophy of Student Affairs

Term:

Fall 2015

Description:

Part of our assignment for the EDAD 568 fieldwork course was to discuss our current philosophy of student affairs and how it compared to our philosophy a year ago. It challenged us to reflect on how our knowledge and experiences as student affairs educators have shaped the development of our philosophy.

Learning Outcomes:

SWiBAT identify changes in their philosophy as student affairs educator.

SWiBAT synthesize knowledge gained from coursework with practical work as student affairs educator.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to identify 3 or more changes in their philosophy as student affairs educator and provided examples	Able to identify at least 2 changes in their philosophy as student affairs educator and provided examples	Able to identify at least one change in their philosophy as student affairs educator	Unable to identify changes in their philosophy as student affairs educator
SLO #2	Able to synthesize knowledge gained from course work with practical work by providing examples and explaining how it helped develop their philosophy	Able to synthesize knowledge gained from course work with practical work by providing examples	Able to synthesize knowledge gained from course work with practical work	Unable to synthesize knowledge gained from course work with practical work

Evidence:

Philosophy of Student Affairs Paper

Reflection:

I believe that as a student affairs educator, I have to work harder and more intentional in engaging students to see themselves and their experiences as central to their learning and development. Administrators, student affairs educators and faculty must work collaboratively with students in their learning and development by honoring their intersecting identities and experiences and integrating them to promote transformative learning. It stresses the importance of seeing academic and developmental outcomes as intertwined and taking into account the roles of the faculty, student affairs professionals, and students as educators. Integral to students’ learning and development is also factoring their families, friends, and communities that make up their sources of support and cultural wealth, shifting the way I saw and worked with students.

The first semester of my graduate assistantship in the Titan Dreamers Resource Center, I viewed student affairs educators as professionals so helped who addressed students’ needs and helping them receive the necessary services and resources to persist. I saw our students in a deficit lens and want to “save” them from challenges and barriers. I was working for them rather than working with them, ultimately contributing to their disempowerment and oppression.  Taking EDAD 522 College Students’ Characteristics and Cultures helped me pay greater attention to the importance of engaging the families of students of color. It was in this class and reading about Harper’s Anti-Deficit Achievement Framework that helped challenge commonly held beliefs about lack of preparation, academic underperformance, and disengagement of students of color, especially male students of color. It helped challenge me to look at what resources and opportunities (faculty, staff, family, friends, peers, and programs) are working for students that help them persist rather than just focusing on what is going wrong. It challenged me to look at the cultural wealth of our students and seeing their backgrounds and experiences as sources of their resilience and strength that help them navigate higher education despite challenges they face. This reframing also shift the responsibility of engaging college students on the institutions and its agents.

This shift in consciousness was also due to the courses the cohort took on diversity, access and equity, and student learning and development in summer session. Learning about the power of counterstories to fight oppression opened my eyes. I feel that having these counterstories are essential in instilling not only a sense of pride for our students, but also to help empower and value our students while navigating through college. It has changed the way I interact with our DREAMer students. I learned to ask not only about how I can help them but also inquire about their backgrounds and experiences. When a student is sharing their experiences, I feel a level of connection that is deeper. They feel that they matter. Now I allow them to look at all the options and give them the power to choose for themselves. In the past I felt compelled to tell them the best option and speak for them when emailing a colleague about a situation that the student is facing. I do acknowledge that there are times that students may need to be walked over to feel safe enough going into a space. I am now cognizant of the importance of readiness, challenge, and support in our students’ development and the theories that strengthen our work because of the course on student learning and development with Dr. Hoffman. Multicultural competence and social justice remains a very important factor in my work, but I have become even more intentional and committed to it.  I have learned that being sensitive to our students’ diverse experiences and backgrounds helps me gain insight on to how better serve and empower them. As much as I want our students to examine privilege and bias, I have also been more intentional in examining mine and allowing myself space to step back while interacting with students to try and prevent myself from prejudging our students. I think of oppression differently after taking the diversity, access, and equity course. It has made me more critical of myself and how I contribute to my own oppression and the oppression of others. I would give myself Competent for both SLOs.

Practice to Theory to Practice Project

Term:

Summer 2015

Description:

The purpose of this assignment is for students (groups of 4) to gain skills in applying theory in practice. With their base groups, students will design (or redesign) and present a program using Lee Knefelkamp’s 11 step model and apply it to a specific student population.  Using students’ cultures and characteristics, formal and informal theories, literature, and documents, groups will develop theory-informed interventions that are guided by assessment of students’ needs and improving student learning and development. Our group decided to work with mixed-race students and first year experience programs.

Learning Outcomes:

SWiBAT comprehend PTP model in relation to mixed-race students and first year experience programs.

SWiBAT demonstrate collaboration in a group setting in order to apply the PTP model.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to complete PTP project and able to describe the purpose of and all 11 steps of the PTP model in relation to first year programs and multiracial students	Able to complete PTP project and able to describe the purpose of and the steps of the PTP model overall in relation to first year programs and multiracial students	Able to complete PTP project but did not understand the steps or purpose of the model in relation to first year programs and multiracial students	Did not understand the importance of the model in relation to first year programs and multiracial students and did not complete PTP project
SLO #2	Worked collaboratively with PTP group members by showing up in meetings, sharing ideas, helping group members, making sure assigned work was completed in a timely manner and gave constructive feedback	Worked collaboratively with PTP group members by showing up in meetings, helping group members, and making sure assigned work was completed in a timely manner	Participated in the PTP group project but worked on their own and not collaboratively	Was unable to meet PTP group expectations

Evidence:

PTP Final Paper here.

Reflection:

Utilizing the PTP model to come up with interventions to help mixed-race college students feel welcomed and create an inclusive environment for them in higher education helped me understand the PTP steps and their importance to our work as educators. Going through the PTP Project was tougher than I expect it to be. However, I learned a lot about being intentional about creating interventions and developing assessment measures and rubrics that are more than just superficial. In regard to understanding PTP I was able to understand the steps and would rate myself as competent. It helped me appreciate what educators do daily with their students and the intentionality and purpose they have for each activity and reading. It has challenged me to use a number of theories written by Renn, Bronfenbrenner, and Schlossberg and applying them to mixed race student. I also gained a better understanding of the struggles of mixed race students as we examined the literature that exist. It was eye opening the many ways they are ostracized by monoracial groups and how their experiences shape how they see themselves and others. I learned about microsystems that help shape their mesosystem.

Through this project I also learned to listen better to my team mates (Ashley, Alyssa, and Dulce) and take more risks in sharing my opinion. It also highlighted the importance of time management, delegating duties, and asking for help. I am very fortunate that my teammates were very supportive and supported me when I was feeling overwhelmed. We really pulled together to get this project done. In this regard I would rate myself competent for collaborating with my teammates.

I will use this entry to inform my work including my fieldwork. Learning from the PTP, I will be intentional about the activities to incorporate as part of the AB 540 Ally Training (e.g. using student learning outcomes, theories, and assessment) to make the program the best it can be.

Next Steps Edu Volunteering

Term:

Summer 2015

Description:

Next Steps Edu, C-REAL and the Department of Educational Leadership will provide general educational support to thousands of students who were displaced by the closure of Corinthian Colleges in spring 2015. Volunteers will help answer students’ questions pertaining to academic planning and advising, admissions, school and credit information. Volunteers will also direct students’ legal and financial questions to qualified Next Step Edu partners.

Learning Outcomes:

SWiBAT identify one a student development theory that applies to displaced students and help them with their work at CSUF.

SWiBAT explain to displaced students the resources available to help them transition.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Took the time to gather information on displaced student, identified a student development theory, used theory to guide interaction and uses experience to guide work	Took the time to gather information on displaced student, identified a student development theory and used theory to guide interaction	Took the time to gather information on displaced student and identified a student development theory applicable	Did not take the time to gather information on displaced students
SLO #2	Identified available resources to displaced students, explained details and encouraged student to follow up	Identified available resources to displaced students and explained details, but did not encourage student to follow up	Identified available resources to displaced students but did not explain details	Did not identify available resources to displaced students

Evidence:

Next Steps EDU Volunteer Training Packet here.

Reflection:

I felt determined to be involved with Next Steps EDU partly because I felt such anger about how the students were simply left to fend for themselves without a whole lot of warning as Corinthian Colleges closed up its businesses. In working with Next Steps EDU, I learned more about the students who were mostly low-income. They were left confused by the whole situation. They were also upset that these for profit institutions made promises that they are now not going to fulfill. As a volunteer my task was to provide these displaced students resources to help them to recover their records and look at their options as students to move forward with their education. I really hope that the information I provided was helpful in helping students transition on to their next steps. Although I provided the students important information, I did not think about formal theories to help guide my interaction with them. I would rate myself basic for this. I relied more on what they needed at the time and used informal theory to help them feel that they mattered. I would rate myself basic in providing detailed accurate information for the displaced students. However, I wish that I had signed up to assist students via phone calls to give a more personalized communication. I believe that I could have been more effective in encouraging them to seek other avenues to continue their education.

Volunteering for Next Steps EDU helped remind me of the real need for social justice in higher education, especially for students who have been marginalized and taken advantage of by institutions. I am more cognizant of the important of integrating social justice in my fieldwork for the fall as I work to help develop with AB540 Ally Training for the Diversity Initiatives and Resource Centers.

Museum of Tolerance

Term:

Summer 2015

Description:

Cohort 7 went to the Museum of Tolerance on June 28, 2015. The visit was incorporated as part of the EDAD 524 Diversity, Access, and Equity course for the MSHE program aimed to educate the cohort about the Holocaust and historical issues in both historic and contemporary contexts and help to confront all forms of prejudice and discrimination in our world today. It challenged the cohort to make connections between course readings and themes, and our role as educators and student affairs professionals.

Learning Outcomes:

SWiBAT identify connections between the Holocaust and EDAD 524 (Diversity, Access and Equity) course content as they relate to the understanding historical injustices in higher education through a reflection journal and class discussions.

SWiBAT recall and reflect on stories of Holocaust survivors.

Assessment Rubric:

	Advanced	Competent	Basic	Needs Improvement
SLO #1	Able to identify connections between information learned at the museum and course content, and able to connect concepts from reading through a reflection journal and class discussions	Able to identify connections between information learned at the museum and course content, and able to connect concepts from reading through a reflection journal	Able to identify connections between information learned at the museum and course content	Unable to identify connections between information learned at the museum and course content
SLO #2	Able to recall details of a Holocaust survivor’s story, related them to the experiences of marginalized communities, and how they may inform their work	Able to recall details of a Holocaust survivor’s story and relating them to the experiences of marginalized communities	Able to recall some details of a Holocaust survivor’s story and reflected on it	Able to recall a detail of a Holocaust survivor’s story but did not reflect on it

Evidence:

Reflection:

Hearing from Ms. Elizabeth Mann’s own accounts of the Holocaust and her experiences in Auschwitz was very humbling and inspiring. I could not help but feel great sadness when she talked about her sick brother and how she felt responsible for his death because she had told him to go with their mother. She also shared how “ordinary” people played a part in the atrocities and the genocide the Jewish people endured in Europe. She and the exhibit highlighted the big role of propaganda and censorship had in demonizing the Jewish people and indoctrinating “ordinary” people with hatred against Jews. Books, newspapers, magazines, posters, etc. were used to paint Jewish people as inhuman and responsible for the economic hardships of Germany and other European countries. Jewish businesses were closed and burned, Jewish teachers were fired, and books written by Jewish authors were burned. Hitler and the Nazi Party were determined to wipe the Jewish people and off the face of the earth and silence those who dare challenge it. The Nazis didn’t just persecute Jewish people, they also persecuted Communists. I would rate myself as advanced in connecting my experiences at the Museum of Tolerance and the class course and applying what I’ve learned in the reflection journal and discussions in class. The themes of propaganda and censorship discussed during the trip reminded me of the history propaganda and censorship in American education in the 1920s as examined in Joel Spring’s book The American School. Groups like The American Legion would form to control what children were exposed to, focusing on preventing what they perceived as the encroachment of Communist ideas in schools. They also advocated the firing of teachers who were deemed “disloyal” and demanded that teachers take loyalty oaths. These actions were very reminiscent of events in Europe under Nazism.

I expected the visit to be emotional, but I was caught off guard by how emotional I got listening to Ms. Elizabeth Mann, a Holocaust survivor. When she described her experience, particularly about her brother and how ordinary people turned their backs on the Jewish people, really made me reflect on what I’m doing as an educator to not only increase awareness about oppression and inequalities in higher education but also what actions I can do to include social justice in my work. I would rate myself advanced in this aspect. I am able to tie what I’ve learned from Ms. Mann and the Museum of Tolerance with the important themes of diversity, access, and equity in higher education. I was also able to reflect on how I help perpetuate the notion of supremacy of the dominant White (Anglo-Protestant) culture and contribute to the oppression of others. The atrocities of the Holocaust would not have been possible without the complacency of “ordinary” people.

This entry would remind me to check my biases as I work with students who may already feel marginalized. It would also remind me to not only raise awareness about oppression but also to take action. It would help guide me in helping develop the AB 540 Ally Training by utilizing counter storytelling to challenge negative narratives perpetuated by mass media about undocumented immigrants. The visit and this entry will remind me the importance of questioning the status quo and continue to fight for social justice as an educator and student affairs professional.