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.