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.