The administration of diversity and equity on campuses and its relationships to serving undocumented immigrant students.

Abstract

Undocumented college students in the United States face many obstacles as a function of their immigration status. This article considers the organizational and administrative practices associated with the work of campus diversity administrators (CDOs) in contributing to the educational experiences of undocumented college students. Recent scholarship has emphasized that campus administrators possess the capacity to act as institutional agents to influence how campuses respond to and support marginalized students. Our article presents an argument that begins to draw connections between substantive inclusive organizational action and everyday administrative routines. We conclude by offering a set of propositions that hold promise for how CDOs can engage in work routines that advance the cause of inclusion for undocumented students.

Description and Pilot Evaluation of a Dreamer Ally Training for Higher Education Staff and Faculty

“…Our DWG also engages with the University's state legislative liaison, encouraging policies such as the continuation and expansion of the state's tuition equity program. University administrators can implement equity practices, such as more inclusive admissions or financial aid policies, even in the absence of longer term federal or state policy changes (Barnhardt et al 2017;Mwangi et al, 2019).…”

“…In addition, there is evidence that universities can enact policies and practices that improve the experience of undocumented students (e.g., Enriquez et al, 2019;Valenzuela et al, 2015). Effective transformation of campus climates to "undocu-friendly" sites requires a clear stance from university leadership as well as developing, "…a cadre of allies to work toward transforming passive indifference or regressive attitudes so that long-term widespread support for undocumented students' educational access and attainment is realized" (p. 3, Barnhardt et al, 2017). In spite of calls to enhance university faculty and staff responsiveness to the concerns of undocumented students, there is scant empirical research on interventions aiming to do so.…”

DREAMzone: Educating Counselors and Human Service Professionals Working with Undocumented Students

“…On campus, interventions such as DREAMzone should be followed by conscious efforts to increase the availability of visible support structures for undocumented students. Institutional missions, for example, should make clear to faculty, staff, and students that serving undocumented students' academic and social needs is part of achieving equity in higher education (Barnhardt, Phillips, Young, & Sheets, 2016). Providing institutionalized safe spaces and identifying as a sanctuary campus, for example, would reaffirm an institution's commitment to serving undocumented students as a matter of inclusive excellence.…”