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Evaluation of undocumented students support services

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Evaluation of undocumented students support services

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Running head: EVALUATION OF UNDOCUMENTED SERVICES

Evaluation of Undocumented Students Support Services
By
Carmen C. Macias Limon

A Thesis Presented to the
FACULTY of the USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA

In Partial Fulfillment of the Requirements for the Degree of
MASTER OF EDUCATION (EDUCATIONAL COUNSELING)

August 2017

EVALUATION OF UNDOCUMENTED SERVICES Macias 1
Dedication
I dedicate this thesis to all of the undocumented students that came before me and fought for our
educational rights. Thank you.
This thesis is also for all undocumented students that come after me. I hope that you can use this
as a reference of work that we need continue doing to obtain equitable education for all.
Si se puede! Siempre para adelante nunca para atras.

EVALUATION OF UNDOCUMENTED SERVICES Macias 2
TABLE OF CONTENTS
Abstract............................................................................................................................................4
Chapter One: Introduction……...……………………………………………................................5
Chapter Two: Literature Review…………………………………………………………….......14
Chapter Three: Research Design and Approach............................................................................27
Chapter Four: Findings..…………………………………………………………………………37
Chapter Five: Conclusion………………………………………………………………………..70
References....…..............................................................................................................................76
Appendix A: Recruitment Flyer.....................................................................................................79
Appendix B: Informed Consent for Non-Medical Research.........................................................80
Appendix C: Survey Protocol........................................................................................................84
Appendix D: Interview Protocol....................................................................................................95

EVALUATION OF UNDOCUMENTED SERVICES Macias 3
LIST OF TABLES
Table 1: Survey Participant Demographics.……………………………………………………..31
Table 2: Interview Participant Demographics….………………………………………………..32
Table 3: Foundational Survey Responses………………………………………………………..46
Table 4: Emerging Survey Responses…………………………………………………………...53
Table 5: Comprehensive Survey Responses……………………………………………………..65

EVALUATION OF UNDOCUMENTED SERVICES Macias 4
Abstract
This study evaluates the level of support present at a mid-size four-year public university in
California for undocumented students. Faculty, staff and students completed an Equity Tool
Survey developed through a collaboration by San Francisco State University, Educators for Fair
Consideration, University of California Berkeley and University of Michigan. Findings from the
study were that there are a few institutionalized practices with unsure sustainability such as
supportive faculty and staff, dedicated website, printed and visual materials demonstrating
support of undocumented students. Emerging institutionalized practices are a dedicated
scholarship, an undocumented student task force, and mental and emotional support.
The only institutionalized comprehensive practice is the Dreamers Center, but its sustainability is
unsure because of funding.
Keywords: Undocumented Students, Institutional Accountability

EVALUATION OF UNDOCUMENTED SERVICES Macias 5
Chapter One: Introduction
In June 2012, President Obama took executive action and announced Deferred Action for
Childhood Arrivals (DACA): granting undocumented immigrant youth work authorization and
protection from deportation if they met the eligibility criteria (Motomura, 2014). However, under
this existing executive order, DACA beneficiaries were not granted citizenship or a legal national
residency. DACA removed barriers preventing undocumented students from reaching and
excelling at institutions of higher education by making them eligible for in-state tuition and/or
eligible for enrollment (Gonzales & Bautista-Chavez, 2014; Mendoza, 2014; Suarez-Orozco,
Teranishi, & Suarez-Orozco, 2015). Institutions of higher education continue to be more
inclined to grant admissions, financial assistance, and institutionalized support services to
DACAmented students (i.e. DACA Recipient) (Mendoza, 2014; Suarez-Orozco, Teranishi, &
Suarez-Orozco, 2015). However, most policies determining the treatment of undocumented
students in postsecondary education emerged within the state level and educational systems
(Anderson, 2013). State and institutional policies range from inclusionary policies such as those
in California, to highly exclusive policies such as those promoted by Alabama (Anderson, 2013).
In this introductory chapter, I provide a federal context of access to education for
undocumented students to demonstrate the historical barriers and milestones for immigrants in
the nation. Then I provide an overview of state policies across the nation to demonstrate the
variety of inclusive tuition equity state legislation to extremely exclusive state laws that shape
access to higher education for undocumented students. I provide a closer analysis of California
state laws to provide context of the evolution of California’s policies to show why a study of this
kind is of particular relevance to post-secondary practitioners. To close the chapter, I provide the
research question, conceptual framework and methodology that guided this study.

EVALUATION OF UNDOCUMENTED SERVICES Macias 6
The Federal Context of Education for Undocumented Students
Historically undocumented immigrants did not have access to public education, in 1975
Texas passed a law denying undocumented immigrant students access to public education. Civil
rights organizations challenged the Texas law and in 1982, the Supreme Court ruled under Plyler
v. Doe that undocumented students can receive legal access to K-12 public education. While the
1982 Supreme Court decision, grants undocumented immigrants access to K-12 public
education, there is no similar federal law regulating immigrant access and treatment within
postsecondary educational settings.
Fourteen years after Plyler v. Doe Congress enacted Illegal Immigration Reform and
Immigrant Responsibility Act of 1996 (IIRIRA). IIRIRA reported that undocumented
immigrants were ineligible for certain public benefits, including public postsecondary education.
IIRIRA also provides the state the authority to create laws that grant a “public benefit” on
undocumented immigrants. IIRIRA does not bar undocumented immigrants from attending a
postsecondary institution, but it is not clear whether admissions to a public college or university
is considered a “public benefit,” and thus whether the IIRIRA even applies to admissions
policies (Kapla & Lee, 2007).
In 2001, Congress introduced but failed to pass the Federal Development Relief and
Education Alien Minors (DREAM) Act, which would have provided a path to obtain legal
resident status for undocumented students. “The DREAM Act would enable undocumented high
school graduates to apply for conditional status, which would authorize them for up to 6 years of
legal residence. During the 6-year period, the student would be required to attend college and
graduate, or serve in the U.S. military for at least 2 years” (Perez, 2012). Since then, several
versions of the Federal DREAM Act were reintroduced to Congress but failed to become a law.

EVALUATION OF UNDOCUMENTED SERVICES Macias 7
Even though there is no federal law that grants access to postsecondary education for
undocumented students, there are several state laws that provide in-state tuition and/or state
financial assistance.
Tuition Equity for Undocumented Students Across the States
The Illegal Immigration Reform and Immigrant Responsibility Act of 1996 granted states
the ability to pass legislation to enable undocumented students’ eligibility for in-state public
tuition. In 2008, “The Department of Homeland Security issued a letter advising colleges that
determining state status and conferring state residency status (or not) is a state matter, not in the
federal domain” (Olivas, 2009, p.410). According to Olivas (2009), states and universities have
struggled to determine whether or not they are compelled to establish in-state residency for these
students. This in turn has caused some states to determine that undocumented students will not
receive state residency for tuition purposes.
Even after the implementation of Deferred Action for Childhood Arrival, these five
states—Alabama, Arizona, Georgia, Indiana and South Carolina—bar undocumented students
from in-state tuition benefits. Alabama’s H-56 law bars undocumented students who are not
“lawfully present” in the United States ineligible for any postsecondary education benefit.
However, since DACA beneficiaries are “lawfully present,” they are able to attend some, but not
all, public college and universities. Arizona’s Proposition 300 states that “a person who is not a
citizen or legal resident of the United States or who is without lawful immigration status is not
entitled to classification as an in-state student or entitled to classification as a county resident”
(Mendoza, 2014). Georgia and Indiana state laws stipulate that undocumented students could not
classify as in-state for tuition purposes unless the student is lawfully present and has evidence to
“warrant consideration of in-state classification as determined by the board of regents”

EVALUATION OF UNDOCUMENTED SERVICES Macias 8
(Mendoza, 2014). Lastly, South Carolina prohibits all undocumented students from attending
public postsecondary institutions within the state. South Carolina, specifically, requires
institutions to develop their own policies and process to verify a student’s “lawful presence in the
United States” (Mendoza, 2014).
At the time of this study, eighteen states have provisions allowing in-state tuition rates for
undocumented immigrant students. “Sixteen states provide these provisions through state
legislation—California, Colorado, Connecticut, Florida, Illinois, Kansas, Maryland, Minnesota,
Nebraska, New Mexico, New Jersey, New York, Oregon, Texas, Utah, and Washington. Two
states—Oklahoma and Rhode Island— allow in-state tuition rates to undocumented students
through Board of Regents decisions” (NCSL, 2014). “These laws typically require attendance
and graduation at state high schools, acceptance at a state college or university, and promising to
apply for legal status as soon as eligible” (Mendoza, 2014). At least five states—California,
Connecticut, Minnesota, New Mexico, Texas, and Washington—have opened public financial
aid sources to undocumented students facilitating access to higher education for undocumented
students.
California Context
In 2001, Governor Gray Davis signed into law Assembly Bill 540, allowing
undocumented students who met the criteria
1
to pay in-state tuition instead of out-of-state tuition
in California’s public higher institutions. AB 540 made college more affordable for
undocumented students so many enrolled in California community colleges (Perez, 2009). In

1
AB540 Requirements: The student must have: • attended a high school (public or private) in California
for three or more years.2 The student must have graduated from a California high school or attained the
equivalent prior to the start of the term (for example, passing the GED or California High School
Proficiency exam) and 3. The student must file an affidavit with the college or university stating that he or
she has filed an application to legalize his or her immigration status, or will file an application as soon as
he or she was eligible to do so.

EVALUATION OF UNDOCUMENTED SERVICES Macias 9
2014 Assembly Bill 2000
2
amended the school attendance requirement of AB 540, creating
access to more undocumented students by broadening the eligibility criteria for California's
nonresident tuition exemption and the California Dream Act.
Governor Jerry Brown signed the California Dream Act into law in 2011; Assembly Bills
130 and 131 combined are the California Dream Act. In 2012, AB 130 allowed AB 540 students
to apply and receive institutional scholarships at California public colleges and universities. In
January 2013, AB 131 became effective allowing AB 540 students to apply and receive state
financial aid such as California state grants at California public colleges and universities. In
September 2014, Senate Bill 1210 enabled University of California and California State
University systems to provide loans from a $9.2 million state fund to eligible AB 540 students
who completed the CA Dream Act application.
In February 2016, Assembly member Patty Lopez Introduced AB 2009 mandating each
campus within the three higher educational systems to have a Dream Resource Liaisons to
support undocumented students at their respective institution. The Dream Resource Liaisons was
an individual or office in charge of providing navigational support to its undocumented students.
The support included streamlining access to all available financial aid and academic
opportunities for undocumented students. However, in September 2016, Governor Brown vetoed
the bill calling upon University of California President Janet Napolitano, California State
University President Tim White, and California Community Colleges Chancellor Eloy Oakley to
ensure that relevant campus personnel can aptly fulfill the duties of the “Dream Resource

2
AB 2000 has now inserted language in the California Education Code Section 68130.5, clarifying that a
student who secures 3 years of high school credit and who has a total of three or more years of
attendance in California elementary schools, California secondary schools, or a combination of those
schools, was eligible for AB 540 and will be allowed to pay in-state tuition at the California Community
Colleges and California State University and are eligible for benefits under the California DREAM Act.

EVALUATION OF UNDOCUMENTED SERVICES Macias 10
Liaison” rather than reinforcing state law with an additional law. California has long supported
undocumented students in higher education through legislation; it is now the institution's
responsibility to be accountable for the success of its undocumented students (AB 2009, 2016).
Main research questions
Governor Brown directed California public colleges and universities to address the
challenges and barriers faced by undocumented students. I uses Educators for Fair Consideration
(E4FC) Undocumented student support camps equity tool to assess the level of support available
to undocumented students at a mid-size four-year public university in California. The main
research questions I pursued in this study were:
How has this state university institutionalized undocumented student support services?
What are the current practices in the foundational, emerging, or institutionalized level and
how might those practices become sustainable?
The terms foundational, emerging, and institutionalized are defined in detail in the methodology
description section.
Purpose and significance of the study
There are approximately 11 million undocumented immigrants across the nation and a
quarter of them reside in California, where they make up slightly more than 6% of the state’s
population (Hill & Hayes, 2015). The Migration Policy Institute
3
reported the educational
attainment of 4,580, 2333 noncitizens in California are as followed: 1) 45.9% have less than high
school diploma, 2) 20.5% have a high school diploma or GED, 3) 13.2% some college or
associate's degree, 4) 12% Bachelor’s degree and 5) 8.4% graduate professional degree.

3
Source: http://www.migrationpolicy.org/data/state-profiles/state/language/CA Migration Policy Institute
tabulations of data from the U.S. Census Bureau’s American Community Survey (ACS) and Decennial Census.
Unless reported otherwise, 2015 data are from the one-year ACS file.

EVALUATION OF UNDOCUMENTED SERVICES Macias 11
Educators for Fair Consideration analyzed data from 2007-2010 and found that undocumented
students make up an even smaller percentage of students attending California colleges. About 1-
2% of the total population enrolled in UCs, CSUs, and community colleges (Eusebio &
Mendoza, 2015). California community colleges enrolled the highest number (34,000) of
undocumented students. California State Universities have the second largest number (3,600).
The University of California educational system has about 400 undocumented students enrolled.
Brief description of Theoretical Framework
Southern (2016) adapted Kezar’s (2007) three-phase model of institutionalization to
develop a theoretical model that reflects varying stages of undocumented support across
institutional context. The three-phases are dynamic, phase 1 is foundational; phase 2 is
emerging; and phase 3 is institutionalization. The foundational phase includes effective practices
that a dedicated institutional leader can accomplish independently. In the emerging phase
institutional leaders are cooperating, coordinating, and collaborating within each other. The last
phase is institutionalization, meaning those practices are embedded into the fabric of the
institution regardless of staff, or student turnover. This three-phased framework allows for
campuses to evaluate the extent to which their campuses have institutionalized undocumented
student support services.
Brief Description of Methodology
To assess and analyze the level of support currently present at the California University
(CU) for undocumented students, I conducted a mixed method study with quantitative data
through a survey and qualitative data through interviews. I targeted a sample population of
current undocumented students, staff, and faculty at CU to share their perspectives of the support
services available. The survey was an online form of the equity tool developed through

EVALUATION OF UNDOCUMENTED SERVICES Macias 12
collaboration by San Francisco State University, Educators for Fair Consideration, University of
California Berkeley and University of Michigan. The survey included questions about the three-
phases: foundational, emerging and institutionalized, categorized as follows:
1. Foundational: What informational materials, visual images, website, undocumented
student clubs, recognition of non-Latino communities, and supportive faculty and staff
are present and sustainable at CU?
2. Emerging: What forms of cooperation, coordination, and collaboration with institutional
leaders exist at CU? Is there a task force, UndocuAlly training, a dedicated scholarship to
support undocumented students, institutional data, dedicated staff to support
undocumented students, awarding the CA DREAM Act, internship opportunities,
graduate/professional school program collaborations, connecting to supportive
community organizations or mental/emotional support services present and sustainable at
CU?
3. Institutionalized: What effective practices are embedded into the fabric of the institution
and are not at risk of elimination regardless of staff or student turnover? Is there an
undocumented student orientation, undocumented student program, resource center,
regional network of institutions, targeted/open funding, and innovative problem-solving
to support undocumented students within federal and state legal parameters present and
sustainable at CU?
After participants completed the survey, they were asked if they were interested in
participating in an in person interview to provide more in depth responses of the equity tool.

EVALUATION OF UNDOCUMENTED SERVICES Macias 13
Overall Organization of Thesis
The political climate for undocumented students in California has increased access to
higher institutions by providing in-state tuition rates and financial aid to qualifying
undocumented students. Now it is the time to shift the attention from the state to California’s
public institutions as these institutions play a significant role in undocumented students’
retention and persistence. In the following chapter, I provide an overview of the research that
exists on undocumented students. I begin by offering socio-political context to the different
identities that undocumented students utilized to speak about their stories openly and without
fear. After explaining the complexities of their identities, I provide a synthesis of the challenges
that undocumented students encounter to access higher education and their ability to persist and
graduate with very little institutional support. Towards the end of the chapter I provide examples
of how institutions increased institutionalized support for their undocumented students. I
conclude the chapter with a description of my theoretical framework. In chapter three, I provide
a discussion of relevant studies related to my methodology. I provide a review of the methods of
this study including participant selection procedure, data collection and data analysis. I end the
chapter with a discussion of the limitations of the study and connections to the data presented in
chapter four. The final chapter provides an analysis of the findings and the findings connection to
research, practice, and institutional policy implications.

EVALUATION OF UNDOCUMENTED SERVICES Macias 14
Chapter Two: Literature Review
In chapter one, I provided an overview of the federal and state legislations that positively
or negatively affect undocumented students in the United States. Towards the end of chapter one,
I highlighted California's advancement in passing state legislation in favor of undocumented
students, such as AB 540, CA Dream Act, and the DREAM Loan Program. However, these
legislations are a product of decades of advocacy from undocumented student activist, allies,
community organizers, and educational leaders. Given, the advancement of California, I seek to
evaluate California University (CU) to find out how they institutionalized undocumented student
support services? What are the existent institutionalized practices at CU and are they
sustainable?
Through this literature review I first highlight the fluidity of the complex identities that
undocumented students adapted from policies and legislations in California. Explaining these
diverse identities allows the reader to understand the array of terminology that describes
undocumented students such as AB 540 student, Dreamers, and most recently DACAmented. It
is important to highlight these identities because students and practitioners will use them
interchangeably without realizing the key differences, often times confusing both the students
and practitioners. This section provides a foundational understanding of who are undocumented
students in California.
Then, I proceed to discuss some of the challenges that undocumented students encounter
as they navigate colleges and universities. First, I demonstrate some of the institutional barriers
that undocumented students face and overcome. Aside from the institutional barriers, these
students also experience a range of socioemotional challenges in higher education (Perez &
Cortes, 2011). Regardless of the institutional and mental health challenges, undocumented

EVALUATION OF UNDOCUMENTED SERVICES Macias 15
student are resilient successfully breaking barriers as they navigate higher education constraints
(Contreras, 2009; Hallett, 2013; Suárez-Orozco et. al.2015).
Undocumented students successfully navigated colleges and universities without any
state-financial aid because they found strong support networks or allies on their campuses. After
reviewing the literature about the challenges that undocumented students encounter, it is also
important to bring to light the work that educational-leaders did to guide and support
undocumented students on their campuses. Therefore, I provide an overview of strategies that
educational leaders put into practice. I finish by highlighting the Undocumented Student
Program at the University of California Berkeley to demonstrate a prominent institutionalized
undocumented student support services. To finish chapter two, I discuss the theoretical
framework that guides my study at California University. The primary framework is a three
phase model that Southern (2016) adapted from Kezar (2007) after conducting a study that
classified institutional practices supporting undocumented students in California.
Fluidity of the Undocumented Student Identity
AB 540 Students
Although AB 540 refers to California Assembly Bill 540, it unintentionally legitimized
the existence of undocumented immigrant students. AB 540 became a socially acceptable
identity and empowered students to politically organize undocumented youth (Abrego, 2008).
Abrego (2008) conducted a longitudinal study in which she interviewed undocumented
immigrant youth before, shortly after, and four years after AB 540 became a law. One interview
demonstrated how academically prepared undocumented students decided not to apply to college
because it was financially unmanageable. Soon after AB 540 passed, that same student enrolled
at a community college because the in-state tuition rate was lower than the out-of-state tuition

EVALUATION OF UNDOCUMENTED SERVICES Macias 16
cost. AB 540 lowered the tuition cost but without financial aid, California State University or
University of California were still “expensive for these socioeconomically disadvantaged
students and their families” (pp. 719). These finding are import to highlight because they
demonstrated that the legislation is serving its purpose of providing access to postsecondary
institutions; however access was not enough for these students.
In some of the later interviews, students shared how AB 540 status help them get through
the stigma of being undocumented (Abrego, 2008). Students reported that they felt more
comfortable disclosing their undocumented status because the AB 540 identity allowed students
to share their story with a different perspective. They no longer had to say that they were in this
country “illegally” instead they were able to say, “I am an AB-540 student” providing them with
the comfort that the state is becoming more open to their presence. AB 540 became a disguise to
their undocumented status (pp. 726). AB 540 legitimized undocumented students in college
campuses and provided a safety net because they would only become identifiable by their
undocumented peers. This new identity also allowed students to outreach to other immigrant
youth to provide information and resources to go to college. Most importantly AB 540 “gave
undocumented students an opportunity to claim a legitimate space in institutions of higher
education (pp. 728).” AB 540 was the foundation of the institutionalization of undocumented
student support services on college campuses.
DREAMers
The federal Development, Relief, and Education for Alien Minors Act, or DREAM Act
was first proposed in 2001, and similar to Assembly Bill 540, this legislation also became an
identity for undocumented students. De la Torre and Germano (2014) conducted a series of
interviews of undocumented immigrants with diverse experiences advocating for the Federal

EVALUATION OF UNDOCUMENTED SERVICES Macias 17
Dream Act and found that it helped immigrant youth become unafraid of their undocumented
status.
It is important to explore the DREAMer identity because it is a term widely used on
college campuses to refer to undocumented students. However, it also has a strong connection to
the immigrant youth movement nationwide and not every DREAMer is college student (de la
Torre, & Germano, 2014). The DREAMer identity developed from stories of undocumented
students caught between their immigrant status and their academic achievements in the early
2000’s. Interviews reported that they identified as DREAMers even though it was a conflicting
identity because it had a range of meanings. In the media DREAMers are individuals who grew
up in the United States, but were born somewhere else and excel academically. To student
activist it was a “very powerful” identity that allowed them to develop an “immediate bond with
other DREAMers through recognition of shared experiences (p. 459).” The shared experiences
consisted of challenges that they encountered as they navigated postsecondary institutions.
The DREAMer identity of activist became taxing and affected their wellbeing. “J.D., a
previously undocumented youth who now works as a social worker in New York City, explained
that DREAM Act activism is “a really hard struggle that does take an emotional and physical
toll” and results in “a lot of burnout” (Interview by author, November 2010 as cited in De la
Torre & Germano, 2014). In a response to the mental strains students began to develop support
groups to care for each other. The heart of the movement was through storytelling and organizing
rallies around the DREAM Act. Student leaders also organized “coming out” events encouraging
undocumented students to share their story at their respective institution to demonstrate visibility
of these students on their respective campuses. DREAMers are on college campuses and they all

EVALUATION OF UNDOCUMENTED SERVICES Macias 18
have their personal interpretation of what it means to be a DREAMer, but it is also a collective
identity embracing the shared experiences of undocumented youth across the nation.
DACAmented
President Obama’s 2012 executive order to grant work authorization to eligible
immigrants through Deferred Action of Childhood Arrivals (DACA) shaped one of the most
recent self-ascribed identity. “DACAmented” is the term describing DACA beneficiaries
protected from deportation and have a two-year work permit. Gonzales, Terriquez and Ruszcyk
(2014) examined survey results from the National UnDACAmented Research Project (NURP),
the first national survey of DACA recipients. They analyzed the responses of 2,381 individuals
who received DACA within the first 16 months of implementation. Their sample had high levels
of educational attainment, 32% attended a community college, 27% attend a four-year college or
university, but had not graduated and 22% had a bachelor’s degree. Even though this sample is
not a representation of the nation's population it can be a representation of DACAmented
students in higher education. Their findings suggested that DACA has reduced some of the
challenges that undocumented young adults encounter to achieve economic and social
incorporation. Over half of the respondents obtained a new job and a significant portion
increased their job earnings. Some of the participants were also able to obtain a first credit card,
a bank account and health care access. DACA created access to out-of-reach work sectors and
internships gaining a new sense of inclusion and a new DACAmented identity instead of the
undocumented label.
Other
The undocumented student identity might not be a linear pathway, or might not be a
prominent identity for all undocumented immigrants. There are students that do not benefit from

EVALUATION OF UNDOCUMENTED SERVICES Macias 19
policies like AB 540, CA Dream Act, or DACA because they do not meet the criteria and
therefore do not ascribe to those labels. Other students might not adapt any of these identities for
personal reasons, so it is best to allow students to self-identify.
Navigating Higher Education as an Undocumented Student
Access to Higher Education: Pre-CA Dream ACT
Prior to the passage of California DREAM Act, researchers examined barriers to access
higher education for undocumented students. Despite the benefits of AB 540—California’s in-
state tuition policy—undocumented students and educators were not aware of the policy’s
benefits because the information was not disseminated widely (Chavez, Soriano, & Oliverez,
2007). Uninformed admissions and financial aid staff made the college application process more
confusing to undocumented students because the staff did not know how to interpret the policy
(Oliverez, 2006). Some undocumented AB 540 students also experienced discrimination or
charged additional fees because institutional staff or institutions misinterpreted the AB 540
policy (Chavez, Soriano, & Oliverez, 2007).
Aside from misinformed educators, one of the greatest barrier to higher education for AB
540 students was the lack of access to financial aid, (Oliverez, 2006; Perez, & Cortes, 2011).
Perez and Cortes (2011) conducted in-depth interviews, surveys, and field work to gain a deeper
understanding of the factors that shaped the pathway to college for undocumented Latino
community college students. The majority of the participants in the study exceeded the criteria
for admission into four-year colleges and universities, but the affordability of a community
college made it the best viable path for these students (Oliverez, 2006). Perez and Cortes (2011)
found that one of the main difficulties undocumented students encountered were finding ways to
pay for their tuition and other expenses. Participants in the study reported that they worked full

EVALUATION OF UNDOCUMENTED SERVICES Macias 20
time cleaning houses or taking care of children, this made it challenging to participate in
extracurricular activities. Most of the participants worked an average of 20 hours per week
during high school and once in college it increased to nearly full-time status at an average of 32
hours per week (p.58). Aside from working to pay tuition the participants also feared the tuition
increases and the cost of four-year institutions. Regardless of the invisibility of available
resources or information about AB 540 and financial challenges undocumented students
achieved access to postsecondary institutions.
Persistence
Undocumented students overcame several barriers to access higher education and once
enrolled in a college or a university they encountered more challenges that affected their
persistence and retention to graduate. Hallett (2013) conducted an 18-month ethnographic case
study of Assisting Students Concerned with Education, Not Deportation (ASCEND)--a student-
run organization designed to support undocumented students at a four-year public university in
California. The data was collected prior to the passage of the CA DREAM act from 2009-2010.
Through the case-study Hallett (2013), found that ASCEND aspired to be an inclusive student
organization for undocumented students of all nationalities, but they struggled to foster an
inclusive environment by speaking Spanish or assuming that all Latinos are Mexican. Another
challenge that these students encounter was a feeling of competition due the lack of access to
financial aid and limited resources available to them. During the interviews some of the
participants expressed feeling like they had to compete with their peers, so they were hesitant to
recruit other members or had feelings that they “had to fight for money at some point (p.7).”
Undocumented students already encounter a range of challenges and feeling as if they have to

EVALUATION OF UNDOCUMENTED SERVICES Macias 21
fight for money should not be one, if the institution increases their support to undocumented
students.
A different study conducted by Contreras (2009) examined the experiences of
undocumented Latino students in Washington whom also benefited from in-state tuition through
HB 1070 a similar policy to AB 540. Contreras (2009) found that all the participants used the
word “ganas” to describe themselves. When translated, ganas mans “the will or determination to
achieve (p. 625).” All of the undocumented students possess ganas to persist in school regardless
of their financial challenges or institutional barriers. Participants also had ganas to success in the
country and a desire to give back to their community.
Institutionalizing Support for Undocumented Students in Higher Education
Just like each state has the authority to create its own law regarding tuition equity for
undocumented students, some postsecondary institutions also have their own policies in regards
to undocumented and DACAmented students through their Board of Regents (Suarez-Orozco,
Teranishi, & Suarez-Orozco, 2015). Institutional systems that provide tuition equity for
undocumented students are; Rhode Island Board of Governors for Higher Education (the Board),
University of Hawaii’s Board of Regents, and the University Of Michigan Board Of Regents
passed tuition equity policies for undocumented students (Suarez-Orozco, Teranishi, & Suarez-
Orozco, 2015).
In 2010, the Rhode Island General Assembly failed to pass a bill proposing to exempt
undocumented students from paying nonresident tuition, so the Board decided to adopt an
amendment to its residency policy. The amendment allows certain undocumented students who
meet the criteria to pay in-state tuition at its public universities: Community College of Rhode
Island, Rhode Island College and the University of Rhode Island. The amendment brought a

EVALUATION OF UNDOCUMENTED SERVICES Macias 22
great deal of criticism because of its similarity to the failed state legislation attempt, however it is
still active (Anderson, 2014). Like Rhode Island, the University of Michigan has a measure
allowing in-state tuition for undocumented students, but only within three university campuses,
and does not include all public postsecondary institutions in Michigan (Suarez-Orozco,
Teranishi, & Suarez-Orozco, 2015).
One of the challenges is that states and institutions have to decide how DACAmented
students should be treated (Suarez-Orozco, Teranishi, & Suarez-Orozco, 2015). Since institutions
are in charge of addressing this issue, some are proactively assisting DACAmented students but
others are yet to follow similar proactive responses. For example, “Arizona, Maricopa and Pima
community college districts, in particular, are explicitly providing in-state tuition for
undocumented students with DACA even though the state of Arizona has prohibited in-state
tuition for undocumented students (Suarez-Orozco, Teranishi, & Suarez-Orozco, 2015, p. 14).”
Alabama also bans undocumented students from receiving in-state tuition and enrolling in public
colleges, but DACAmented students can enroll in community colleges and some universities at
in-state rates (Suarez-Orozco, Teranishi, & Suarez-Orozco, 2015).
Some private institutions also created policies in support of undocumented and
DACAmented students. If administrators can identify that excluding undocumented students
from receiving in-state tuition or enrolling to their institution as a “potential problem” that
“interferes with the furtherance of the accomplishment of its mission,” then they can create new
institutional policies (Kaplan, p.56). Tufts University announced the following:
“Tufts’ core values include a commitment to equal opportunity, inclusion, accessibility,
and diversity. Therefore, Tufts welcomes all undergraduate applicants regardless of
citizenship status. Undocumented and Deferred Action for Childhood Arrivals (DACA)
students who apply to Tufts are treated identically to any other U.S. citizen or permanent
resident in their high school. Tufts meets 100% of the demonstrated need of all admitted
students. While procedures for financial aid vary between domestic and international

EVALUATION OF UNDOCUMENTED SERVICES Macias 23
applicants, undocumented and DACA students are considered for domestic, need-based
financial like any other U.S. citizen or permanent resident. Because federal financial aid
is not available for undocumented and DACA students, Tufts provides institutional
financial aid in its place (Tufts Undergraduate Admission).”

Tufts University is an example of how institutions can structurally support undocumented and
DACAmented students. There are other universities with institutional policies in favor of
undocumented students with less visibility and many utilize a “don’t ask, don’t tell policy”
(Suarez-Orozco, Teranishi, & Suarez-Orozco, 2015).
Strategies for Equitable Undocumented Student Support Services
Sanchez and So (2015) discussed the holistic strategies they implemented to foster
equitable success for undocumented students at University of California Berkeley. They first
addressed fears, doubts, and hesitations that staff had about programing for undocumented
students. Then, as they worked with more students, Sanchez and So began to uncover more of
the institutional barriers that undocumented students encounter, forcing them to become
advocates within the institution. They developed a strategy of “coding institutional resources as
green lights, yellow lights, and red lights based on their level of accessibility for undocumented
students (p. 472).” This coding system allowed them to closely examine institutional policies
and procedures to remove barriers for undocumented students. Another strategy that they utilized
is developing Nontraditional Allies by engaging with people who oppose their efforts and work
in support of undocumented students.
Connection between previous research and the theoretical framework for this study
Previous research explores how policies such as AB 540, DREAM Act, and Deferred
Action for Childhood Arrivals (DACA), became socially acceptable identities for undocumented
students. Other researchers examine challenges that undocumented students encounter to gain
access to postsecondary institutions and the challenges they face once enrolled. The majority of

EVALUATION OF UNDOCUMENTED SERVICES Macias 24
research is on the resilience that undocumented students have to persist in colleges and
universities. Instead of focusing on the undocumented student experience, I want to shift the
conversation to the institution’s accountability to serve its undocumented students. I am taking
an organizational approach to discuss what other institutions are doing to support undocumented
students.
Theoretical Framework
The primary theory that conceptualizes this study is Southern’s (2016) institutionalization
three-phase model. Southern conducted interviews with higher educational professionals who
directly support undocumented students in California, and collected materials from participants
and their institutional websites. The sample consisted of three institutional sectors and five
different institutions with a total of eleven participants. Five participants worked at California
State University, five worked at Catholic Liberal Arts, and one representative of University of
California educational system. There were four common themes that emerged from the
interviews: student and ally activism; personal commitment and professional values; institutional
mission; and on-and off-campus partnerships. From the findings, Southern proposed a three-
phase model to understand the institutionalization of undocumented student support services to
inform campus allies seeking to serve as institutional agents for undocumented students. The
three-phases are dynamic and campus with highly institutionalized services for undocumented
students may have other services at a nascent stage. This three-phased framework allows for
campuses to evaluate the extent to which their campus has institutionalized undocumented
student support services.

EVALUATION OF UNDOCUMENTED SERVICES Macias 25
Phase 1: Foundational
The foundational phase is effective practices that a dedicated institutional leader can
accomplish independently. In this phase practitioners need to broaden awareness of the presence
and needs of undocumented students on their campus, and serve students beyond their formal job
responsibilities. It is also import to identify data needed to inform institutional policy and
practice to support undocumented students’ access and success and connect inclusivity to the
institution's mission. During this phase it is necessary to research potential partner community-
based organizations and establish an on-campus student organization.
Phase 2: Emerging
In the emerging phase institutional leaders are cooperating, coordinating, and
collaborating within each other. Practitioners in this phase need to deepen their understanding of
the intersecting undocumented student identities. In this phase institutional agents can establish
task force to strengthen their knowledge about research and recommendations to improve
practices. Practitioners can also design a system to identify challenge points for undocumented
students as they navigate the institution and create interventions for those institutional
challenges. In this phase it is important that practitioners are collaborating with student leaders to
provide informational sessions. Lastly, the institution should publish institutional policy to
support undocumented students as a reflection to the institution's mission and values.
Phase 3: Institutionalization
The last phase is institutionalization, meaning that practices in support of undocumented
students embedded into the fabric of the institution regardless of staff, or student turnover. In this
phase institution have a formalized commitment of institutional resources to sustain support
structures for undocumented students. There is also a designated position to provide ongoing

EVALUATION OF UNDOCUMENTED SERVICES Macias 26
support or establish campus DREAM/AB540 student center and undocu-ally training for faculty
and staff so that everyone in the institution is accountable to provide adequate support to this
student population. The institution also has a holistic model of undocumented student support
pulling from both on- and off-campus resources.
Current Study’s Connection to Three-Phase Model
California has a growing number of state policies promoting accessibility to higher
education institutions for undocumented students. Now, it is time for higher education systems to
adopt practices that reflect a commitment to educational equity for these students. Currently, the
University of California and educational system has adopted supportive institutional support for
undocumented students across its nine undergraduate campuses. The California State University
System is the second largest public-college system in California with 23 campuses. Given that a
quarter of the 11 million undocumented immigrants live in California it is important to assess at
what phase are the colleges and universities in their practices to support undocumented student.
The current study is an evaluation of the work and services that California University (CU)
provides its undocumented students to identify the current phase of CU practices.

EVALUATION OF UNDOCUMENTED SERVICES Macias 27
Chapter Three: Research Design and Approach
The political context of California shaped the identity of undocumented students, as
demonstrated in chapter two. The passage of AB-540 allowed students to uses this legislation as
an identity because it destigmatized their undocumented immigrant status. Then, the CA
DREAM Act allowed students to develop a college-going identity. Most recently, students
identified as DACAmented because it gave them protection from deportation and the ability to
gain employment. However, after the 2016 presidential election result many undocumented
immigrants and students began to feel anxiety, and fear of President-elect Trump’s presidency
and governance. The political context for undocumented students became a more visible hostile
environment. Given, the political climate, it is important to collect the data with great caution
and confidentially.
There is an increase in research about undocumented students, but there is very little
research on institutionalizing support for undocumented students. A study that illustrated what it
takes to have a friendly undocumented student campus utilized data from a national survey of
diverse undocumented students across the nation (Suárez-Orozco et al, 2015). Through the
quantitative data the researchers took into account the role of campuses in shaping the
experiences of undocumented students. (Suárez-Orozco et al, 2015). Even though, this study
does not pull from national survey data, the survey and interviews evaluate the support services
throughout the entire campus.
This chapter begins with the significance and importance of the site selection, CU. Then,
I describe the study’s selection criteria to identify a purposeful sampling. Once the target sample
was identified participants had to self-identify. Then, I proceed to describe the participants’
demographics. The data collection procedure is described in detail followed by a description of

EVALUATION OF UNDOCUMENTED SERVICES Macias 28
the survey and interview metrics. I conclude the chapter with a discussion of the data’s
trustworthiness which include the researcher bias and the limitations of the study.
Method
California University. This study relied on data from quantitative surveys and
qualitative interviews to investigate to what extent California University (CU) institutionalized
undocumented student support services. I selected CU because of its convenient location and its
large undocumented student population. Even though CU is a mid-size campus in comparison to
the other 22 CSU’s, they have the second highest proportion of undocumented students in the
CSU system (UndocStudent Allies Training_USAC, July 25, 2016). CU has a long history of
student organizers, and institutional agents from Undocumented Student Ally Coalition (USAC),
collaborating to increase access and visibility of undocumented students on their campus. In the
summer of 2015 the DREAM Center Task Force convened and submitted a DREAM Center
proposal in October 2015 and re-submitted an edited draft in February 2016. In May 2016, the
proposal was presented to the President and Cabinet and it was approved and schedule to open in
fall 2016.
CU opened a DREAM resource center, Dreamers Center (DC) and it is vital to evaluate
the work they have done to serve its undocumented students as they continue to build sustainable
services. It is also important to evaluate CU because the number of undocumented students
increased from 271 in 2013 to approximately 500 for the 2015-2016 academic year (Dreamers
Presentation, 2016).
Criteria for Selection
The goal of this study was to evaluate the services and the work that California
University was doing to serve its undocumented students. To shed light on institutional practices

EVALUATION OF UNDOCUMENTED SERVICES Macias 29
that can positively shape the experiences of undocumented students it was important to hear the
voices of undocumented students, who are impacted by these practices. To have purposeful
sampling students had to meet the criteria; (a) be between the ages of 18 and 30; (b) self-identify
as an undocumented student, AB-540, DREAmer, DACAmented, or ally, (c) and enrolled as an
undergraduate student at CU. Participants were excluded from the survey if they were not
affiliated with CU, including alumni because the Dreamers Center opened in fall 2016.
Aside from student voices, it was essential to hear from the educators and practitioners
that have worked with and for undocumented students to improve their practices to better serve
undocumented students. The only criterion for staff and faculty was to self-identify as an ally or
supporter of undocumented students.
Participant selection. I developed a recruitment flyer and asked the Associate Vice
President (AVP) of Student Success at California University to share the flyer to undocumented
students, staff, and faculty. The AVP connected me with the Coordinator of the Dreamers Center
(DC), who emailed the survey to my target participants. The coordinator emailed approximately
150 target participants. The students, staff, and faculty on the coordinator's email listserv
registered to receive information about undocumented student services or resources. From the
email listserv, approximately 40 are certified allies or actively involved with the undocumented
student task force. They are undocumented undergraduate students, members of the
undocumented student group, and institutional agents from the Undocumented Student Ally
Coalition (USAC). These 40 active individuals were the target participants for the survey.
The online survey developed on USC’s Qualtrics platform included the consent form, if a
participant select “no” on the consent form the survey ended, if they select “yes” they proceed to
the next section. To participate in the interview, participants completed the survey and indicated

EVALUATION OF UNDOCUMENTED SERVICES Macias 30
that they were interested in doing an in-person interview. Participants contacted provided an
email address on a separate survey link, because the surveys were anonymous.
Survey Participant Demographics. There were a total of 26 completed surveys. Out of
the 26 respondents two student participants were not enrolled at CU, so the surveys terminated,
but their demographic data were recorded. The final survey participant demographics (n=26)
included the following: (46.15%) self-identified as undergraduate student, (34.62%)
undergraduate transfer student, (7.69%) faculty, (3.85%) administrator and (7.69%) professional
staff. Most of the participants (73%) are undocumented (including DACA beneficiary, expired
work or student visa, or are under review), including undergraduate students, transfer students,
and professional staff. Table 1 highlights ethnic, gender, and immigration status demographics.
Interview Participant Demographics. Seven survey participants provided their email
address to participate in the in-person interview, but only 6 responded to the email to schedule
the meeting time and date. All of the participants self-identified as Hispanic/Latino/a. The
majority of the interview participants (83%) were undocumented (including DACA beneficiary,
expired work or student visa, or are under review). Four of the participants were undergraduate
students, 1 professional staff, and 1 administrator.

EVALUATION OF UNDOCUMENTED SERVICES Macias 31
Table 1: Survey Participant Demographics

EVALUATION OF UNDOCUMENTED SERVICES Macias 32
Table 2: Interview Participant Demographics
Interview Participants Demographics

Pseudo Name Self-identity Connection to CU Major
Monic DACAmented,
Dreamer, AB540
and undocumented
Undergraduate Business Administration
Pablo Does not like labels,
human
Transfer Student Journalism
Josue DACAmented Transfer Student Human Services
Lali Activist for
Dreamers
Undergraduate Biology emphasis in cells and
molecular biology and a minor
in Spanish Culture
Dr. Garcia Ally Administrator
Dan Ally, DACAmented Professional Staff

Data Collection Procedure
I wrote an email introducing myself, and the study encouraging students, faculty, and
staff to share their voices with me my by completing an online survey. The email included an
attachment of the recruitment flyer (see Appendix A). The DC Coordinator emailed the center’s
listserv the first week of April 2017. The link to the survey and the recruitment flyer were also
included on the DC newsletter which went out once a week, until the last week of May. On
average participants took 30 minutes to complete the survey (n=26, M = 10). Participants who
completed the survey were asked if they were interested in participating in an interview.
Seven participants agreed to participants in the interview but only six responded to the
email to schedule the interview. The primary researcher conducted the interviews held at CU.
Each interview recorded via iPhone voice recorder lasted approximately 45 minutes. To create a

EVALUATION OF UNDOCUMENTED SERVICES Macias 33
welcoming and safe space for the participants I self-disclosed my DACAmented identity and my
passion and purpose of the study. All participants verbally consented to participate and to be
recorded during the interview. The interview protocol (see Appendix D) included the same
guiding questions as the survey and participants were encouraged to share their personal
experience of each metric and I asked follow up questions to clarify and elaborate on important
topics.
Measure: Equity Tool
San Francisco State University, Educators for Fair Consideration, University of
California Berkeley and University of Michigan collaborated to develop an equity tool for
institutional leaders in California. Institutional leaders are professional staff, faculty,
administrators, undergraduate/ graduate students, and college access/success organizations
committed to supporting undocumented students and to enhance the institutional commitment.
The equity tool is a measurement tool with a “comprehensive metric to assess, analyze and report
the level of support currently present at their institution for undocumented students (Jodaitis,
Arreola, Canedo & Southern, 2016). The purpose of the guide and equity tool is to bring
attention to the institutional challenges that undocumented students face. It also allows
practitioners to share effective practices and helps centralize body of knowledge and build
bridges across educational systems in California.
The Metrics. The equity tool (See Appendix C) is an existence and sustainability scale
that captures the existence of practices and the current level of sustainability for each practice.
The scale consists the following range: 1) not present, 2) considered: no action, 3) in
development: pilot phase, 4) institutionalized, 5) not sustainable, and 6) sustainable. Following
the scale, is a list of short supplemental questions intended to deepen understanding of some of

EVALUATION OF UNDOCUMENTED SERVICES Macias 34
the following factors: scope, impact and quality. Scope refers to how many people are included,
engaged, or impacted by the practice. Impact refers to how and to what degree people are
benefiting from the practice. Lastly, quality explorers to discover if the practice was at its ideal
or best form (Jodaitis, Arreola, Canedo & Southern, 2016).
Data Analysis
This descriptive research study provided a statistical analysis of the quantitative data
from the survey. This descriptive statistic identified the central tendencies of the sample by
calculating the mean of each construct (Gall, Gall & Borg, 2010). Higher scores indicated higher
levels of institutionalized sustainable practices. The interviews provided qualitative data aligning
with the survey questions.
Trustworthiness of Data
Researcher Bias
As an undocumented immigrant raised in California, I navigated K-12 schools and
encountered several challenges as I applied to college because of my undocumented status.
Around 2006, I attend a conference at CU to learn about AB 540; it was because of this
conference that I learned I could pay in-state tuition at my local community college. By 2007 I
enrolled and began my first year at East Los Angeles College. Institutional agents of change, Dr.
Ornelas a professor of Political Science encouraged me to join an on-campus student
organization that advocated and supported undocumented students. It was through my
involvement in Students for Equal Rights (SER) that I learned about the Federal DREAM Act,
and other legislations that would benefit me and my community. My student activism with SER
empowered me to become comfortable with my AB540 identity and allowed me to share my
stories with others while I became civically engaged.

EVALUATION OF UNDOCUMENTED SERVICES Macias 35
By 2010 I transferred to the University of California Santa Cruz (UCSC), and there I
learned about the importance of institutional agents of change. My mentors, all student affairs
practitioners understood the institutional challenges and financial hardships that I had because of
my undocumented immigrant status. Through collaboration, they removed some of the
institutional barriers and helped me gain an on-campus paid internship. This had a major impact
in my retention and professional aspirations.
During my time at UCSC, I advocated for the CA DREAM Act, and identified as a
DREAMer. Other student leaders and myself, organized round-table discussion meetings with
students, staff, faculty and financial aid representatives to discuss how AB130 and AB131
legislations would be implemented on campus. By 2013 my last year at UCSC, I was awarded
state and institutional financial assistance through the CA Dream Act. A few months before
graduation I became a Deferred Action for Childhood Arrivals beneficiary, and soon after I
began to identify as DACAmented because I was not a college student.
It was necessary to highlight parts of my educational journey because my personal lived
experiences informed the majority of my work and passion on this topic. Regardless of my
background, as a graduate student and emerging professional I am ethically and morally
obligated to report unbiased results.
Limitations of the Study
There were three primary limitations to the study. First, the findings of this study are not
a generalization of the institutionalized services for undocumented students’ at all post-
secondary institutions in California. The findings are a baseline for other institutions to evaluate
their services, as these findings can be an indicator of the challenges undocumented students
encounter at other institutions. Second, participants that were likely to complete the survey were

EVALUATION OF UNDOCUMENTED SERVICES Macias 36
possibly engaged in making CU undocumented friendly and might had some biases in their
responses. Finally, the political climate during the time that data was collected is a limitation.
The President-elect Donald Trump proposed strict immigration laws and spoke in support of
deportations and end sanctuary cities. This political context might made more students feel
uncomfortable to participate in the study. The next section will explore the survey results and
will highlight common themes found during the interviews.

EVALUATION OF UNDOCUMENTED SERVICES Macias 37
Chapter Four: Finding
Data Presentation: Undocumented Student Support Campus Equity Tool
In this chapter, I share the interviews and survey data that demonstrated the level of
support present at California University for undocumented students. The chapter is organized in
four sections; the first section provides an overview of the interview participants. The next three
sections represent each category from the Institutional Model of Undocumented Student Success
proposed by the Undocucollege Guide & Equity Tool California 2016 (Jodaitis, et al, 2016). I
analyze foundational practices, which are initiated or executed by individuals and does not need
institutional buy-in. Then, I transition to the analysis of emerging practices, which requires
coordination through a collective group effort. The last section is an analysis of comprehensive
practices that required support from the institution. The data includes survey responses from the
open-ended guiding questions.
Students
Monic
Monic was born in Mexico and is a DACAmented undergraduate junior at CU. As a
DACA beneficiary, Monic identifies as “everything”—DACAmented, Dreamer and AB540, but
primarily as undocumented. Monic feels that without this immigration status she would not be
the other identities. She feels that it is the easiest way to communicate her situation to others
who might not be familiar with the other terms. Before the 2017 presidential elections, Monic
felt comfortable telling other people that she was undocumented. Now under President Trump’s
administration, she is not as comfortable as before, but she still likes the “unafraid, unapologetic,
undocumented” slogan. The slogan reaffirms that she should not be afraid, because she knows
her rights and knows that she can defend herself.

EVALUATION OF UNDOCUMENTED SERVICES Macias 38
Monic is currently studying Business Administration and plans to transfer to another
California State University, because CU does not offer her major concentration, which is
information and operations management. Her career goal is analyzing data for companies, she
wants to be the person that has the ability to explain statistical data and add meaning to numbers.
Since her freshman year, Monic has continuously enrolled at California University. At
first, she was working and going to school, which meant she did not spend a lot of time on
campus. There was a time when she considered taking a semester off, because her financial aid
award was not processed in time since her parent’s did not file their taxes. She contacted the
financial aid office, but unfortunately, they could not do anything for her. Monic did not know
who else to reach out to for help, because she did not spend much time on campus due to her
work schedule. Monic did not want to be a financial burden for her family so she increased her
work hours. During that time, she began to struggle academically and she decided to leave her
job to invest more time in her studies.
During the 2017 spring semester, Monic had more time to focus on her education and to
spend more time on campus. While walking around campus and exploring what it has to offer,
she came across the Dreamers Center and met Dan, the center’s coordinator. By speaking with
Dan, she learned about Mayra, an ETS adviser that also supported undocumented students.
Through the resources available at the Success Dreamers Center, she learned about the Dreamers
scholarship at CU, which she applied to. She also learned about an undocumented student
organization, and about the ally trainings for faculty. She even invited one of her economic
professors to attend an undocually training. She was glad to stumble across the center and hopes
to continue working with them to help increase its visibility.

EVALUATION OF UNDOCUMENTED SERVICES Macias 39
Pablo
Pablo was born in Michoacán, Mexico, his parents brought him to the United States of
America at the age of eight, and he is now twenty-three. He is an undergraduate-transfer student
from Long Beach City College; he spent about three years in community college. He does not
like to subscribe to labels such as Dreamer or AB540, because he feels that he is not any
different from other people. For Pablo, identifying with those terms is like making a statement
that he is different when in reality he is not, as he stated those terms are only trying to “chain you
down to something.” If he ever has to explain his immigration status to another, he says that he is
undocumented, but is a beneficiary of a program that grants him legal status for two years
(DACA).
Pablo is majoring in journalism and writes for the campus newspaper. After graduation,
he wants to participate in an accelerated paralegal program at the University of California, Irvine,
to work at a law firm. He also hopes to gain experience working with immigration law and
ultimately attend Loyola Law School. Pablo finished his first year at CU in the spring of 2017
and needs one more semester to graduate. Even though he receives financial assistance through
the California DREAM Act, he works and studies full time. When Pablo first arrived to
California University, he had to appeal his residency status, because he indicated that he was not
a California resident. He discovered the mistake when he learned that he was not eligible for
financial aid. Once he fixed his residency status, he had to submit additional verification
documents to the financial aid office to be clear for the CA DREAM Act. He hopes that other
students can avoid the hurdles he had to overcome.
Pablo likes to stay busy with work, school, and extracurricular activities. He believes that
successful people do not get much sleep, which is why he wakes up early and sleeps late. He is

EVALUATION OF UNDOCUMENTED SERVICES Macias 40
currently working with Students for Quality Education (SQE) in collaboration with other student
organizations on campus to draft a bill, The Student Sanctuary Act, which would make it illegal
to discriminate based on immigration status in California. His goal is to take the bill to
Sacramento. He reported that this is the first time he takes direct action, and now considers
himself an activist. The urgency to take action arose from a conversation that he had with one of
his professors. Pablo felt discriminated, because of his immigration status so he spoke with the
academic senate and took the initiative to provide structural change with the proposed
legislation. Even though he had one negative experience, he still believes that the campus as a
whole is supportive and inclusive of all students’ not just undocumented students.
Josue
Josue was born in Mexico and now lives in California with his mixed-status family: he is
the only undocumented immigrant amongst his brothers. He transferred to California University
in the fall of 2016 and is now going on to his second year of college. Prior to attending CU, he
attended Harvard College for two-and-half years. He decided to transfer to CU, because he wants
to study human services and its close proximity to his home.
When Josue was applying to transfer to CU he did not do any research to find resources
that were available to him as an undocumented student. He believed that his AB540 nonresident
classification would automatically transfer to CU. As a result, he did not submit the required
affidavit and was being charged out-of state fees. It was not until he spoke to the admissions and
financial aid office, and submitted an affidavit that he was able to receive financial assistance.
He was concerned about being dropped from his classes, but his AB540 status updated quickly,
and his CA DREAM Act money paid his tuition on time. Even though Josue receives financial
assistance through the CA DREAM Act, he still has an outstanding balance. To pay the

EVALUATION OF UNDOCUMENTED SERVICES Macias 41
remaining balance, Josue works as a landscaper with his father. The extra income he earns
allows him to purchase books, a parking permit, and health fees.
Prior to the opening of the Dreamers Success Center, Josue did not see any information
regarding undocumented students. He only heard of a march that occurred after the 2016
presidential elections. Then, he met Dan, the center’s coordinator and began to learn about
campus resources just like Monic did. Thanks to his conversations with Dan, he applied to the
Dreamers Scholarship for the 2017-18 academic year. Overall, Josue believes that support
services for undocumented students are developing little-by-little and are sustainable since the
center opened in 2016.
Lali
Lali was born in Mexico and is the second oldest from five daughters. She is a
sophomore at California University where she enrolled directly after high school. Recently she
began to describe herself as an activist for DREAMers. Lali said that before attending CU, she
did not care much about her undocumented identity, as it did not have any meaning. However, at
CU and as a DACA beneficiary, she began to learn more about different legislations that support
undocumented students. Through this new found knowledge, she feels empowered and wants to
help undocumented students acquire a similar understanding of their undocumented status.
Identifying as an activist is important for her because she feels that she is part of a movement
that can accomplish a lot more as a collective group.
Lali enrolled as a full-time student and is majoring in Cellular and Molecular Biology and
minoring in Spanish Culture. Her long-term career goal is to become a doctor. She understands
that there might be some challenges, because of her undocumented status, but she is eager to
learn more about undocumented students in STEM to achieve her goal. More recently, she was

EVALUATION OF UNDOCUMENTED SERVICES Macias 42
hired as a student worker in the Multicultural Center, which is where the Dreamers Center is
located. Lali was knowledgeable of the resources available for undocumented students at CU,
because of her new position.
Prior to her decision to attend CU, Lali attended an educational fair on campus with her
parents. She described the event as community outreach that focused on helping immigrants.
This event encouraged her to attend CU, as it seemed like an immigrant friendly campus that
also values community. During her freshman year, she was reassured that she made the right
college choice when she sat in her English class with Professor Dr. Lang. What was reassuring
was the professor’s willingness and initiative to provide the class with resources for
undocumented students. She approached him after class to thank him, and since then he has been
a mentor to her. This small gesture of kindness meant a lot to Lali and it encouraged her to
continue seeking help from other faculty and staff as needed. At a later time in her freshman
year, she met with the Director of the Biology Department because she was facing family
challenges. Through the department, Lali also received extraordinary support and helpful
referrals.
Staff
Dr. Garcia
As the Associate Vice President of Student Success, Dr. Garcia supervises the Dreamers
Center and is the chair of the Undocumented Student Ally Coalition (USAC), among other
university responsibilities. Dr. Garcia has been the USAC chair for four years, which is a group
composed of staff, faculty, and students. USAC meets on a monthly basis to discuss issues facing
undocumented students on campus and tries provide support and services for them. The group
also provides ally trainings to the campus community and through a student panel, participants

EVALUATION OF UNDOCUMENTED SERVICES Macias 43
learn about the challenges that students encounter on campus. During one of these trainings, the
Chief of Staff of the University's President and the Vice Provost learned about the unique
experiences of undocumented students and asked USAC to develop a proposal for the center.
USAC developed a task force and wrote the proposal for the Dreamers Center.
Dan
Dan is the coordinator for the Dreamers Success Center, which opened in fall of 2016.
Dan is also a DACA beneficiary who was born in Mexico like all of the student participants. Dan
has been in his position for a short amount of time, but has coordinated support and a range of
services for undocumented students on campus. One of his early projects was to help update the
center’s website, which went live in the spring semester of 2016. He is currently working on
creating pamphlets and other printed materials about the services available to undocumented
students.
Equity Tool Results
Foundational
Southern’s (2016) sample of undocumented student support practices included
foundational models of success, which are practices that can be done by one (or more)
institutional empowerment agent for undocumented students. Through the survey and interviews
I evaluated six foundational practices: 1) informational printed materials, 2) visual image, 3)
undocumented student clubs, 4) website, 5) recognition of non-Latino undocumented students
and, 6) supportive faculty and staff. The data suggests that CU has three institutionalized
practices, but participants are unsure of their sustainability. Institutionalized implies that the
practices are officially recognized and operationalized on campus (Jodaitis, et al, 2016). The
three practices include supportive faculty/staff, informational materials, and visual images. The

EVALUATION OF UNDOCUMENTED SERVICES Macias 44
other three practices were reported as currently in development or pilot phase meaning that they
are being built or executed for the first time. Table 3 highlights the survey responses for each
practice and its current phase. The following sections are the results of each practice.
Informational materials.
Survey. Thirty-three percent of the survey participants reported that printed and online
materials are institutionalized, but they are uncertain of its sustainability. 21 participants
answered the guiding question and the majority (54%) reported that materials are accessible to
current students, prospective students and/or community organizations. The second common
theme (29%) is that the information is not widely disseminated and is only available online
through the centers website and its newsletter, meaning that there are not printed materials. 16%
of the survey participants reported that materials are not made accessible and one participant
wrote, “Don’t know where to find them.”
Interview. All the interview participants expressed, since the opening of the Dreamers
Center (DC) they have seen more informational materials. Josue said, “Well, now that the
Dreamers Success Center is here I feel that they do [provide information], or at least that they are
starting.” Students reflected on the information that was available before the center opened and
Lali expressed:
In my freshman year, I had English with Dr. Lang, professor here and he actually ... This
was prior to elections. We're barely getting to the point where the office is going to change
and he was implementing a lot of researches for families, for the Dreamers, which that for
me was like ... I hit rock bottom and I thought, "This is the place I need to be" Because this
is my life and this is affecting me, and you have a professor here who just told you ... Just
gave it to you. He did direct the Dreamer students as ... He generalized it and said that there
is a lot of support here on campus and I would be with our peer mentors, our counselors,
advisers and with himself because he likes to help in that sense. And also, we do have a
website running on the CU for Dreamers.

EVALUATION OF UNDOCUMENTED SERVICES Macias 45
Lali was amazed by the professor’s initiative to provide this information. Dan and Dr. Garcia
said that printed information materials are currently in development. For example:
…And she asked her, "Can you put together some print materials for students and for
faculty and staff just so that we can disseminate these and people will have a little
something that they can do". So this one is just kind of informational, the other one she has
like a checklist on it, so like, "Make sure you complete your AB 540 affidavit. Make sure
you turn in your final high school transcript or community college transcript". You know
some of those other pieces.

A student worker developed two bookmark sized handouts that provide information about
undocumented students. One is a checklist of items that new CU undocumented students must do
and the other one has quick facts about legislation in support of undocumented students.
Visual images.
Survey. 37.5% of the survey participants reported that visual images in support of
undocumented students are institutionalized and sustainable at CU. The survey participants
believe that individuals and campus offices have visual displays (e.g., stickers, posters)
indicating that they are a supportive space for undocumented students. However, 20.83% of the
survey participants believe that this was in development and they are uncertain of its
sustainability. 20 participants answered to the open-ended guided questions. 50% of the
participants reported that CU has a campus specific decal as an indicator of a safe space for
undocumented students. Out of these survey participants, one staff member reported that over 50
faculty and staff have this decal and another one reported that it is given to those that attend the
undocumented ally training. 25% of the survey participants reported that there was not a visual
school specific image displayed on campus. 10% of the survey participants reported that they
received an email informing them about the decal, but they have not seen it displayed by allies.

EVALUATION OF UNDOCUMENTED SERVICES Macias 46
Table 3: Foundational Survey Responses

EVALUATION OF UNDOCUMENTED SERVICES Macias 47
Interview. Fifty percent of the participants knew that CU has a campus specific Decal
given to allies after they complete an Undocu Ally training. However, 3 interview participants
Lali, Dan, and Dr. Garcia work with the DC. I asked Lali how did she learned the meaning of the
decal and she said that she learned about it through her position with the center:
Lali: Yes. We do have a decal. That decal, you get after you ... Well, for
the professors, you end up receiving that after you commit yourself
or identify yourself as an ally. That's the training we do have every
so often.
Carmen: Did you always know about the sticker, like the meaning of it?
Lali: No. I did not know. But it was modified and now it's a safe zone.
That's the identification that the professors have for the students.
Carmen: How did you learn about this?
Llali: Through the Dream center.
Carmen: So prior to your position here?
Lali: I've seen it before prior to my employment, but I had learned about
it in depth and how they get it. How they obtain the sticker.

She said that she had seen it before but did not know its meaning. Dr. Garcia mentioned
that they plan to develop a campaign to inform the campus community about the decal. She
mentioned that students can learn about the decal through the center’s website, which has a page
that states, “This is our decal for allies, if you see this somewhere, that’s the person you can go
to.” The other three students said that they had not seen a campus specific logo or decal. Monic
thought that the butterfly would be a good symbol for allies to use. Overall, it seems that there is
an institutionalized visual image that shows support for undocumented students, but like Dr.
Garcia reported there needs to be a formal campaign to inform the campus community.

EVALUATION OF UNDOCUMENTED SERVICES Macias 48
Undocumented student clubs.
Survey. The survey responses central tendencies indicate that (M = 3.46, SD = .09)
undocumented student clubs are in a development/pilot phase. However, an equal number of
respondents indicated that this is institutionalized/uncertain sustainability (37.50%). A few
survey participants (12.50%) believe that undocumented student clubs are institutionalized and
sustainable. Seventeen participants answered the guiding question and their response ranged
from: there is a student group that is not active, to the group is very active and they help promote
the center. All of the staff and administrators that answered the survey are aware of the student
group and its history and reported that participation fluctuates on students and political climate.
On the other hand, some students reported that they are aware of the student group, but it is not
active and they do not have any decision making influence within the campus. Very few of the
students are aware of the group including its meeting times and location, but feel that the student
organization “doesn’t seem to be going far.”
Interview. All of the interviews were aware of one of the undocumented student
organizations on campus, but Josue and Monic feel that the group does not have any power to
influence institutional policies to better serve undocumented students. On the other hand, Pablo
believed that collectively, student organizations do have leverage on campus he said:
Carmen: Do you believe that all of the groups have the ability to change the
policies?
Pablo: I think so, if it's done collectively. That's why I don't like to use the word
'I', although I have to be the person behind it in terms of actually drafting
the law, drafting the bill and putting it together, the language, and doing
the research of what we have, what we don't have. So, I have to be very
knowledgeable about that myself in order to talk to someone about it. So, I
feel I've done good to this day, but yeah, that's the goal.

EVALUATION OF UNDOCUMENTED SERVICES Macias 49
Lali also believes that the group is active and has the ability to impact policies at CU:
Lali: Well, we do have a student group and there's about 20 students that I've
seen involved in it and they do incorporate a lot about being
undocumented, about the center as well and event stats the students can go
to for immigration and to support for undocumented students.
Carmen: Do you feel that the group can have impacts on the policies here at
California University or-
Lali: Definitely. They're the ones that empower the students out in the actual
campus and the classrooms because ENS is very united. It's like a family.
To me, I see it as a family. We meet on Thursdays, but when we see each
other on campus, it's like, "So how are your classes going? So what's
going on with your family?" It's more incorporate like family, like unity.
That's why I'm saying I feel I'm more of an activist now because of that.
You see that there's unity and in this campus, in that club, they just ... It's
like a lifestyle. It's not just because it's a club.

Website.
Survey. The majority of the survey participants (37.5%) reported that the university has
an institutionalized and sustainable website that provides guidance on undocumented student
issues including the California Dream Act, DACA, and undocumented student rights. However,
the central tendency is (M = 3.38, SD =1.56), that the website is in the development/pilot phase.
Staff, faculty, and administrators that answered the guiding question (N =5) reported that the
university has a website that is in progress and regularly updated. Fifty percent of the students
that answered the guiding question (n = 7) reported that they have not seen a website that
provides general information for undocumented students. Only a small percent (12%) of student
participants reported that there is a website constantly updated.
Interview. Most of the interview participants mentioned that there is a new website; two
participants, Josue and Pablo mentioned that they had not seen anything. Dr. Garcia and Dan

EVALUATION OF UNDOCUMENTED SERVICES Macias 50
both said that it is fairly new and evolving. Dr. Garcia explains their decision on having the
center’s website is the hub of virtual resources for undocumented students:
So we decided to make it the Center's website and then all the links to everything else
that you would want, all the other supports and services there. I think you may know the
work is still in progress. Everything that we want up there is not all there yet, but I think
it's a million times better than what was there before which was almost nothing. But I
mean there is like, who to go to, we have the allies list, there are clearly like much more,
a student can one, see that there are actually formal supports here, which I think to me is
a big, I would imagine for undocumented students, you know.

The website is still new and updated by Dan and the interns at the DC.

Recognition of Non-Latino Communities.
Survey. On average survey participants believe that CU is in development/pilot phase
(M = 3.29 SD = 1.40) to recognize non-Latino undocumented communities. Participants reported
that as a “Hispanic-serving institution, the students are a representation of the campus
population.” The undocumented student group also changed their name, which included Spanish
words to be more inclusive of non-Latino, undocumented students.
Interview. Overall, all of the interviews mentioned that CU is primarily Latino/a therefore
it is challenging to serve a non-Latino undocumented community. Dan described his efforts to
become inclusive of all undocumented students he said:
. . .California University is very diverse in its student population. In regards to
undocumented students, it is pretty dominantly, for the most part, my experience in this
role, it is predominantly Latino focus. But we made efforts and continue to make efforts
to recognize the diversity within the undocumented community. So we do recognize that
we have API undocumented students and undocublack undocumented students. But
currently they haven't been visible in terms of coming to the space and sharing their
stories or even participating in some of the programs we have put on. But in terms of the
materials, we do recognize the diversity and we make our best efforts in terms of our
online materials to represent that.

EVALUATION OF UNDOCUMENTED SERVICES Macias 51
Dr. Garcia shared the same sentiment as Dan expressed their current challenges to address this
practice:
It's still an uphill battle and I think partly because this campus is 60% Latino. I think that
is who, I mean, It's a majority Latino campus anyway, so the undocumented conversation
ends up being a Latino conversation even though we also have a significant population of
black students and a significant population of Asian students on our campus and we know
there are undocumented students among them. It's still a place that we need to go. We're
very conscious of it. I think there's been some effort, but we definitely still have a long
way to go in terms of ensuring that students feel included.

Lali feels that the center’s location is a great way to become inclusive of all undocumented
students because it is located in the Multicultural center. Monic and Josue are not sure if there is
work being done to be more inclusive, Monic even expressed that she never even thought about
other ethnic undocumented students she just assumed it was a Latino issue.
Supportive Faculty and Staff.
Survey. Participants reported that supportive faculty and staff is institutionalized, but they
are uncertain of its sustainability (M = 3.92 SD = 1.06). Faculty and staff survey participants
reported, “There is an estimate of 40 certified allies and many more who have participated in ally
literacy trainings.” There was only one student survey participant that reported knowing about
certified allies. The majority of the student survey participants named three or four allies who
helped them directly, but did not know how to identify supportive staff or faculty on campus.
Interview. All of the participants stated that there is supportive faculty and staff. Students
found support in different departments and a few mentioned Dan as supportive staff. Josue’s
story stood out, because he wanted to study French and approached his professor about this
major. However, to get a Bachelor’s degree in French, students have to study abroad. This is
what he shared with me:

EVALUATION OF UNDOCUMENTED SERVICES Macias 52
One of the professors is supportive of the undocumented community, and another one is
one of my professors who I just finished one of the classes with. . . Then another one was
when I went earlier, last semester when I transferred for the ... I wanted to continue
learning more French and I went to go talk to him, and he said ... Because I wanted to
double major here as well for French and human services, but he said that in order for me
to get the bachelor's in French I had to study abroad and go to other campuses.
I told him, "Well, I don't really want to do that." I thought it would be here but it's only
lower division, lower classes, beginning classes. I told him about my status too. Because I
mentioned that I wanted to go to France and just study there, but he said, "Well, why not
do it now?" That I can do it through study abroad, and I said, "Well, I'm undocumented. I
am not able to do that." He was like, "Oh, well, then" ... That's when he mentioned the
other option: studying at other campuses and getting my degree that way. I said, "Well, I
just want to do that at one school."
Josue felt supported when his professor offered other options for him to earn a Bachelors in
French and liked that the department was willing to wave the study abroad portion of the
requirement.
Emerging
Emerging models of success are practices that require coordination and collaboration
efforts by faculty, staff, students, and administrators (Jodaitis, et al, 2016). I evaluated ten
different practices, three institutionalized that have uncertain sustainability: 1) Undocumented
student task force 2) dedicated scholarships for undocumented students and 3) mental and
emotional support. Seven practices are in development or in the pilot phase: 1) UndocuAlly
training, 2) institutional data, 3) dedicated staff, 4) awarding California Dream Act, 5) Internship
opportunities, 6) graduate/professional school program collaboration, and, 7) community
organizations. Table 4 highlights the survey responses for each practice and its current phase.

EVALUATION OF UNDOCUMENTED SERVICES Macias 53
Table 4: Emerging Survey Responses

EVALUATION OF UNDOCUMENTED SERVICES Macias 54
Undocumented student task force.
Survey. Participants reported that the undocumented student task force is currently
institutionalized and they are uncertain of its sustainability (M = 3.75 SD =1.22). The following
responses are from the open-ended survey questions. The majority of the students who answered
the survey (61.5% n=13) reported that they are not aware of an undocumented student task force
because “information is not sent out.” Another student wrote “not much because many staff
members are not educated about undocumented community.” However, (38.5%) reported that
the task force has “a lot of influence because they help us at any time.” Students wrote, 1) “We
got the resource center from the advocacy group.” 2) “The task force has been the foundation for
any movement or progress for the university. They are the structure behind bringing our resource
center and any other efforts on campus.” Staff, faculty, and administrators reported on the survey
that the undocumented task force is very influential to “create initiatives and policies that will
positively impact undocumented students.”
Interview. Dr. Garcia, Dan, and Lali knew about the undocumented student task force
composed of students, staff, and faculty. Josue, Pablo and Monic were not aware of the task
force. Josue said: “That I am aware, no.” and Pablo mentioned “I'm not sure who's responsible
for that in terms of ... I guess it's gotta be Academic Affairs or something, whoever oversees all
the cultural departments.” Monic said, “The Dreamers Center and that, that’s it.”
UndocuAlly training.
Survey. Participants reported that UndocuAlly trainings are currently in
development/pilot phase (M = 3.13 SD = 1.48). Students (n = 13) that answered the guiding
questions are mostly (46.2%) not sure if there is an on-campus training for allies. Some students
(31%) reported that there is an ally training offered for staff and faculty, but they did not know

EVALUATION OF UNDOCUMENTED SERVICES Macias 55
how many trained allies are on campus. The remaining participants (23%) responded that it is not
available. Seventy-five percent of the staff reported that there is an ally training and 25%
reported, “I don’t know.”
Interview. Most of the interview participants know about the UndcuAlly trainings. Monic
said that she invited her professor to attend one of the trainings and her professor did attend.
Monic knows about these trainings but she said, “To be honest, I’m not exactly sure what it is or
what he shows them. I know that he fully explains like our situation and what they can do to help
us. But that is all I know.” On the other hand, Lali who works in the center knows the content of
the trainings:
We cover ... We open up with the myths about becoming a citizen because let's say I
don't have any knowledge about being a Dreamer or undocumented, I'm going to assume
that it's fairly easy to obtain a green card or to obtain citizen. Just pay the fee, get the
lawyer, send the papers, expect it back. That's one of the biggest myths. However, that's
not the reality. You have to wait 10 years, you have to wait 8 years. You have to get
petitions. You have to show so much paper works. We start off with that because we
want to break it down from the very bottom. And that's for the faculty mainly to show
support for the students because the students didn't come her by themselves mainly,
right? They came through the parents and essentially it wasn't their decision to come
here. If it was, maybe they could've done things a bit different. However, we do start with
the myths. We do go on onto what the difference about DACA, the Dreamer, AB540 or
how the students identify themselves, how you should approach students when they
identify themselves, how you should approach students when nobody has identified
themselves and just be open to anybody who comes and ask for support essentially.
It's more like resources, how to be a helpful professor or a helpful asset or person here in
California University to anybody who feels confidence to tell you that they're
undocumented. It covers a lot of things.

Josue and Pablo were the only interview participants that did not know about the trainings.

Dedicated scholarship to support undocumented students.
Survey. Participants reported that there is a dedicated scholarship to support
undocumented students but they are uncertain of its sustainability (M = 3.83 SD = 1.24).
According to a staff participant “the annual amount awarded is 50,000 and the funds are

EVALUATION OF UNDOCUMENTED SERVICES Macias 56
available to any undocumented student regardless of AB 540 or DACA status.” Another staff
reported on the open ended response that there is a scholarship but not many applicants: “The
BIG problem here is not that there aren’t scholarships--there are. Students have to apply [to]
many of them.” Students (n=11) reported (54.55%) that there is a scholarship available for
undocumented students but they do not know how many students receive it or the amount that is
given. One student reported on the open-ended survey question:
“There are few scholarships available for students. There is only one scholarship for
undocumented students that is created here on DH but it is not really well known and for
the most part only 3-5 students who get awarded out of hundreds of undocumented
students that are on campus. Advertisement is needed”

Other students (36.4%) do not know if there is a dedicated scholarship to support undocumented
students. One student survey participant reported, “I heard they wanted to implement this, but I
haven't heard of an actual scholarship.” Another student reported, “Almost impossible to get
scholarships for transfer students or those who aren’t from Mexico.”
Interview. All of the participants were aware of the dedicated scholarship available for
undocumented students. Monic, Lali, Josue, and Pablo all said that they applied for the 2017-18
scholarship, but they learned about the scholarship through Dan. Both Dr. Garcia and Dan told
me more about the scholarship. Here is what Dr. Garcia said:
Yes. We do have a Dreamer scholarship. It's actually grown over the years. The way that
it works is we actually have a partnership with the Mexican Consulate and they donate a
portion every year and then the university matches that amount. The amount has actually
doubled since I've been here so its about $50,000 now that we give every year. It's
awesome because this past year a ton of students got money and the nice thing about it is
that the amounts are decent. It's like $2,000 - $5,0000. It's a nice chunk of money, and for
a place like this where the tuition isn't out of control, that could cover one semester
tuition, it could cover both semesters tuition if you're also getting California Dream Act
and things like that.

The scholarship is available for current CU students, but they are considering expanding the
criteria so that recently admitted high school and community college students can apply too.

EVALUATION OF UNDOCUMENTED SERVICES Macias 57
Institutional data.
Survey. Participants believe that an integrated institutional effort to track enrollment and
other data of undocumented students is currently in development or pilot phase, but the most
common response for participants (69%) answered that they were not equipped to answer this
question. Fifteen percent reported that they “hope they did.” One staff member reported that
they are “beginning to track numbers, mainly through the CA Dream Act applicants, however it
is not an accurate representation of the number of students on campus.”
Interview. All of the students did not know if there is an effort to track institutional data
of undocumented students. All of the students said something along the lines of “I think they do,
probably administration, or I don’t know the exact number but I believe as a campus, we are
working on that.” Dr. Garcia mentioned that CSU system can get estimates based on who
submits the CA DREAM Act, but it is not a representation of all undocumented students. Dr.
Garcia shared with me:
The way that it's calculated not only here but in the CSU, is through California Dream
Act applications. That's how the numbers are counted. The CSU Chancellor's office does
have those numbers. Our numbers here, I don't know the number for this year, but last
year's number was like 550, here. Of California Dream Act applications, so that's what,
we were kind of going based on that number. We suspect the number is probably higher
this year. In terms of numbers of undocumented students for the '16-'17 school year,
because that was '15-'16 school year.

She also mentioned that it is hard to identify students because of FERPA: “The thing that's a
little bit tricky about that data is FERPA.”
Dedicated staff to support undocumented students.
Survey. Participants reported that there is dedicated staff to support undocumented
students but it’s currently in development, pilot phase (M = 3.21 SD = 1.35). The majority of the
participants (n=14, 55%) who answered the guiding questions reported that there is a Dream

EVALUATION OF UNDOCUMENTED SERVICES Macias 58
Center and that their staff focuses on supporting undocumented students on campus. 27% percent
of the participants reported that there is support whenever help is needed but did not reference
the center. Eighteen percent reported other stuff such as “not enough faculty to support bigger
efforts for students to feel safe, or I don’t keep score on this, or not equipped to answer these
questions.
Interview. Dan is the current dedicated staff member to help undocumented students at
CU, and students mentioned him when answering this question. Dr. Garcia said “. . . There is
support on this campus, there's a staff person whose job it is to support the population, there's a
center to go to connect with other people that are obviously other undocumented students, etc.”
Dan said that it would be nice to also have a dedicated person to award the CA Dream Act aside
from the financial aid specialist.”
Awarding the California Dream Act.
Survey. On average participants believe that there is institutionalized efforts to ensure all
qualified students are awarded the California Dream Act, however they are uncertain of its
sustainability (M = 3.92 SD = 1.10). Participants that answered the guiding questions (n = 15)
believe that there are workshops to help students complete their application (33%) and that there
are institutional efforts to educate the staff (33%). Thirteen percent of the student participants
answered this question but confused Dream Act with DACA, because they either reported that
lawyers came to assist them with their application or directly wrote DACA. The remaining
(13%) reported that they did not know or did not feel equipped to answer the guiding questions.
Interview. In general, participants did not have a common response about how the CA
Dream Act is awarded or processed. Two students Josue, and Pablo said that they got help from

EVALUATION OF UNDOCUMENTED SERVICES Macias 59
someone at their community college so they were fairly familiar with the application. Josue did
not have any delays with receiving his financial award. Lali mentioned that,
There are resources. They do put workshops on as well. However, now that we have the
center, a lot of students come in here. I know that for a fact that I came in here before
working here because this is a dedicated center for that and we have made appointments
and had students come in to get resources and help on filling out the application.

Even though there is support to help students file their application the awarding process varies by
student depending on their personal circumstances. Dr. Garcia explained some of the challenges:
I think it varies. I think it varies so much. . . and sometimes things aren't clear and you've
gotta make edits and changes. I think that can sometimes slow the process down, but that's
kind of what we're here for. I can give the director of financial aid on the phone. I can get
the person on the phone who processes the applications. The person who processes the
California Dream Act applications is a trained ally.

Monic and Josue did mention that their financial aid was not rapidly disbursed because they had
to submit supplemental documents. Monic shared:
The first two years were pretty much easy. The money came straight to California
University. Whatever wasn’t covered, I paid for. It wasn’t until last semester when
something happened with my parent’s taxes that they didn’t give me the money. So I did
not have financial aid until this semester, and it was like in the middle of this semester. But
regardless I had to pay for fall and for spring.

Lali was the only participant that was not able to receive any money because her parents did not
file their taxes and she has not submitted the requested supplemental documents.
Internship opportunities.
Survey. Survey Participants believe that internship opportunities for undocumented
students are currently in development (M = 2.92 SD = 1.38). The majority of the participants
(69.23%) reported that they did not know if career services or other campus units facilitate
undocumented students’ pursuit of internships. One participant reported, “Many of the
internships offered at CU do not require for applicants to be a U.S. citizen.” Another survey

EVALUATION OF UNDOCUMENTED SERVICES Macias 60
student participant reported, “In my department, all of the students have to do a series of 3
internships, but I am not aware if they are undocumented students as well.”
Interview. All of the participants know about the career center and they know that they
offer internships. Participants did not know if the career center could help undocumented
students with career-related advice or job placement. Students did visit the center to get help on
their resumes, Josue said “But yes, I have visited that career center here. Like I said to my
department, we have to update our portfolios. I went last semester for my resume, and I went
again this semester for my cover letter and my resume.” Monic also visited the career center to
get help on her resume, I asked her if she did not have DACA would she visit the career center
and she responded, “No. No, because I wouldn’t have my work permit. I wouldn’t know how I
would get legal . . . I wouldn’t know how to get a job legally.”
Graduate/professional school program collaboration.
Survey. Participants believe that CU is currently in development in regards to providing
information for undocumented students interested in graduate or professional school (M = 2.96
SD = 1.27). Fifty-seven percent of the participants (n = 14) reported that they did not know or
did not have sufficient information to answer how many undocumented students are enrolled in
graduate programs or if undocumented students have equitable resources to succeed in graduate
school. While 43% of all undergraduate students reported that there is some sort of support for
undocumented students interested in getting an advanced degree. For example, someone wrote,
“There is a bunch” meaning there are many undocumented students in graduate school. Someone
else reported the workshop conducted by the Dreamers Center informing undocumented students
about graduate school.

EVALUATION OF UNDOCUMENTED SERVICES Macias 61
Interview. Participants gave mixed responses about support for graduate school or
professional school support. Lali mentioned that her mentor, “Amy [inaudible 00:31:25] the one
that was helping me since freshmen year. She is currently now enrolled into graduate school. She
is working on that now [at CU]. Josue said that professors have encouraged him to go to graduate
school but he responds, “Well yeah, I do think about it, but I don't know exactly what I want to
do. Let me get my bachelor's first and then-” Dan did mention that they hosted an
UndocuGraduate event to informed undocumented students about the process to apply to
graduate school, but he is not aware of the number of undocumented students enrolled in
graduate programs at CU.
Connecting to supportive community organizations.
Survey. Participants reported that CU is currently developing its relationships with
community partnerships (M = 2.75 SD = 1.36). 67% of the participants (n=12) do not know if the
university has community based partnerships or how many undocumented students are
benefiting from these partnerships. 33% of the participants reported that there are community
partnerships that have facilitated “Know your rights workshops” or DACA renewal workshops.
A staff participant indicated that there are “3 or 4 community based partnerships.”
Interview. Students mentioned that they did not know if CU had connections with
supportive community organizations but they all mentioned events were DC partnered with a
community organization. For example, Lali said, “I believe so. I want to say we do because we
bring a lot of people to be guest speakers and do have the networks going on.” Josue said, “Well,
through the Dream Center, they recently had a DACA renewal clinic” Monic referenced the
same event. Dr. Garcia and Dan were able to reference their community partnerships Dan said:
Yes, locally around the area specifically in long beach, close proximity to Cal State Long
Beach share many of the other community resources they be utilizing whether they be

EVALUATION OF UNDOCUMENTED SERVICES Macias 62
long beach immigrant rights coalition, the Filipino migrant center in long beach for
example and also the ones in the south bay region whether they be Loyola justice clinic
immigrant justice clinic and of course you have the ACLU and CHIRLA. We have
community organizations resources that we reach out to in terms of legal support and any
kind of scholarship support they can provide whether that be DACA renewal the fees to
pay or pro-bono low cost attorney representation.

It seems that the community partnerships need to be more visible for students to utilize them.

Mental/Emotional Support.
Survey. Participants believe that CU has institutionalized culturally
counseling/psychological services on campus for undocumented students, but are uncertain of its
sustainability (M = 3.63 SD = 1.821). Most of the participants (46.20%, n= 13) reported that they
did not know how many current counselors and mental health providers have been trained to
support undocumented students. 39% of the participants reported that they are aware of current
counselors and mental health providers available to help undocumented students. One student
participant reported, “My psychologist was informed.” Another student participant reported,
“Psychological services are available on campus for undocumented students. I believe our
campus has one psychologist dedicated to serve undocumented students.” In general, staff
reported that there is supported staff but the numbers ranged from 2 to 4 psychological services
professionals. One staff participant reported, “Our campus needs more full time counselors that
can help with emotional, interpersonal, and mental health. This is a challenge.”
Interview. Three participants said that there are dedicated mental/emotional health
providera, one participant mentioned that he has spoken with a dedicated psychologist. Lali said:
We do have here at the student health center, we have a psychologist and they do come to
our meetings as well, to our monthly meetings for the staff and this past meeting, they did
mention that they are putting sessions just for undocumented students. Because as you
know with this times in our political spectrum, it's very ... There's a lot of pressure and
having to pay for school, having to renew with DACA, the lawyers, the fees and all that
stuff besides school, finals and work. So they do know that it is a pressure for us and I
know for a fact that they do have resources for us, just for us.

EVALUATION OF UNDOCUMENTED SERVICES Macias 63
Dr. Garcia mentioned, “There are four counselors from the student health and psychological
services have gone to the training and are trained allies. Two of them come regularly to our
meetings.” The other three interview said that they did not know if there was a dedicated staff.
Comprehensive
Comprehensive practices are those integrated into the structure and fabric of the
institution (Jodaitis, et al, 2016). I evaluated six different comprehensive practices, and the
majority are currently in development or pilot phase: 1) Undocumented student orientation, 2)
undocumented student programing, 3) regional network, 4) open or targeted funding, and 5)
innovative problem-solving. The only institutionalized comprehensive practice is the Dreamers
Center (DC) which opened in fall 2016. Table 5 summarizes the survey data.
Undocumented student orientation.
Survey. Participants reported that a new student orientation for undocumented students is
currently in development (M = 3.21 SD = 1.47). Thirty-eight percent of the participants (n=16)
reported that they are not aware of a new student orientation, or that “we need this orientation.”
Thirty-one percent reported that CU had its first undocumented student orientation this year. The
remaining of the participants (31%) raised different concerns about transfer students or reported
that general new student orientation dates are not accessible to students.
Interview. Dr. Garcia and Dan both expressed that they had their first new student
orientation for undocumented students in the 2016 spring semester. Dan said:
Yes we are happy to let you know that we had our first undocumented student info
session newly admitted students in the last week of February right before the march 2nd
deadline. we decided to do it right before march 2nd because we wanted to reach as many
students as possible who have not completed the California Dream Act they are eligible
for to come in on the weekend on a Saturday to go through the workshops here of all the
services and folks that come through and support undocumented students. . .We had
attendance of around 80 students that registered or rsvp and 50 attended and we went
around the services that the dream center will hopefully provide in the future of what we

EVALUATION OF UNDOCUMENTED SERVICES Macias 64
already offer right now but ultimately our idea was to see if the students had any last
minute questions of finishing the application and what California University has to offer.
That is one way in terms of what the institution will going to continue to expand the next
year but we are looking forward to this summer with NSO which is the new student
orientations and the new tabling and kind of events for new students coming in whether
they be transfer students or first year students and let them know about the services but
not just undocumented students but to give all students coming to know that at least
where the center is located and how can they help in their efforts to bringing disability
and fighting for human rights.
Students did not know about the new efforts but they mention that during their new student
orientation there were dedicated workshops to inform them about support available to them.
Undocumented student program.
Survey. Undocumented student, holistic support program with dedicated staff that
provides direct services across personal, academic, professional needs of undocumented students
are currently in development (M = 3.00 SD = 1.32). Most participants (n=13, 54%) reported that
they did not know what is the staff to student ratio or what are the programing and direct
resource allocations per students. Other participants (38%) reference the Dreamers Center and its
current staff as the direct undocumented student program support.
Interview. The only student knowledgeable about undocumented student programs was
Lali, as she stated, “Center hosted a lot of evens this semester including an Undocu-graduation
ceremony.” The other students said “just the center.” Dan described some of their events, but
they are all fairly new to the campus such as an ice-cream social, Undocu-Graduate event,
DACA renewal clinic, and an Undocu-graduation celebration.

EVALUATION OF UNDOCUMENTED SERVICES Macias 65
Table 5: Comprehensive Survey Responses

EVALUATION OF UNDOCUMENTED SERVICES Macias 66
Resource center.
Survey. Participants believe that there is an institutionalized accessible, welcoming space
on campus for undocumented students but are unsure of its sustainability (M = 4.04 SD = 1.33).
The majority of the participants (n= 16, 81%) referenced the Dreamers Center which is located in
the lower level of the student union. These participants reported that its location is accessible, but
that it is “kind of small.” One undergraduate student expressed “In the student union, I feel
welcomed and I can always count on them for answers. Even if they don’t have an answer for
me, they will somehow get an answer.” Thirteen percent of the participants, all undergraduate
students, wrote that there is not a resource center. The remaining 6% did not have an applicable
response to the guiding questions.
Interview. All of the interview participants knew about the new Dreamers Center. The
common theme was that the center needs more visibility because of its hidden location. The
common issues were “it is on the ground floor, “it is in the basement, in the corner kind of
hidden”, and “some people don’t know where it is.” Lali felt that “it's a perfect location because
right outside the center, we have that mural of diversity . . . and it is near food.” Participants also
mentioned that it was a bit small, but that it was good for now. Dr. Garcia mentioned funding for
the center’s coordinator is currently a onetime funding but they anticipate its renewal.
Regional network of institutions.
Survey. Currently, institutional representatives are developing regional networks of
institutions focused on enhancing services and support for undocumented students (M = 2.96 SD
= 1.55). Fifty-five percent (n=11) reported that here are institutional representatives participating
in a regional network, but they are unaware of who the members are, or of its success. A staff
participant reported, “Dreamers Resource Center collaborative consists of coordinators from

EVALUATION OF UNDOCUMENTED SERVICES Macias 67
local campuses but sustainability is difficult because many members of the group are Dreamers
themselves.” A student participant reported, “I receive email updates from undocumented
student coordinators at various campuses.” Other participants (36%) reported that they are not
aware of a regional network or did not feel equipped to answer the guiding questions.
Interview. Dan Dr. Garcia and Lali were the only ones aware of a regional network with
the local CSU’s. Dr. Garcia and Lali knew that Dan attends the meetings and this is what he had
to say:
I am currently in a network with other dream center coordinators specifically in the SoCal
region but there is a network called the dreamers resource coordinators coalition. And we
keep in contact via email and phone and occasionally via weekend meetings. We meet
once a month as well on the weekend. And discuss the best practices and update each
institution are respective institutions are doing in terms of support services, legal support,
policies in place, policies that actually wanted to be written in terms of institution and
how to protect our undocumented students. Yes. And beyond that participate along with
united we dream network, California dream network and other various organizations that
actually promote and provide services for the undocumented immigrant community.
Pablo also mentioned that there is a student network within the local CSU’s.
Targeted open funding.
Survey. Fundraising efforts and partnerships with institutional development offices, or
external foundations to provide additional sources of financial support for undocumented
students is currently in development (M = 2.79, SD = 1.50). The majority of the participants
(n=12, 75%) reported that they did not know if the campus has dedicated fundraising capacity
specifically for undocumented students support. Sixteen percent reported “yes” or “we need
more fundraising for students.”
Interview. All of the interview participants mentioned that there is no dedicated funding
to support undocumented student programs or services at CU. Dr. Garcia shared a few of their
ideas:

EVALUATION OF UNDOCUMENTED SERVICES Macias 68
Not at this point, but I think one of the things that we have talked about is, and we just, I
feel like we just have to do the leg work for it, is creating a donate here kind of button on
the website and then having a PayPal or a venmo or something and having it go into an
account here on the campus that people can donate to and then we could say, "this is what
these monies would be for". To cover the cost for document renewals, or to cover the cost
for applications, other applications, or for scholarships, or what ever the case is, to help
support services for undocumented students, but we're not quite there yet.

Innovative problem-solving.
Survey. Participants believe that CU is developing to become a flexible campus, creative
and courageous in the way they address roadblocks, challenges for students (M = 3.04 SD =
1.33). Participants (n=11, 63%) did not know or didn’t feel equipped to answer if the campus
has identified institutional, policy and structural barriers that are detrimental to undocumented
student success. One student participant said, “Mcnair does not accept undocumented students,
and no legal experts on campus.” Another student participant reported, “CU has partnered with
legal experts on immigration and education policies, these services are made accessible to
students.” One staff participant wrote, “Yes, mostly in financial aid and admissions. The
members of the Ally Coalition are most reliable experts. We also have legal expert allies on and
off campus that we utilize as a resource.”
Interview. Dr. Garcia, Dan, Lali and Pablo believe that CU is innovative when it comes to
solving problems. Lali shared a personal experience of the campus being innovative:
So it was family issues and my studies that didn't help me focus in finals in school... But I
did reach out for help and they did help me. That's when I was told to go to the resources
that they have at the health center and they also helped me apply for a scholarship here
through the university that is open to anybody with a change of lifestyle, I guess. Because
of the family situation, me worrying about money and working because I didn't have the
support of my parents anymore, that really made a big impact in my financial status.
They helped me out with applying for that scholarship. It went through the committee.
They helped me out. I ended up receiving the award as well and I got the support of that
through my academics.

EVALUATION OF UNDOCUMENTED SERVICES Macias 69
Pablo provided an example of a student whose father was detained . . . “but a student here, her
dad got detained . . . but she came here, to Dan, for help because her dad got detained and now
he's in a center waiting to see a judge and waiting for his hearing.” Pablo believes that the
campus is innovative because of the current political climate.
Summary. Overall the results indicate that the majority of the practices evaluated are
currently in development or in the pilot phase. These results provide a framework that can help
guide the work of institutional leaders, staff, faculty, and administrators as they continue to
create a supportive environment or undocumented students. The university has supportive faculty
and staff but needs to promote it more to students. There needs to be more transparency of what
is in development so that students know what practices or services to look for.

EVALUATION OF UNDOCUMENTED SERVICES Macias 70
Chapter Five: Conclusion
The purpose of this study was to assess the level of support currently available to
undocumented students at California University. I utilized the UndocuCollege Guide and Equity
Tool designed for universities to assess the level of support currently present at their institution
for undocumented students to guide the study (Jodaitis, Arreola, Canedo & Southern, 2016).
Through this mixed method study, I considered the following questions: How has CU
institutionalized undocumented student support services? What are the current practices at CU
in the foundational, emerging, or institutionalized level and how might those practices become
sustainable? The main findings were that there are a few institutionalized practices but it is
unclear if these practices are sustainable. The institutionalized but unsecure sustainability
practices are supportive faculty and staff, a dedicated website, and printed/visual materials in
support of undocumented students. Emerging institutionalized practices consist of a dedicated
scholarship, an undocumented student task force, as well as mental and emotional support.
The only institutionalized comprehensive practice is the Dreamers Center, but its sustainability is
also unsure because of funding. In this final concluding chapter I focus on providing
recommendations for practice and further research.
Implications for Practice
Increase visibility of work being done to improve services. Students, staff, faculty,
and administrators at California University have done transformative work to improve support
and services for undocumented students as all of the practices proposed are present. The
following are recommendations based on the feedback given during the interviews and on
previous research. First, supportive faculty and staff are the foundation to institutionalized
practices and support. After the interview with Dr. Garcia and Dan, it became clear that there are

EVALUATION OF UNDOCUMENTED SERVICES Macias 71
over 40 trained Undocu Allies and an active undocumented student task force. However, it is
crucial to increase the visibility of supportive staff. Dr. Garcia, Dan, and Lali were the only ones
aware of the campus specific decal given to those that complete the ally training. I recommend to
ask faculty to include the decal on their syllabus with a quick description of its meaning so that
more students can become familiar.
Dr. Garcia mentioned a dedicated campaign to promote the decal, and I agree that this
campaign needs to be a campus wide campaign. For example, posters and flyers can be placed
around campus with the decal and a brief description of what it signifies. This decal can also be
on all of the documents/flyers developed by the DC or any program gear to undocumented
students. Pablo, a student recommended a campus wide newsletter that is automatically sent to
all CU students. Pablo reported that there is a newsletter for undocumented students but it is
based on subscription. I recommend sending a monthly message to the general student
population with links to the center and newsletter so that more students are aware of the
supportive staff and services available.
New student orientation and printed materials. During the interviews most of the
students reported that they had issues with the AB 540 affidavit, the document that grants them
in state tuition. This recommendation combines the printed informational materials, the website,
new student orientation, and institutional data. It is challenging for the institution to identify
undocumented students before they begin the first day at CU because if students file their
application incorrectly, their residency status will not be accurately recorded. A reach solution is
to edit the language on the admission application making it clearer for high school seniors and
transfer students to comprehend. Another recommendation is to include the AB 540 affidavit or

EVALUATION OF UNDOCUMENTED SERVICES Macias 72
the residency questionnaire on the student’s portal as a “To do” item in addition to the email
notification that students receive.
In February 2017, DC had the first orientation for undocumented students, which is
strategically planned before the CA Dream Act March 2nd deadline. This orientation is key to
inform students about all of the documents that they have to submit. To promote the orientation,
I suggest collaborating with the feeder high schools and nearby community colleges so that there
could be a bridge with counselors and the DC center. I also recommend collaborating with the
outreach and orientation department on campus so that they can give visibility to the support
services on campus. The to do bookmark size handout that Dr. Garcia reported should be handed
to all new students in their welcome package. The website is a great source for everyone;
however, not many students know that there is a dedicated campus website for undocumented
students.
Sustainability of the Dreamers Center. The opening of the Dream Center is a major
accomplishment that positively shapes the experiences of undocumented students at California
University. All of the students that participated in the interview referred to the center as a safe
space with a dedicated staff member who has had a positive impact on them in short time. When
I asked students about their experiences prior to the center, they could not recall any
undocumented student programing or did not know about the dedicated scholarship. Given its
success in short time, it is important to make the center more sustainable.
To make the center institutionalize and sustainable it needs dedicated base-line funding
from the institution. Funding needs to be sufficient for a full-time coordinator, adviser, part-time
student assistance, and for workshop and supplies. The Dreamers Center is a visible support for
current and perspective students. However, as the center becomes more sustainable it is

EVALUATION OF UNDOCUMENTED SERVICES Macias 73
important for it not to become the hub for all undocumented related problems, as the entire
institution should be prepared to serve all of its students. The ally training will continue to help
the institution to better serve its undocumented students.
Implications for Research
This study sought to evaluate CU, and after hearing from students and staff, I realized
that there is not enough transparency. Future researchers should conduct a comparative study to
compare the student perspective of current services available to undocumented students to the
staff, faculty and administrator perspective. Students come and go so often times they do not get
to see the fruit of their activism if they were active on campus collaborating with the task force.
It will be beneficial to see if there is a difference in perspective because it can inform the work of
practitioners.
Researchers can also evaluate other CSU campuses and do a comparative study between
campuses. Evaluation of multiple CSU’s can develop a common framework across campuses
and provide practitioners with specific best practices to share and discuss in the regional network
currently present within the local CSU’s.
Next Steps
In chapter two, I discussed the fluidity of the complex identities that undocumented
students adapted, such as AB 540 student, Dreamers, DACAmented and undocumented. It is
important to always ask a student to self-identify because 19 survey participants reported to be
undocumented (including DACA beneficiary, expired work or student visa, or are under review)
when asked about their immigration status. When asked to select all of their ascribed identities
the majority identified as DREAMers (13), 12 self-identified as undocumented, 11 as AB-540,
and 8 as DACAmanted. During the interviews when students had the ability to elaborate on how

EVALUATION OF UNDOCUMENTED SERVICES Macias 74
they self-identify they all mentioned different terms based on their experiences. For example,
Monic felt most comfortable with calling herself undocumented because she feels that it is an
easy term that many will understand. Lali also identifies as undocumented but she mostly relates
with being an activist for DREAMers. Now that she is working for the center and has gained
more understanding of the different policies and legislations she feels that it is he duty to help
inform others and to help them navigate the educational system as undocumented. Opposite to
Monic and Lali, Pablo does not like to utilize any of those terms but wants to be seen as the
human that he is and not as a policy or any different than his peers.
As practitioners and allies, it is important to allow students to self-identify with the term
that they feel most comfortable with. We also need to recognize that not every undocumented
student is an activist, as they are all in different developmental stages making sense of their own
identity. Help and support students as they begin to navigate these complex identities, challenge
and support them to understand their identity as part of a larger immigration system. Allow
students to find their own voice, help them develop their stories, and empower them to become
self-advocates because they will graduate and will have to navigate the “real world.”
Conclusion
The purpose of this Master thesis was to evaluate the services and the work that
California University is doing to serve its undocumented students. The goal was to shed light on
institutional practices that can positively shape the experiences of undocumented students. The
evaluated practices are a variety of innovative and inspirational practices that are used
throughout California colleges and universities to support undocumented student success
(Jodaitis, et. al, 2016).

EVALUATION OF UNDOCUMENTED SERVICES Macias 75
California University has the second highest proportion of undocumented students in the
CSU system (UndocStudent Allies Training_USAC, July 25, 2016) and opened its Dreamers
Center in the fall semester of 2016. Even though the center is fairly new, the campus has a long
history of individual and collective efforts to reduce institutional roadblocks and to improve the
campus climate for undocumented students. Overall, all of the practices evaluated were present
in the campus and many were in development getting closer to integration into the structures and
fabric of the institution.

EVALUATION OF UNDOCUMENTED SERVICES Macias 76
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EVALUATION OF UNDOCUMENTED SERVICES Macias 79
APPENDIX A
RECRUITMENT FLYER

EVALUATION OF UNDOCUMENTED SERVICES Macias 80
APPENDIX B
Informed Consent for Non-Medical Research

University of Southern California
(USC Rossier School of Education, 3470 Trousdale Pkwy, Los Angeles, CA 90089)

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

Evaluation of Undocumented Students Support Services
You are invited to participate in a research study conducted by Carmen Macias, the principal
investigator and a graduate student in the Masters of Educational Counseling program at USC
Rossier School of Education. Dr. Kristan Venegas is my Faculty Advisor at USC. We seek to
evaluate the services and the work that California University is doing to serve undocumented
students. We would like to hear from students, faculty, and staff at CU to shed light on
institutional practices that can positively shape the experiences of undocumented students at CU.
Your participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether to participate. Please take as much time
as you need to read the consent form. You may also decide to discuss participation with your
family or friends. If you decide to participate, you will be asked to sign this form. You will be
given a copy of this form.

To participate in this study, you agree to complete this survey that measures the level of support
currently present at CU for undocumented students. In order to qualify, you must meet the
eligibility criteria listed below:
If you are a student:
1. Be between the ages of 18 and 30,
2. Identify as an undocumented, AB-540, DREAmer, DACAmented, ally, and
3. Be enrolled as an undergraduate student at CU

If you are a staff or faculty at CU:
1. Identify as an ally or supporter of undocumented students

PURPOSE OF THE STUDY
The purpose of this study to evaluate and analyze the level of support currently present at
California University for undocumented students.
STUDY PROCEDURES
Survey:

EVALUATION OF UNDOCUMENTED SERVICES Macias 81
If you volunteer to participate in this study, you will be asked to complete an online survey that
will take approximately 30-45 minutes to complete. The survey captures the existence of
practices and current level of sustainability for each practice. For example, what informational
materials, visual images, website, undocumented student clubs, recognition of non-Latino
communities, and supportive faculty and staff are present and sustainable at CU? The answers
will consist of a scale with the following range:1) not present, 2) considered: no action, 3) in
development: pilot phase, 4) institutionalized, 5) not sustainable, and 6) sustainable.

Interview:
At the end of the survey you will be asked if you are interested in participating in an interview
that will take approximately 60 minutes to complete. The survey and the interview responses will
not be linked, if you select yes, there will be a separate questionnaire that pops up asking you to
provide your contact information, such as email and phone number. If you select no, you will
not be asked for this information.

If you agree to participate in an interview, you will be audio-recorded. If you wish to participate
in the interview but do not wish to be recorded you can still participate. The interview will be
held at CU and it will take about an hour to complete. The interview questions will be the same
as the survey questions.

POTENTIAL RISKS AND DISCOMFORTS
Survey: Participation in this research is completely confidential. We do not ask you to provide
identifying information. Because we will not be collecting identifiable information, there are no
risks, beyond those in ordinary life.

Interview: Participation in the interview is completely confidential. Your contact information will
not be shared with anyone. You can refuse to answer any question during the interview.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no direct benefits to your participation in this study; however your participation may
help the researchers learn more about the practices and services available to undocumented
students at California University. This findings can shed light on institutional practices that can
positively shape the experiences of undocumented students at CU.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted. However, if we are
required to do so, we will disclose confidential information about you. The members of the
research team and the University of Southern California’s Human Subjects Protection Program
(HSPP) may access the data. The HSPP reviews and monitors research studies to protect the rights
and welfare of research subjects.

EVALUATION OF UNDOCUMENTED SERVICES Macias 82
The only identifier that will be collected is email addresses, if you decide that you want to do the
interview. The email address will not be linked to survey or interview responses, but only used to
set up the interview, and then destroyed once the interview is completed.

At the completion of the study, direct identifiers will be destroyed. All data recorded will be
kept secure in the principal investigator’s laptop. The laptop and the documents will be password
protected. The audio recording will be conducted through the principal investigator’s laptop and
will not be shared to anyone; the researcher will not ask any identifiable information during the
interview.

If you decide to participate in the interview then you have the rights to read the audio transcript
and edit anything that you would like to be omitted. During the interview the participant can use a
pseudonym name to protect your identity.

The de-identified data will be stored on a password protected the researchers’ laptop for three years
after the study has been completed and then destroyed.

The results of this research may be made public, shared with participating sites and quoted in
professional journals and meetings, but results from this study will only be reported as a group
such that no individual respondents can be identified. No identifiable information will be included.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your decision not to participate will not involve any penalty or
loss of benefits to which you are otherwise entitled. You may withdraw your consent at any time
and discontinue participation without penalty. You are not waiving any legal claims, rights or
remedies because of your participation in this research study.

Alternative to Participation
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact
Principal investigator: Carmen Macias by email: maciasli@usc.edu or Faculty Sponsor: Dr.
Venegas by email: kristanv@usc.edu

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board

EVALUATION OF UNDOCUMENTED SERVICES Macias 83
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

Consent of PARTICIPANT
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction.
● Yes, I volunteer of my own free will to participate in this research study.
● No, I do not give my consent to participate.

EVALUATION OF UNDOCUMENTED SERVICES Macias 84
APPENDIX C
Survey Protocol
Adapted from (Jodaitis, Arreola, Canedo & Southern, 2016)
Introduction:
The purpose of this survey to hear from students, staff, faculty, and administrators’ perspectives
on the level of support currently present for undocumented students
At CU.
The answer you give will be kept private and CONFIDENTIAL. It cannot be linked to your
identity.
There are no right or wrong answers in this survey.
If you are not comfortable answering a question, you may skip it.
The survey will take about 30-45 minutes to compete.
Thank you so much for sharing your perspective with us.

1. With what group do you identify?
○ Asian
○ Black/African American
○ Hispanic/Latino(a)
○ White
○ Native American
○ Pacific Islander
○ Other: (Please specify)________________________________

2. What is your gender identity?
○ Male
○ Female
○ Transgender
○ Other: (please specify)
○ Decline to state

3. Select the option that best describes your connection to CU
○ Undergraduate Student [Go to Q5]
○ Undergraduate Transfer Student [Go to Q5]
○ Faculty [Go to Q17-20]
○ Administrator [Go to Q17-20]
○ Professional Staff [Go to Q17-20]
○ Other [Go to Q21]

4. Which of the following best describes your current immigration status? Check one:
○ Other: (please specify)
○ Undocumented Status (including DACA, Expired Work or Student Visa, Under Review)

EVALUATION OF UNDOCUMENTED SERVICES Macias 85
○ Permanent Legal Status (U.S. Citizen or U.S. Resident)
○ Refugee/Asylee
○ Temporary Status (e.g., Work or Student Visa)

5. What is your enrollment status?
○ Not currently enrolled
○ Full-Time [Go to Q8]
○ Part-Time [Go to Q7]

6. (If part-time) What is the most important reason that you are enrolled part-time?
○ I have to work full-time to support myself.
○ I have to work full time to support my family or others.
○ I do not have access to financial aid.
○ I could not get into the classes that I wanted or needed.
○ Other: (Please explain)

7. Is CU the first college you attended?
○ Yes [Go to Q]
○ No, I transferred from a four-year college [Go to Q9/10]
○ No, I transferred from a two-year college [Go to Q9/10]

8. (If transferred) How many colleges have you attended prior to your current one?

9. (If transferred) What is the MOST important reason that you transferred from your last
college?
○ There is a stronger community for undocumented students
○ I is admitted into a four-year university
○ It is more affordable.
○ The location is more convenient.
○ Other: (Please specify)

10. Since you started college, have you stayed continuously enrolled?
○ Yes [Go to Q14]
○ No [Go to Q12-Q13]

11. (If No) How many terms have you taken off?
12. What is the MOST important reason you took time out of college? Check one:
○ I changed my career plans
○ I wasn’t doing as well academically as I expected.
○ I felt like I didn’t “fit in” at my college.

EVALUATION OF UNDOCUMENTED SERVICES Macias 86
○ I had family responsibilities.
○ I had financial difficulties.
○ Other: (Please specify)
13. What is your class standing?
○ Freshman
○ Sophomore
○ Jr.
○ Senior
○ Other:
14. What is your Major? Please write “undeclared” if you have not selected a major
15. How do you self-identify? Check all that apply to you: [Q18-39)
○ Undocumented
○ AB-540
○ DREAMER
○ DACAmented
○ Ally
○ Other:
16. Name of Department or Division:
17. Have you attended a USAC Ally Training
○ Yes
○ No
○ Other:
18. Are you a Certified Ally
○ Yes
○ No
○ Other:
19. Are you a member of the Undocumented Student Allies Coalition
○ Yes
○ No
○ Other:

Equity Tool

Please answer each question to the best of your ability. Below you will find a breakdown of the
scale:
● Not Present
● Consideration, No Action: Individuals, group and/or institution have considered this
practice but have not taken action to operationalize.
● In Development/ Pilot Phase: This practice is currently being built or executed for the first
time.

EVALUATION OF UNDOCUMENTED SERVICES Macias 87
● Institutionalized: This practice is officially recognize and operationalized by the institution.
● Not Sustainable: This practice has to be revisited on an annual basis in order to assess its
contribution.
● Sustainable: This practice has a multi-year institutional commitment.

FOUNDATIONAL: THESE ARE EFFECTIVE PRACTICES THAT A DEDICATED
INDIVIDUAL INSTITUTIONAL LEADER CAN ACCOMPLISH INDEPENDENTLY.

20. Informational material: Print and online materials, informed by students and family needs,
are readily available and constantly updated
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Are materials made accessible to current students, prospective students and/or community
organizations?________

21. Visual Images: Individuals and campus offices have visual displays (e.g., stickers, posters)
indicating they are supportive spaces for undocumented students
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: Is the visual school specific? How many allies have posted these types of materials?

22. Undocumented Student Clubs: Undocumented students and student allies participate in groups
to establish community connections and organize advocacy efforts.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding question: What is the level of involvement and influence of the student group(s)
regarding institutional decisions affecting undocumented students on campus?

EVALUATION OF UNDOCUMENTED SERVICES Macias 88
23. Website: Online portal for current and prospective students provides guidance on issues
including the California Dream Act and available financial aid, DACA, immigration policy reform
activity, and undocumented students’ rights.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: Is it a university or third-party website? Is it updated regularly? Does it
serve as the central knowledge based for undocumented student issues on campus?

24. Recognition of Non-Latino Communities: Services are inclusive of undocumented students
across racial/ethnic backgrounds. In addition to racial, ethnic and national identities, we encourage
you to be aware of and provide support for all other intersectional identities
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: Are your materials, images and staffing representative of the
undocumented youth population of the state of CA? What student population is often used to
represent undocumented students in general on campus?

25. Supportive Faculty and Staff: Faculty and staff allies understand how to advise, mentor, and
empower students, as well as leverage institutional resources, to successfully navigate the transition
to and challenges through college.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: Which faculty and staff have worked and/or are working with
undocumented students? How many supportive staff and faculty do you have on your campus?
How are these staff members being identi ed to students and the institution? What sources of
knowledge have staff utilized to learn about undocumented student experiences, needs, and
resources?

EVALUATION OF UNDOCUMENTED SERVICES Macias 89
EMERGING: THESE ARE EFFECTIVE PRACTICES THAT REQUIRE
COOPERATION, COORDINATION AND COLLABORATION WITH OTHER
INSTITUTIONAL LEADERS

26. Undocumented Student Task Force: Faculty, staff, students, and other campus and community
leaders participate as part of a task force to identify challenges and propose solutions to increase
access and improve equitable opportunities for student success.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How much influence does the task force have on campus wide decisions,
policies, and resource allocation?

27. UndocuAlly Training: On-campus trainings that cover federal and state laws, on & off campus
resources available, and engage holistic student experiences.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How many allies are trained each year? Are trainings going beyond
information gathering, to speci c ways that allies can improve the climate on their campus for
undocumented students?
28. Dedicated Scholarship to Support Undocumented Students: Institution awards significant
scholarships to a broad number of students based on financial need and academic excellence.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How many of the total undocumented students on your campus are being
awarded scholarships and what is the average scholarship amount? Are these scholarships
available to Non-AB 540 and Non-DACA students?

EVALUATION OF UNDOCUMENTED SERVICES Macias 90
29. Institutional Data: Integrated institutional effort tracks enrollment, academic, personal, and
financial aid data of undocumented students in systemic ways that also protect individual students’
privacy.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: Are you able to report the total amount of undocumented students on
your campus? Does this number capture Non-AB 540 students? Can you report undocumented
student usage of campus services, utilization of resources, and performance?

30. Dedicated Staff to Support Undocumented Students: staff, faculty, and/or administrators who
have responsibilities for this student population as part of their job description.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: What percentage of total staff time is dedicated to direct undocumented
student support? Are these responsibilities aligned with total work day/week time, or is the time
in addition to? Is the staff support growing proportionately with student demand?

31. Awarding the California Dream Act: Coordinated efforts across admissions, financial aid, IT
services, etc. ensure familiarity with California Dream Act criteria. Proactive efforts are mobilized
to ensure all qualified students are awarded.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How does the institution educate your staff and students about the
California Dream Act? Is this knowledge held institutionally or is it being provided by a specific
staff member? What are your CA Dream Act application, award, and disbursement rates?

32. Internship Opportunities: Career Services or other campus units facilitate undocumented
students’ pursuit of internships that bene t their professional development. Internships may be
offered on-campus or with local organizations and businesses.
○ Not Present

EVALUATION OF UNDOCUMENTED SERVICES Macias 91
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How many undocumented students receive internships on an annual basis? Have
you made sure that all eligible campus internships are available to undocumented students?

33. Graduate/Professional School Program Collaboration: Graduate student-serving staff and
faculty are well informed and have relevant informational materials readily available for
undocumented students interested in graduate and professional school.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: Do you know how many undocumented students are in your graduate
and professional programs? Do your undocumented students have equitable resources to succeed
in these graduate and professional programs?

34. Connecting to Supportive Community Organizations: Strong partnerships with off- campus
organizations - including nonprofit and legal aid centers, advocacy groups, and faith-based
institutions -enable students to access needed resources and support from the broader
local/regional community.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding Questions: How many community-based partnerships does your university currently
have? How many of the total undocumented student population are bene ting from these
partnerships?

35. Mental/Emotional Support: On-campus counseling/psychological services professionals are
trained in culturally competent practices to address the holistic wellness needs of undocumented
young people. In addition to psychological services, the university invites a wide spectrum of
healing practices.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase

EVALUATION OF UNDOCUMENTED SERVICES Macias 92
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: How many of your current counselor and mental health providers have
been trained to support undocumented students? What support and resource are you providing
beyond the allocated number of counseling sessions?

COMPREHENSIVE: THESE EFFECTIVE PRACTICES ARE EMBEDDED INTO THE
FABRIC OF THE INSTITUTION AND ARE NOT AT RISK OF ELIMINATION,
REGARDLESS OF STAFF OR STUDENT TURNOVER.

36. Undocumented Student Orientation: New student orientation for undocumented facilitate
a smoother entry into college life and promote academic success by addressing potential
enrollment roadblocks, building community among students, and connecting them with faculty
and staff allies on campus
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding question: Is this orientation accessible in terms of cost, time and location for
maximum participation? How many people participate and matriculate to the university? Is the
orientation a part of the larger orientation or a stand alone event?

37. Undocumented Student Program: Holistic support program with dedicated staff that providers
direct services across personal, academic, professional needs of undocumented students.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: What is the staff to student ratio? What are the programming and direct
resource allocation per student?

38. Resource Center: Accessible, welcoming space on campus houses programs and staff dedicated
to undocumented students’ success.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability

EVALUATION OF UNDOCUMENTED SERVICES Macias 93
○ Institutionalized, Sustainable
○ Guiding question: Where is the center located? How accessible is this location? What is the
square footage for dedicated space?

39. Regional Networks of Institutions: Institutional representatives participate in regular
convening(s) focused on enhancing services and support for undocumented students.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: Who are the members in your network? Are they working toward
collective solutions to institutional problems and have you been successful? Is the network
within your system or across systems?

40. Targeted/Open Funding: Fundraising efforts in partnership with institutional development
offices or external foundations provide additional sources of financial support for undocumented
students.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable
○ Guiding questions: Does your campus you have dedicated fundraising capacity specifically
for undocumented students support? Are there processes are in place for donors interested in
targeting gifts toward supporting undocumented students to make direct contributions toward
this cause? What percentage of your total undocumented students support budget depends on
external fundraising?

41. Innovative Problem-Solving: Campuses are flexible, creative and courageous in the way they
address roadblocks, challenges and opposition to support for undocumented students within federal
and state legal parameters.
○ Not Present
○ Considered, No Action
○ In Development/ Pilot phase
○ Institutionalized, Uncertain Sustainability
○ Institutionalized, Sustainable

EVALUATION OF UNDOCUMENTED SERVICES Macias 94
○ Guiding questions: Have you identified the institutional, policy and structural barriers that
are detrimental to undocumented student success? Does your campus have an accessible legal
expert on immigration and education policies?

42. Would you be interested in participating in an in person interview? The interview will utilize
the survey’s guiding questions to hear more in depth information about your perspective.
○ Yes [Q44]
○ No
43. What is your email address?

Thank you for your participation!

EVALUATION OF UNDOCUMENTED SERVICES Macias 95
APPENDIX D
INTERVIEW PROTOCOL
Adapted from (Jodaitis, Arreola, Canedo & Southern, 2016)
Introduction:
The purpose of this interview is to hear from students, staff, faculty, and administrators’
perspectives on the level of support currently present for undocumented students
At CU.

The answer you give will be kept private and CONFIDENTIAL. It cannot be linked to your
identity.

1. With what group do you identify?
2. What is your gender identity?
3. Select the option that best describes your connection to CU
○ Undergraduate Student [Go to Q5]
○ Undergraduate Transfer Student [Go to Q5]
○ Faculty [Go to Q17-20]
○ Administrator [Go to Q17-20]
○ Professional Staff [Go to Q17-20]
○ Other [Go to Q21]
4. Which of the following best describes your current immigration status? Check one:
○ Other: (please specify)
○ Undocumented Status (including DACA, Expired Work or Student Visa, Under
Review)
○ Permanent Legal Status (U.S. Citizen or U.S. Resident)
○ Refugee/Asylee
○ Temporary Status (e.g., Work or Student Visa)
5. What is your enrollment status?
6. (If part-time) What is the most important reason that you are enrolled part-time?
7. Is CU the first college you attended?
8. (If transferred) How many colleges have you attended prior to your current one?
9. (If transferred) What is the MOST important reason that you transferred from your last
college?
10. Since you started college, have you stayed continuously enrolled?
11. (If No) How many terms have you taken off?
12. What is the MOST important reason you took time out of college? Check one:
13. What is your class standing?
14. What is your Major?

15. How do you self-identify? [Q18-39)
16. Name of Department or Division:

EVALUATION OF UNDOCUMENTED SERVICES Macias 96
17. Have you attended a USAC Ally Training
18. Are you a Certified Ally
19. Are you a member of the Undocumented Student Allies Coalition

Equity Tool

FOUNDATIONAL: THESE ARE EFFECTIVE PRACTICES THAT A DEDICATED
INDIVIDUAL INSTITUTIONAL LEADER CAN ACCOMPLISH INDEPENDENTLY.

20. Informational material: Print and online materials, informed by students and family needs,
are readily available and constantly updated
○ Are materials made accessible to current students, prospective students and/or community
organizations?________

21. Visual Images: Individuals and campus offices have visual displays (e.g., stickers, posters)
indicating they are supportive spaces for undocumented students
○ Guiding questions: Is the visual school specific? How many allies have posted these types of
materials?

22. Undocumented Student Clubs: Undocumented students and student allies participate in groups
to establish community connections and organize advocacy efforts.
○ Guiding question: What is the level of involvement and influence of the student group(s)
regarding institutional decisions affecting undocumented students on campus?

23. Website: Online portal for current and prospective students provides guidance on issues
including the California Dream Act and available financial aid, DACA, immigration policy reform
activity, and undocumented students’ rights.
○ Guiding questions: Is it a university or third-party website? Is it updated regularly? Does it
serve as the central knowledge based for undocumented student issues on campus?

24. Recognition of Non-Latino Communities: Services are inclusive of undocumented students
across racial/ethnic backgrounds. In addition to racial, ethnic and national identities, we encourage
you to be aware of and provide support for all other intersectional identities
○ Guiding questions: Are your materials, images and staffing representative of the
undocumented youth population of the state of CA? What student population is often used to
represent undocumented students in general on campus?

EVALUATION OF UNDOCUMENTED SERVICES Macias 97
25. Supportive Faculty and Staff: Faculty and staff allies understand how to advise, mentor, and
empower students, as well as leverage institutional resources, to successfully navigate the transition
to and challenges through college.
○ Guiding Questions: Which faculty and staff have worked and/or are working with
undocumented students? How many supportive staff and faculty do you have on your campus?
How are these staff members being identi ed to students and the institution? What sources of
knowledge have staff utilized to learn about undocumented student experiences, needs, and
resources?
EMERGING: THESE ARE EFFECTIVE PRACTICES THAT REQUIRE
COOPERATION, COORDINATION AND COLLABORATION WITH OTHER
INSTITUTIONAL LEADERS
26. Undocumented Student Task Force: Faculty, staff, students, and other campus and community
leaders participate as part of a task force to identify challenges and propose solutions to increase
access and improve equitable opportunities for student success.
○ Guiding Questions: How much influence does the task force have on campus wide decisions,
policies, and resource allocation?

27. UndocuAlly Training: On-campus trainings that cover federal and state laws, on & off campus
resources available, and engage holistic student experiences.
○ Guiding Questions: How many allies are trained each year? Are trainings going beyond
information gathering, to speci c ways that allies can improve the climate on their campus for
undocumented students?
28. Dedicated Scholarship to Support Undocumented Students: Institution awards significant
scholarships to a broad number of students based on financial need and academic excellence.
○ Guiding Questions: How many of the total undocumented students on your campus are being
awarded scholarships and what is the average scholarship amount? Are these scholarships
available to Non-AB 540 and Non-DACA students?

29. Institutional Data: Integrated institutional effort tracks enrollment, academic, personal, and
financial aid data of undocumented students in systemic ways that also protect individual students’
privacy.
○ Guiding Questions: Are you able to report the total amount of undocumented students on
your campus? Does this number capture Non-AB 540 students? Can you report undocumented
student usage of campus services, utilization of resources, and performance?

EVALUATION OF UNDOCUMENTED SERVICES Macias 98
30. Dedicated Staff to Support Undocumented Students: staff, faculty, and/or administrators who
have responsibilities for this student population as part of their job description.
○ Guiding Questions: What percentage of total staff time is dedicated to direct undocumented
student support? Are these responsibilities aligned with total work day/week time, or is the time
in addition to? Is the staff support growing proportionately with student demand?

31. Awarding the California Dream Act: Coordinated efforts across admissions, financial aid, IT
services, etc. ensure familiarity with California Dream Act criteria. Proactive efforts are mobilized
to ensure all qualified students are awarded.
○ Guiding Questions: How does the institution educate your staff and students about the
California Dream Act? Is this knowledge held institutionally or is it being provided by a specific
staff member? What are your CA Dream Act application, award, and disbursement rates?

32. Internship Opportunities: Career Services or other campus units facilitate undocumented
students’ pursuit of internships that bene t their professional development. Internships may be
offered on-campus or with local organizations and businesses.
○ Guiding Questions: How many undocumented students receive internships on an annual basis? Have
you made sure that all eligible campus internships are available to undocumented students?

33. Graduate/Professional School Program Collaboration: Graduate student-serving staff and
faculty are well informed and have relevant informational materials readily available for
undocumented students interested in graduate and professional school.
○ Guiding Questions: Do you know how many undocumented students are in your graduate
and professional programs? Do your undocumented students have equitable resources to succeed
in these graduate and professional programs?

34. Connecting to Supportive Community Organizations: Strong partnerships with off- campus
organizations - including nonprofit and legal aid centers, advocacy groups, and faith-based
institutions -enable students to access needed resources and support from the broader
local/regional community.
○ Guiding Questions: How many community-based partnerships does your university currently
have? How many of the total undocumented student population are bene ting from these
partnerships?

35. Mental/Emotional Support: On-campus counseling/psychological services professionals are
trained in culturally competent practices to address the holistic wellness needs of undocumented
young people. In addition to psychological services, the university invites a wide spectrum of
healing practices.

EVALUATION OF UNDOCUMENTED SERVICES Macias 99
○ Guiding questions: How many of your current counselor and mental health providers have
been trained to support undocumented students? What support and resource are you providing
beyond the allocated number of counseling sessions?

COMPREHENSIVE: THESE EFFECTIVE PRACTICES ARE EMBEDDED INTO THE
FABRIC OF THE INSTITUTION AND ARE NOT AT RISK OF ELIMINATION,
REGARDLESS OF STAFF OR STUDENT TURNOVER.

36. Undocumented Student Orientation: New student orientation for undocumented facilitate a
smoother entry into college life and promote academic success by addressing potential enrollment
roadblocks, building community among students, and connecting them with faculty and staff allies
on campus
○ Guiding question: Is this orientation accessible in terms of cost, time and location for
maximum participation? How many people participate and matriculate to the university? Is the
orientation a part of the larger orientation or a stand alone event?

37. Undocumented Student Program: Holistic support program with dedicated staff that providers
direct services across personal, academic, professional needs of undocumented students.
○ Guiding questions: What is the staff to student ratio? What are the programming and direct
resource allocation per student?

38. Resource Center: Accessible, welcoming space on campus houses programs and staff dedicated
to undocumented students’ success.
○ Guiding question: Where is the center located? How accessible is this location? What is the
square footage for dedicated space?

39. Regional Networks of Institutions: Institutional representatives participate in regular
convening(s) focused on enhancing services and support for undocumented students.
○ Guiding questions: Who are the members in your network? Are they working toward
collective solutions to institutional problems and have you been successful? Is the network
within your system or across systems?

40. Targeted/Open Funding: Fundraising efforts in partnership with institutional development
offices or external foundations provide additional sources of financial support for undocumented
students.
○ Guiding questions: Does your campus you have dedicated fundraising capacity specifically
for undocumented students support? Are there processes are in place for donors interested in
targeting gifts toward supporting undocumented students to make direct contributions toward

EVALUATION OF UNDOCUMENTED SERVICES Macias 100
this cause? What percentage of your total undocumented students support budget depends on
external fundraising?

41. Innovative Problem-Solving: Campuses are flexible, creative and courageous in the way they
address roadblocks, challenges and opposition to support for undocumented students within federal
and state legal parameters.
○ Guiding questions: Have you identified the institutional, policy and structural barriers that
are detrimental to undocumented student success? Does your campus have an accessible legal
expert on immigration and education policies?

Thank you for your participation!

Abstract (if available)

Abstract This study evaluates the level of support present at a mid-size four-year public university in California for undocumented students. Faculty, staff and students completed an Equity Tool Survey developed through a collaboration by San Francisco State University, Educators for Fair Consideration, University of California Berkeley and University of Michigan. Findings from the study were that there are a few institutionalized practices with unsure sustainability such as supportive faculty and staff, dedicated website, printed and visual materials demonstrating support of undocumented students. Emerging institutionalized practices are a dedicated scholarship, an undocumented student task force, and mental and emotional support. The only institutionalized comprehensive practice is the Dreamers Center, but its sustainability is unsure because of funding.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Macias Limon, Carmen Celina (author)

Core Title Evaluation of undocumented students support services

School Rossier School of Education

Degree Master of Education

Degree Program Educational Counseling

Publication Date 07/22/2017

Defense Date 06/22/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag DACAmented,Dreamer,institutional accountability,OAI-PMH Harvest,undocumented students

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Venegas, Kristan (committee chair), Munoz, Mike (committee member), Oliverez, Paz (committee member)

Creator Email ccmacias89@gmail.com,maciasli@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-409317

Unique identifier UC11264813

Identifier etd-MaciasLimo-5590.pdf (filename),usctheses-c40-409317 (legacy record id)

Legacy Identifier etd-MaciasLimo-5590.pdf

Dmrecord 409317

Document Type Thesis

Rights Macias Limon, Carmen Celina

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA