Villalpando Educ700 Dissertation Proposal 2

UNDOCUMENTED STUDENTS SUCCESS COMBINING
RESILIENCY AND RESOURCES
A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
in
Educational Leadership
by
Fernando Villalpando
December 2016
UNDOCUMENTED STUDENTS SUCCESS COMBINING

RESILIENCY AND RESOURCES
A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino
by
Fernando Villalpando
December 2016
Approved by:
TBA, Committee Chair, Education
TBA, Committee Member
TBA, Committee Member
2016 Fernando Villalpando
ABSTRACT
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iii
ACKNOWLEDGEMENTS
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bottom with a lowercase roman numeral and included in the table of contents.
iv
DEDICATION
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delete this page.
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preceding acknowledgements page is to be, for example, page iv, the dedication
page is to have no page number, and the page following the dedication is to be
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contents.
TABLE OF CONTENTS
ABSTRACT .......................................................................................................... iii
ACKNOWLEDGEMENTS .....................................................................................iv
LIST OF TABLES .................................................................................................vi
LIST OF FIGURES .............................................................................................. vii
CHAPTER ONE: INTRODUCTION
Problem Statement .................................................................................... 1
Second-Level Heading .................................................................... 2
CHAPTER TWO: LITERATURE REVIEW
First-Level Heading: If the First-Level Heading is Long, Divide into Two
Lines and Single Space ............................................................................. 5
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
Research Design ....................................................................................... 8
CHAPTER FOUR: RESULTS
Results of the Study ................................................................................. 11
CHAPTER FIVE: RECOMMENDATIONS AND CONCLUSIONS
Overview......15
APPENDIX A: INSERT APPENDIX TITLE HERE .............................................. 17
APPENDIX B: IF AN APPENDIX TITLE EXCEEDS ONE LINE, SINGLE
SPACE AND LINE UP THE 2ND LINE WITH THE TITLE.19
APPENDIX C: INSERT APPENDIX TITLE HERE .............................................. 21
REFERENCES ................................................................................................... 23
LIST OF TABLES
Table 1. California Cohort Data for the Class of 2009-2010..2
Table 2. The High School Survey of Student Engagement .................................. 6
Table 3. Participant Demographics..................................................................... 12
Table 4: Child and Adolescent Wellness Domains Descriptive Statistics.. 14
Note: Delete this page if you do not include tables in your text. Tables that
are included in an appendix do not require a List of Tables.
vi
LIST OF FIGURES
Figure 1. Comparison of Categories. ................... Error! Bookmark not defined.
vii
CHAPTER ONE
INTRODUCTION
Through this work I want to provide a space to understand the situation and
struggles of our undocumented students and their families that we will find in our
schools and colleges. These population has had a long history of challenges.
They suffer injustices and mistreatments from a society that does not welcome
them, and criminalizes them. In this work I put emphasis on the importance of
the role of the family, motivation, fear, resilience and identity of these students.
Also, I make an effort to share a brief timeline of legal battles and policies that
affect these students, from the early U.S. Supreme Court case decision on Plyler
v. Doe, to in-state tuition, AB 540, DACA, and the DREAM Act.
Problem Statement
Resiliency and Resources
Undocumented students and their families see education as the only ticket
for a better tomorrow when socioeconomic disadvantages block social mobility,
and the lack of American economy manufacturing jobs that are no longer
available that used to be of financial securing (Crosnoe, 2005). For these
students and their families schooling has become a high-stakes goal for the
children of immigrants their only ticket for a better tomorrow (p. 271).
These students get this resiliency from their families. Gibbons and
Woodside (2014) researched adults who were first-generation college students
and how they were able to obtain a college education. It was interesting to see
1
how the father, as many reported, was their main influence to go to college since
they reported that they were either encouraged to go to college, assisted
financially in their education, or to challenge their decision of getting an education
(2014).
How can these students ensure success once they combine resiliency
learned throughout their time and the examples of their families and resources
that have become available to them? What will happen to these students if there
is immigration policy that will allow them to work after earning a college degree?
These are questions that need to be answered, and that they ask themselves as
well, and depending on the political times, the answers can vary. Many of them
have become hopeful, but recent political times have brought back fear and
doubt.
Purpose Statement
Uncertainty on their own future is what undocumented college students face
as they keep moving forward with their education. These students have great
amounts of resiliency, and have endured uncertainty throughout their time. Many
times these students and their families have lived in fear of being separated or
just on how they are going to keep moving forward. The purpose of this work is
to create an analysis of the resiliency of these students combined with resources
available to them will enable them to be successful. The remaining questions
are, will they be allowed to used their degrees once completed, and will they
there be a reform to allow them to alleviate their struggles?
2
Research Questions or Hypotheses

What is the relationship between resiliency among undocumented college
students and resources available to assist them in their academic journey? How
is success seen with and without resources for undocumented students?
Significance of the Study

This study should provide important data that supports the continued
assistance provided to undocumented students who have demonstrated a
willingness to become active members of our society and who want to contribute
by joining the workforce.
Theoretical Underpinnings
This study is performed and viewed from a transformative worldview. I want
to be able to demonstrate that undocumented students contribute to our society,
and will continue to contribute as they are allowed the opportunity to do it. There
is a high need for change, political support, and social justice aspects that come
with this study, which will enable these students to give more than what they
take.
Assumptions
It will be assumed that through the study I will find out that undocumented
student success is higher as they combine resiliency with resources that they are
able to get.
Delimitations
It will be a delimitation to not being able to access and interview a great
number of students. Not all undocumented college students disclose they are,
which means that being able to contact them depends on their willingness to selfdisclosed their status. Another delimitation is that it is assumed that those
students who self-disclose their status are already receiving some kind of
resources, which will make the study highly one-sided.
Definitions of Key Terms

For the purpose of this study, undocumented students will be defined as
students who do not have a social security number, are not U.S. citizens, do not
have permanent residency, qualify under AB-540, and have DACA. Resiliency
will be defined as the process of adapting well in the face of adversity, trauma,
tragedy, threats or significant sources of stress. It also means bouncing back
from difficult experiences. Resources will be defined as a source that will provide
academic and social support, as well as financial aid when a student is in need.
Summary
As seen throughout Chapter 1, this study will try see the correlation
between resiliency and resources available for undocumented college students.
It will try to demonstrate that with the proper help towards these students, and
their own strength, undocumented students will be able to be contributing
members of society. In Chapter 2 I will provide a literature review with research

that will support my initial analysis.
CHAPTER TWO
LITERATURE REVIEW
Resiliency
Familys Role
Crosnoe (2005) discusses the dilemma that children from Mexican
immigrant families go through when they are in elementary. He shares that this
student population, whether born in Mexico and brought to the United States at a
young age, or born in the United States to Mexican-born parents, with the right
family guidance and background can transfer their high levels of motivation and
survival to academic success. Education is the only ticket for a better tomorrow
when socioeconomic disadvantages block social mobility, and the lack of
American economy manufacturing jobs that are no longer available that used to
be a source of financial security. Schooling has become a high-stakes goal for
the children of immigrants their only ticket for a better tomorrow (p. 271).
Gibbons and Woodside (2014) researched adults who were firstgeneration college students and how they were able to obtain a college
education. In their article a group of students were interviewed and were asked
for their motives for getting a higher education, especially coming from a lack of
postsecondary education from their parents. The studys focus was on the role of
the father, expectations about career, and expectations about college. It was
interesting to see how the father, as many reported, was their main influence to
go to college since they reported that they were either encouraged to go to
college, assisted financially in their education, or to challenge their decision of

getting an education. In my perspective, it was not the father, but my mother who
was the main influence since my father was not part of my life, which is actually
the case in many families.
The study concluded that adults wanted a career in which they would truly
enjoy and not so much do it for the money. It was also reported having better
opportunities than their parents and as an opportunity for success. The article
also brought helpful ideas for counselors and advisers on to focus with this
particular population. Since a lot of the times first-generation students do not
know their role, they are more likely to not seek help which at times it is one of
the reason they end up dropping out of college.
Motivation
Crosnoe and Turley (2011) discussed how immigrant youth can and have
a tendency to gain positive educational outcomes, even though they face multiple
challenges. As shared in the article, immigrant students have used K-12
education to improve their social and economic prospects, other have faced
disadvantage, discrimination, and other barriers in American school that reinforce
social stratification (p. 130). In the article, the authors share that a good deal of
evidence demonstrates that immigrant youth have an advantage in different
indicators of academic progress that could outperform their peers in school. This
advantage is referred as the immigrant paradox. They share that bilingualism,
and strong family unity and values play an important role in this paradox. At the
same time, there are other disadvantages that may lead to immigrant risks.
The article focused on the motivations that lead a group of women to
obtain a college education. Since they were the first in their family to attend
college, they faced the obstacles of not knowing what steps to take in order to
apply for college and the challenges of affording college. Although they had their
struggles, their main goal was to graduate college. In order to obtain the
information, Blackwell and Pinder (2014), collected their data by interviewing the
group and asking them a series of questions that pertained to their desire to go to
college, and what made them make that decision. I noticed that the questionnaire
related a lot to the participants siblings in order to identify their reason for not
pursuing a college education. Overall, the study revealed that for the group of
women it was not easy to be the first in their family to go to college. A lot of them
had a job or two, which helped pay for college, and were full-time students.
Others were given money from family members, and all strived to keep their
grades up. Blackwell and Pinders purpose of their article was to gain knowledge
of what kept the women motivated in their pursuit of a higher education,
especially from coming from a disadvantaged background. This related to my
own study of what helped students successfully graduate college.
Whether in the K-12 system or attending college, motivation for immigrant
students is definitely a major factor for success. Those who overcome the
obstacles, the fear, the intimidation, and even discrimination, use those factors
as motivation to keep going towards the goal. Students who are not afraid to ask
for guidance and find the resources that their parents cannot provide at home,
will continue to search for meaning within their own means. As a high school
student who spent elementary and middle school education in Mexico, I was able
to find resources with those teachers and mentors who believed in me and
students like me. I received guidance on the courses that I needed to take in
order to go straight into a 4-year college, college applications, financial aid,
personal statements, and even college visits. This is something that my mother
was not able to provide for me, but her unconditional support allowed me to not
be afraid of asking for help. What was always present was the fear of my
disadvantage in the English language. I was still an English learner that ended
start at developmental English in college. Fear is what kept me from going to a
UC and staying at a CSU college. Fear is what kept me from going farther to
study or even out-of-state. Even though I was able to find the motivation to
pursue a dream and a career, I was still fearful of taking longer steps. I wanted
to make sure I had a safety net in case I was fall. I wanted to also make sure I
was closer to my mother and younger sister in case they needed me for
anything.
Fear, Resilience & Identity
The article, The American DREAM and Immigrant Students, focuses on
adding extensive thought and relevance of what immigrant students face on a
daily basis to the national debate on immigration. The intention of this article is
to place the spotlight of immigration debates on how the students are being
affected. The article describes the experiences of legal, refugees, and
undocumented young people as well as children of immigrant parents (Pang et
al., 2010, p.180). Part of the goal of this article is give a light to see where these
people have a place in society, and where the immigration debate places them.
It is highlighted in the article are: family separation, deportation, navigating two
worlds, limited financial and social resources, laws and policies, and dreaming of
the American Dream. These dreams come with fear, anxieties of being
separated, and the will to continue fighting to achieve the main goals.
Chapin (2014) in her article discusses the results of her qualitative
research of 12 Mexican-American adolescents and the positive outcomes and
their resilience. Chapin provides typical, well-known factors that are
characteristics among Mexican-American families, such as: poverty, low SES,
living in neighborhoods with crime, drugs and gangs, among others. She also
provides other statistics that are more alarming such as, only 6% of Latino
kindergarteners are expected to eventually earn a college degree, compared to
30% of Whites (p. 1791). The resilience factor that Chapin focuses on, is a
factor that has not been often researched, and there is not a good amount of
literature that supports that factor when it comes to minority students success.
As I complete this research I can agree with Chapin that resilience is a major
factor to overcome some heavy and dramatic hurdles in the road to success. As
mentioned in the article, resilience comes from a combination of factor that come
10
from two specific areas, social support and individual characteristics of the
youth (p. 1792). Those individual characteristics include coping with stress,
personality traits, intelligence, cognitive skills, positive view of self, and effective
emotion and behavior regulation (p. 1792).
In the results of the study, Chapin exposes some very important factors
that these 12 Mexican-American boys expressed. Having direct support from
family, friends and teachers is one of them. Another important factor is having
positive role models, such a teacher or a family member. Four boys also had
older siblings who were in college and all expressed admiration and found this a
source of inspiration and confidence that they could also go to college (Chapin,
2014, p. 1795). Having someone to talk about problems was also another
important factor that sometimes did not include family, but just really close
friends. Another important factor was maintaining boundaries with friends who
were not a good influence. They would still be friends with other students who
were involved in drugs, alcohol, or did not care about graduation, but would keep
a good boundary knowing that that was something there were not interested in.
Having good confidence and not giving up, as well as emotions regulation are
two more factors mentioned that influenced their resilience. Lastly, the majority
of the students mentioned that adapting and learning from challenges is a major
factor that has added to their resilience. Many came to the United States as
children and had to learn English, and going through that experience gave them
a different perspective on adapting and facing challenges.
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Students in the K12 system many times are not aware of their situation
while their parents are living in continuous fear. Abrego (2011) examines how
within the immigrant population, there are different stigmas, fears, and
involvement depending on their arrival and experiences. In this study, Abrego
was able to see how first generation, undocumented Latino immigrants who
arrived in the United States as adults (p. 338), had a different perspective on
involvement, fears, and stigmas than those 1.5 generation immigrants, those who
came as children, but still sharing the commonality of being legally banned.
Those who arrived as adults live in different social contexts than those who
arrived as children. The study found that first generation immigrants tend to
continue living in the shadows, living in fear, and little involvement in social and
immigration movements. Whereas the 1.5 generation, are those young
immigrants who arrived at a young age and tend to be more vocal in the
movements for social acceptance, and political reforms.
In a different article, Gonzles (2011) examines the shift that
undocumented students go through once they get out of the protection of the K12 system and go into the real world in which the suddenly are no longer
protected. Students learn to go from a system that accepted them and did not
questioned their immigration status, to being unprotected. Many 1.5 generation
students were never aware of their immigration status until they arrived to high
school and students start to think about life after high school. These students go
from being able to attend class every year, to not knowing what will happen to
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them after high school. They go from being included to being excluded.
Meanwhile, in this process, students must learn to be illegal, a transformation
that involves the almost complete retooling of daily routines, survival skills,
aspirations, and social patterns (p. 602).
Once in college and after overcoming the challenges of finding themselves
trying to reach a goals that was promised to them, undocumented students have
to continue battling to persevere. Nakano Glenn from the Department of Ethnic
Studies at University of California at Berkeley, in her address at the 2010
American Sociological Association (ASA) Annual Meeting made her main focus
the historical sociological effects of the treatment towards undocumented
immigrants in the United States. She argues that citizenship is not simply a
fixed legal status, but a fluid status that is produced through everyday practices
and struggle (Glenn, 2011). She presents historical examples of the treatment
towards undocumented immigrants, and how it has evolved. She comments on
how, especially undocumented college students are becoming more vocal when
demanding being part of society. As if this was not enough, the undocumented
student movement, which asserts that education is a human and social right,
represents a form of insurgent citizenship, one that challenges dominant
formulations and offers an alternative and more inclusive conception (2011).
As college students become more vocal, they start to unite. In the column
it is highlighted a student-created group at the University of California, Santa
Cruz called Students Informing Now (S.I.N.). This student group was created by
13
students who realized that their university, professors, staff, and even fellow
classmates were not informed of the struggles of AB 540 students on campus, or
were not even aware that AB 540 existed and granted in-state tuition to
undocumented students. These students wanted to provide a more humanize
view of undocumented students and people overall at a time that labeled them
criminals or even terrorists (post 9/11). This student groups created a drama on
stage that was vivid and full of personal experiences in which many came out as
undocumented for the first time in front of university administration officials,
professors, friends, and family. The student group and their S.I.N. show
reframes the debate on immigration by constructing a new frame of humanity,
global migration, oppression, survival, and collective interdependence
(Domnguez et. al., 2009, p. 441).
There are barriers and roadblocks in all levels, and voices of support
toward undocumented students are heard in different places. In a different
column Jefferies (2008) shares the views towards undocumented immigrants
who come to the United States to fulfill the American Dream, but encounter
systemic blocks that will not allow them to do it. He shares how merit is not
enough to be successful anymore, as it used to be at one point. This is in
especially true with those undocumented 1.5 generation students. They grow up
attending schools here in the United States, learning about the American way of
success, learning about the great American history, believing that if you work
hard, you will have the opportunity to succeed. Unfortunately, as soon as they
14
graduate from high school the enchantment is over. If they are lucky to continue
to college, they have to start another battle at a different level.
He also exposes media, the way they frame undocumented immigrants,
their stories, and how the debate shapes the perspectives on the undocumented
students and the immigration topic. Media uses negative labels such as illegal or
illegal alien, especially in topics and labels used more during election years in
which they criminalize any undocumented immigrant here in the United States.
This frame has origins in the broader national debate over immigration policy
and political organizing, as opponents have deemed it productive to garner
opposition to immigrants' rights (p. 250). If this is the way of framing how
undocumented students are seen, then in meritocratic terms, this population will
rarely succeed, because systematic barriers block access to higher education
institutions and professional advancement (p. 251). He calls for a change in
ideology and lens in which undocumented immigrants are viewed, and ends by
saying that meritocracy can and is now being used to justify the segregation of
new waves of immigrants. To have a more informed debate on policy about
immigration, stakeholders need to find a way to include structural views of how
society operates, instead of relying on individual narratives that ultimately distort
societal perceptions of equality (p. 251).
Fear is a constant in the lives of undocumented people. In a different
case study done by Gonzlez and Chvez (2012), they examine questions of
how the undocumented status of immigrants who came to the United States
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affects their perception in topics such as politics, civic duties, and public life.
Gonzles and Chvez use abjectivity in the lives of immigrants because that is,
at the end, how many of the undocumented population feel, as if they were aliens
or a waste in this society. Abjectivity speaks to how the casting away of
individuals and populations shapes (or perhaps delimits) their social, economic,
and biological life (p. 256). The study focused on surveys done via phone to
undocumented Latinos and white in Orange County, California. They follow
through by interviews and extensive qualitative information. The analysis shows
how abjectivity and illegality constrain daily life, create internalized fears, in some
ways immobilize their victims, and in other ways motivate them to engage
politically to resist the dire conditions of their lives (p. 255).
The journey has never been easy for undocumented families, and
especially for the undocumented students who have the hope to one day achieve
what their families were not able to achieve. They are the hope to live the
dreams that their families could not reach, not for lack of will, but for lack of
opportunity. Young undocumented dreamers, aside for their struggle and
constant challenges, continue fighting for their rights, and those who are behind
them. Many of them are no longer afraid and started to unite. Many use social
media to spread their message of Undocumented and afraid and by other
messages such as, they took everything from us that they took our fear away.
Policy
14th Amendment & In-State Tuition
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The nonstop fight for better treatment toward undocumented started early
in the United States history. The Civil Rights movement benefited minorities,
including immigrants. The Farm Workers movement in California exposed
nationally the mistreatment of, for the most part, immigrant workers who were not
being treated fairly. In education, there still issues when it came down to
undocumented students. In a brief article, Darden (2014) discusses the historical
journey to provide free public education to immigrant children, regardless of their
status. Darden explains in a brief manner the legal and historical development of
education access to immigrant children since the 1982 Supreme Court case
Plyler vs. Doe, which under the protection of the 14th Amendment guarantees
free and public education to all children regardless of immigration status.
Education officials are forbidden to inquire and expose the immigration status of
any student. School districts can accept birth certificates from other countries
and cannot ask social security numbers. Plyler forbids K-12 officials from
making inquiries that expose immigration status, requiring social security
number: or engaging in other behaviors designed to reveal illegality. School
districts can therefore accept foreign birth certificates or other international forms
of identification. The high court made clear that school officials have no role in
enforcing immigration law (p. 77). When it comes down to undocumented young
children who attend American schools, high officials and courts understand how
impactful it would be to leave these students to basic educational needs, and
interpret the U.S. Constitution in favor of them. In the Spring of 2014, U.S.
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Attorney General Holder said exclusionary practices not only harm innocent
children, they also markedly weaken our nation ... by leaving young people
unprepared and ill-equipped to succeed and contribute to what is, in many cases,
the only home they have ever known (p. 77). Something that the article
mentions to the interpretation of the law, is that young undocumented students
should not be punished for the mistakes done by their parents. That mistake
being doing a criminal act by entering the United States illegally. I cannot agree
with the justification of the law to criminalize a human being looking for better
opportunities for themselves and their families. When being here is their only
crime, in my view is not justifiable to call them criminals. Yes, the law supports
the young undocumented student, but still criminalize their parents. What
happens when that young undocumented student finishes high school, turns 18
years old and is no longer protected? By default, that student is no longer
protected and turns into an illegal, as was discussed earlier.
The article also highlights the efforts to assist undocumented children who
brought here at a very young age. It shares the efforts made by President
Obama via the executive action called Deferred Action for Childhood Arrivals
(DACA). DACA provides some protection to undocumented students who
qualify. It does not grant citizenship, but for those who apply and are approved,
it places a temporary halt to any deportation action. In addition, it allows a young
person to work in the U.S. without fear (p. 77). This in itself was a big victory for
young undocumented students. This allowed for the first time for them to be
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unafraid to look for a job that will pay them competitive wages, receive benefits,
and use their degrees that they received. Many times undocumented students
would not even consider continuing to college because they were told that they
could not get a real job in a field of their major because they were not able to
work. DACA changed that, and gave students more hope that one day there will
be an easier path to residency and citizenship. It also includes state efforts to
assist these students, such as DREAM (Development, Relief and Education for
Alien Minors) Act. It allows student to qualify for in-state tuition and some
financial assistance for higher education. Several states have adopted the
DREAM Act which makes students eligible for some financial aid.
These few battles have given undocumented students hope and strength
to continue forward, but the struggles continue. Children face mobility issues of
transferring in and out of school related to their parents' employment, language
barriers, and cultural and social adjustments to the American way of schooling.
Sometimes parents get deported, leaving unaccompanied minors in the United
States (p. 77) and no executive order or legislation can undo the pain and stress
that causes to the families separated.
In a study by Flores (2010) she discusses the effects of granting in-state
tuition in Texas. In 2001 Texas was the first state in the Union that granted instate tuition, and other followed after that, benefiting undocumented immigrant
students. Twenty years after the U.S. Supreme Court decision on Plyler vs. Doe,
Texas became the first state to successfully pass a tuition-related bill addressing
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undocumented students' access to all in-state public higher education (p. 435).
The study demonstrates that undocumented students in Texas, the majority
being Latino/s, were more likely to attend college after the introduction of this
benefit. This study also presented stronger results for older high school
graduates, who were found to be 4.84 times more likely to have enrolled in
college than not after the tuition policy than their counterparts in Southwestern
states without a tuition policy (p. 435). This was only the beginning to other
states to join Texas in providing this benefit for students who have lived in those
states and were residents of that state for the majority of their education life.
Hill and Hawes (2011) examine in their study the effects of undocumented
students effects in student performance data in public schools. Being
undocumented people the topic of conversation of policy makers and for the local
governments that have to implement policy. The study focused on the effects
and what can be done. The study was completed in Texas, which as mentioned,
was the first state to offer in-state tuition to undocumented students wanting to
continue to higher education after secondary education. The study revealed
that, surprisingly, undocumented students have only a marginal effect on the
overall performance on standardized exams (p. 183). It also shares that part of
that marginal effect, among Latinos there is a statistically negative effect, but with
the proper interventions, those negative effects can be mitigated.
Undocumented students are not like regular resident students. They have to live
many times helping their parents, working, and living in limbo. They deal with
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bilingualism or arriving from their countries with limited academic skills. It is no

surprise that some of them might not perform at a proficient level in standardized
tests. Just like any other student who have disadvantages, it is important they
are supported in and programs are created to close that achievement gap.
Provide equitable support for students who are already behind in the
achievement race, but who have the potential to succeed.
The opposition to these policies have the perspective that undocumented
immigrants are not interested in advancement and just want to make money, and
milk social services, but in reality undocumented students are taking advantage
of these benefits granted to them. In a study made by Kaushal (2008) it is
analyzed the effects of in-state tuition for undocumented students from Mexican
origin in the college attendance rates. The study demonstrates an increase of in
three areas of college attendance. The study found a 2.5 percentage point
increase in college enrollment (base mean = 8%), a 3.7 percentage point
increase in the proportion of students with at least some college education (base
mean = 10%), and a 1.3 percentage point increase in the proportion with at least
an associate degree (base mean = 4%) (p. 771). All these are a positive effect
caused by the in-state tuition policy.
I truly believe it does not take a study to arrive to these findings, but it is
important to have data to demonstrate to the opponents. Opponents, regardless
of factual data, will oppose to providing these benefits to undocumented
students. Another very important aspect of this study was that it demonstrated
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that there was no evidence that the in-state policy affected negatively to regular
citizens and state residents not needing the in-state tuition benefit provided to
undocumented students. On the contrary, there is some evidence that the
policy caused a small increase in the proportion of U.S.- born young adults with
college education, and that it raised the college enrollment of U.S. citizens of
Mexican heritage (p. 789). As the study states, the awareness of in-state tuition
for some students, may encourage other family members who are part of a
mixed status family to continue on to college. Kaushal finishes the study by
saying that even subsidized tuition may be unaffordable for some
undocumented persons. Therefore, if the objective is to integrate undocumented
youth with the mainstream economy and fully exploit their economic potential,
states that offer in-state tuition to the undocumented should undertake or
increase outreach programs to encourage undocumented persons to attend
college (p. 790), which translates to the need of not only offer the in-state tuition,
but the need make colleges aware of the services they can offer to
undocumented students and create programs that will outreach to those
students, and make a space on campuses that will make undocumented
students as part of the campus community.
New Initiatives
In the article written by Miksch (2005) she discusses topics regarding state
and federal laws concerning the access to higher education for undocumented
immigrants, recent lawsuits, and struggles with Kansas laws to give in-state
22
tuition to undocumented students. Also is discussed the DREAM Act and how it
was established through programs. This process started in 1996, when congress
wanted to clarify the status of undocumented immigrant students in the higher
education context (p. 60). The law that was created was the Illegal Immigration
Reform and Immigration Responsibility Act (IIRIRA) stated in section 505 that if a
person was not lawfully present in the United States they are not eligible for
postsecondary education benefits. This was an important law because never
before was such statement or guideline addressed at the federal level and many
states ended up implementing their own laws. Texas became the first state to
offer undocumented immigrant students with in-state college tuition and financial
aid without taking in consideration their legal status. This law allowed immigrant
students who had attended and graduate high school for at least three years to
qualify for the in-state tuition, yet students had to sign an affidavit to commit to
apply to legalize their status in this country. As mentioned previously, Texas
initiated this initiative in 2001 and since then eight other states followed by
providing undocumented students with in-state tuition. Only two states,
Mississippi and Alaska have denied this opportunity to undocumented students
at that point.
The problem with having in-state tuition available for these students is that
even this type of support it is still too expensive to afford tuition, while financial
aid programs are not open for undocumented students. It is important to note,
of the nine states with in-state tuition laws on their books, only two, Texas and
23
Oklahoma, offer state financial aid to undocumented immigrant (p. 61). Utah in
the other hand only allows undocumented students to only apply for one state aid
program. Although some type of support is offered in various states, another big
problem is that many of these undocumented students are not aware of their
possibilities when it comes to attending college. The article points out that the
states that have not established any laws on this subject, tend to let the colleges
and universities make their own laws on the subject.
Miksch also provides as a legal example the Plyler v. Doe case which
resulted on giving students in the K-12 setting the right to enroll in the public
education, but without discussing the higher education options. Another example
of a law case is the case between Mexican American Legal Defense and
Educational Fund (MALDEF) v. seven Virginia state colleges and universities,
which sought to fight for the rights of undocumented students to attend these
schools. Also, in Equal Access Education v. Merten (2004) the court did note
that if an institution was incorrectly determining that a student was
undocumented, that might open the college or university up to a legal challenge
(p.62). In the case of Equal Access Education v. Merten, it stated that no
evidence was found that the schools in Virginia had not found out incorrectly that
students were undocumented.
In July 2004 Kansas was sue by 24 U.S. citizen students who do not live
in Kansas because the students wanted to receive in-state tuition as long as
undocumented students did. The argument is that, [The Federation for
24
American Immigration Reform FAIR] contends that Kansas is violating IIRIRA by

giving in-state tuition to undocumented students, but not to out-of-state students
(p. 62). Kansas was following the law that stated that undocumented students
that attended and graduated from their high school for at least three years will be
allowed to obtain in-state tuition, this lawsuit was still pending when this article
was completed.
The Development, Relief, and Education for Alien Minors Act (DREAM
Act) was created because many of the undocumented students that were in the
United States educational process were graduating, yet had no idea where to go
from there, therefore the purpose was to encourage and promote within the
undocumented students the goal to go to college. Another purpose of the
DREAM Act is to make higher education affordable for undocumented students
by opening the door to state and federal loans and scholarships.
Muoz (2009) focuses on immigration policy at City University of New
York (CUNY), obstacles, and benefits in teaching and working with
undocumented students at Brooklyn College, and provides some ideas to help.
The policies put in place for immigrant students at CUNY have changed since
they were established; the first time was in 1989-2001 when the policy said that if
the undocumented students lived in New York for one year then they would
qualify for in-state tuition. The second time the policy changed was after 9/11, in
which CUNY started charging undocumented students non-resident tuition. This
new policy did not last because of pressure pushed by public demand and New
25
York changed their policy once again for the third time, the policy stated that
undocumented students needed to have attended a New York high school for at
least two years, and must have enrolled to a state college or university within five
years of graduating high school to be able to qualify for in-state tuition.
Muoz expressed that although the laws and policies have been changed
many undocumented students do not always take advantage of them. Some of
the reasons are as followed: the lack of knowledge of what is available, not being
able to afford it, lack of accurate information from part of the schools, and not
knowing their rights. Students that do make it into CUNY express other types of
barriers, discrimination being the main obstacle they have to face from the
university, professors and other staff. According to Muoz the advantages of
teaching undocumented students are the life experience that provide them with
different views on global economy, racial, and class disparities; better
understanding in world politics; and of course their self-motivation because they
have more to gain or lose.
This article provides information about the DREAM Act, such as the
purpose, the requirements that it has and what it provides. The purpose of the
DREAM Act is to allow undocumented students to apply for temporary legal
status with the goal to receive permanent status in the end, and it wants to
eliminate any trouble for the states that do provide in-state tuition to
undocumented students. The DREAM Act benefits students that have never had
any legal conflict in the United States, which arrived here before age of 15 years
26
old, have graduated from a U.S. high school or received a GED, and have been
admitted to a college. These students will qualify for in-state tuition, federal work
program, and student loans. Once students or candidates completed six years
under this Act, they are granted permanent residence if they maintain a good
moral character or they completed 2 years towards their bachelor's degree or
graduated from a 2-year college. For students that served in the U.S. Military for
2 years, the same benefits apply. It is important to note that the DREAM Act
does not force states to give in-state tuition and students will not qualify for
Federal Pell grants.
The article also provides some recommendations for schools, staff and
students. One main recommendation is to make sure that information stated
above is shared around the community. Schools can create and implement
teach-in workshops or presentation that bring attention to undocumented issues
in the community. Muoz also recommends the creation and implementation of
clinics that provide resources and legal services to undocumented students and
the community (DREAM centers). One example of these clinic is the CUNY
Immigration and Citizenship Project that was established in 1997, this program
was created to address the needs of foreign born students that has continued to
grow. CUNY currently has eight free immigration clinics in the school property
and six more around the community. These clinics not only provided their
services free of cost but it also provides these students with a safe environment
to be able to share their stories and find common support. The concluding focus
27
is on allowing undocumented students to receive a higher education because in

the end it will develop better opportunities for them and their families.
Resources
Progress & Services
Throughout the paper, Ive shared a small glimpse of the challenges that
undocumented students have to go through from K-12 to college level. This is a
battle that is long from over, but there have been some strides done to move
forward. As expressed throughout the paper, undocumented students keep on
fighting, with fear, but with even bigger dreams to be accepted in a country that
for the most part is the only home they know. Abrego (2008) expresses this
feeling in her study.
Assembly Bill 540 on Undocumented Students in California, in which she
focuses on the major effects of the California Assembly Bill 540 towards
undocumented students. Major topics in the article are the unintentional
legitimization of disenfranchised student groups such as the undocumented
students. Major pieces of this study mentions how students felt in society before,
during and after the Bill. It demonstrates that slowly the stigma involved with this
population has been decreasing. This has major implications on how
undocumented students feel at their schools, and can focus on achieving goals
regardless of their status. Strongly shaped by these beliefs, academically highachieving undocumented students use the language of justice to claim
legitimate spaces for themselves in higher education. This allows them to
28
declare themselves worthy and legitimate members of society, even though

legally they are immigration outlaws (p. 730). Undocumented students have a
sense of belonging, and as part of society in some way. They know they still
need to continue breaking down barriers, but they are willing to take those extra
steps. When a law like AB 540 underscores their merits and grants them rights,
it gives them legitimacy, and they willingly invoke the law despite risking
deportation (p. 730). The study also makes a case that the effects of the law
have actually been stronger than initial intention, which in the end, it benefits
those protected by it.
Undocumented students continue to stay involved in activism, which is
something they share with immigration issues globally. Corrunker (2012) in her
article focuses on the activism of undocumented students towards getting a fair
treatment, as well as anti-deportation movements. The articles focuses on the
effects of criminalization of students whose only crime is being undocumented.
Major topics covered are the fight for the DREAM Act, and the anti-deportation
movements around the world. Corrunker makes a great point on the progress
made from the AB 540 Bill to now the DREAM Act, and how students are now
being more vocal, and keep fighting for access to education, and other human
and essential rights. Three of the major commonalities from immigration
movements globally are: (1) leadership of undocumented immigrants; (2)
visibility; and (3) measures of deservingness (p. 143). Undocumented students
in the United States are more aware of the immigration issues around the world
29
than the common citizen, since this is something they share with those who are
escaping their countries. It is something that we have seen in cases Syrian
refugees into Europe. Seeing immigration as a global issues provides a way for
better understanding the complex relationship between globalization and
migration (p. 143).
Summary
Without a doubt, the journey of undocumented students and their families
is far from over. They will continue to fight against road blocks from those who
believe that they are criminals, and not deserving of being here. They will
continue to work and contribute to the American economy without getting any
credit of their contributions to our successful economic system. This is an
ongoing process that will not stop anytime soon. Undocumented students and
their families, allies, and supporters are always looking for ways to support this
deserving population. There are those who have the legal ways to find protection
for the undocumented population, but there are those are continue to oppose.
Chapter 3 will cover the research design that I will be using to conduct my
study, which I hope will help me prove my assumptions of the study.
30
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Through this study I hope to demonstrate that undocumented college

students can be successful by combining their resiliency with resources provided
to them.
Research Design
In this study I will be using a sequential exploratory approach. I decided to
select this method due to the opportunity to combine quantitative and qualitative
data that will be collected to see the relationship between the two variables.
Research Setting
In order to complete the study and gather the necessary research data, I
will be conducting initially interviews of self-disclosed undocumented college
students who are involved in DREAMers Center in local colleges. This will
provide necessary qualitative data needed to establish the students resiliency
effects on their studies. I will gather quantitative data by collecting resources that
are available to the students, and gather information on how many of those
students are accessing the resources. Lastly, I will contact institutional research
offices at each college to collect data on success of undocumented students and
compare it to those students who received resources.
31
Research Sample
Sample for the research will be self-disclosed undocumented students at
local universities and community colleges who are involved in the events of their
respective DREAM Centers. Self-disclosed undocumented students will be
interviewed and compared their success with data from students who are not as
involved and not receiving as much support or none at all.
Research Data
Not yet available.
Data Collection
Not yet available.
Data Analysis
Not yet available.
Validity and Trustworthiness

Cannot be measured yet.
Positionality of the Researcher

Cannot be established yet.
Summary
Not yet available.
32
CHAPTER FOUR
RESULTS
This template is to be used in conjunction with the Thesis and Dissertation

Guide. You should include your dissertation work directly in to this template, and
use the Thesis and Dissertation Guide to learn more about the content of each
section.
Results of the Study

section.
Sample Demographics
Of the 563 participants, 251(44.6%) were males and 312 (55.4%) were
females. Ninth grade students made up the majority of the sample with 273
(48.5%) participants. Seventh grade participants included 131 (23.3%) students
while there were 159 (28.2%) eighth grade students. Table 3 summarizes
complete demographics of the study sample.
33
Table 3
Participant Demographics
Characteristic
Frequency
Percent
Male
251
44.6
Female
312
55.4
131
23.3
159
28.2
273
48.5
African American
1.2
American Indian
<1
Filipino
<1
Hispanic
201
35.7
Japanese
<1
Korean
<1
Other Asian
1.1
Other Pacific Islander
<1
Vietnamese
<1
331
58.8
English Learner
91
16.2
Non English Learners
472
83.8
Hispanic English Learners
81
40.3
Hispanic Non English Learners
120
59.7
Hispanic Socioeconomic Disadvantaged
141
70.1
Hispanic Non Socioeconomic Disadvantaged
60
29.9
White - Socioeconomic Disadvantaged
90
27.2
White - Non Socioeconomic Disadvantaged
241
72.8
Socioeconomic Disadvantaged
240
42.6
Non Socioeconomic Disadvantaged
323
57.4
Gender
Grade
Race/Ethnicity
White
English Learners (EL)
Hispanic Subgroups
White Subgroups
Socioeconomic Disadvantaged (SED)
Note: N = 563
34
Descriptive Data
Along with student demographic information, multiple data sources were
utilized in the regression equation. Independent variables included the ten
domains of the CAWS, while dependent variables included archival data in the
area of academic achievement and behavioral engagement. The values for each
domain of wellness were based on 10 questions from the CAWS. Each
participant scored the 100 questions using a four-point Likert scale. A greater
score on the domains of the CAWS indicates a participants increased level of
wellness as measured on the self-selection scale. Scores on the wellness
domains ranged from one to four. Self-efficacy (M = 3.33, SD = .36) and social
competence (M = 3.31, SD = .34) had the largest mean score of the ten wellness
domains. Emotional self-regulation was reported as the lowest score (M = 2.85,
SD = .38). Total wellness ranged from 3.2 to 3.8 with a mean score of 3.18 (SD =
.27) for the entire population of the study. Table 4 shows the mean (M), standard
deviation (SD), minimum value, and maximum value for each independent
variable in the CAWS for the entire sample.
35
Table 4
Child and Adolescent Wellness Domains Descriptive Statistics
Standard
Wellness Domains
Minimum
Maximum
Mean
Deviation
Adaptability
2.2
3.10
.34
Connectedness
1.8
3.26
.41
Conscientiousness
2.2
3.26
.35
Emotional Self-Regulation
1.5
3.8
2.85
.38
Empathy
2.3
3.23
.33
Initiative
2.1
3.10
.37
Mindfulness
2.1
3.12
.34
Optimism
2.0
3.23
.38
Self-Efficacy
2.0
3.33
.36
Social Competence
2.2
3.31
.34
Total Wellness
3.2
3.8
3.18
.27
Note: N = 563
Summary
Briefly summarize what has been stated and describe the organization of
the next chapter.
36
CHAPTER FIVE
RECOMMENDATIONS AND CONCLUSIONS

section.
Overview
section.
Recommendations for Educational Leaders

section.
Next Steps for Educational Reform

37
section.
Recommendations for Future Research

section.
Limitations of Study
section.
Conclusion
section.
38
APPENDIX A
INSERT APPENDIX TITLE HERE
39
Contents of the Appendix goes here. Type does not need to be in Arial 12point font, but information does need to be within the margins.
40
APPENDIX B
41
42
APPENDIX C
43
44
REFERENCES
Abrego, L. (2011). Legal Consciousness of Undocumented Latinos: Fear and
Stigma as Barriers to Claims-Making for First- and 1.5-Generation
Immigrants. Law & Society Review, 45(2), 337-369. Retrieved from
http://www.jstor.org/stable/23012045
______, L. (2008). Legitimacy, Social Identity, and the Mobilization of Law: The
Effects of Assembly Bill 540 on Undocumented Students in California. Law
& Social Inquiry, 33(3), 709-734. Retrieved from
Blackwell, E., & Pinder, P. (2014). What are the motivational factors of firstgeneration minority college students who overcome their family histories
to pursue higher education?. College Student Journal, 48(1), 45-56.
Chapin, L. A. (2015). Mexican-American boys positive outcomes and resilience:
Importance of social support and individual attributes. Journal of Child and
Family Studies, 24(6), 1791-1799.
Corrunker, L. (2012). Coming Out of the Shadows: DREAM Act Activism in the
Context of Global Anti-Deportation Activism. Indiana Journal of Global
Legal Studies, 19 (1), 143-168. doi:1. Retrieved from
http://www.jstor.org/stable/10.2979/indjglolegstu.19.1.143 doi:1
Crosnoe, R. (2005). Double Disadvantage or Signs of Resilience? The
45
Elementary School Contexts of Children from Mexican Immigrant

Families. American Educational Research Journal, 42(2), 269-303.
Retrieved from http://www.jstor.org/stable/3699377
Crosnoe, R., & Turley, R. (2011). K-12 Educational Outcomes of Immigrant
Youth. The Future of Children, 21(1), 129-152. Retrieved from
Darden, E. (2014). School is open for immigrants. The Phi Delta Kappan, 96(1),
76-77. Retrieved from http://www.jstor.org/stable/24375925
Dominguez, N., Duarte, Y., Espinosa, P., Martinez, L., Nygreen, K., Perez, R., . .
. Saba, M. (2009). Constructing a Counternarrative: Students Informing
Now (S.I.N.) Reframes Immigration and Education in the United States.
Journal of Adolescent & Adult Literacy, 52(5), 439-442. Retrieved from
Flores, S. (2010). The First State Dream Act: In-State Resident Tuition and
Immigration in Texas. Educational Evaluation and Policy Analysis, 32(4),
435-455. Retrieved from http://www.jstor.org/stable/40963172
Gibbons, M. M. and Woodside, M. (2014), Addressing the Needs of FirstGeneration College Students: Lessons Learned From Adults From LowEducation Families. Jnl of College Counseling, 17: 2136. doi:
10.1002/j.2161-1882.2014.00045.x
Glenn, E. (2011). Constructing Citizenship: Exclusion, Subordination, and
46
Resistance. American Sociological Review, 76(1), 1-24. Retrieved from

Gonzles, R. (2011). Learning to Be Illegal: Undocumented Youth and Shifting
Legal Contexts in the Transition to Adulthood. American Sociological
Review, 76(4), 602-619. Retrieved from
Gonzles, R., & Chvez, L. (2012). Awakening to a Nightmare: Abjectivity and
Illegality in the Lives of Undocumented 1.5-Generation Latino Immigrants
in the United States. Current Anthropology, 53(3), 255-281. doi:1.
Retrieved from http://www.jstor.org/stable/10.1086/665414 doi:1
Harvin, M. (2016, July 1). Supreme Court Decision on DAPA, Expanded DACA
Affects Low-Income Students and Their Families [Web log post].
Retrieved July 19, 2016, from https://www.goodcall.com/news/supremecourt-decision-dapa-expanded-daca-affects-low-income-students-families07870
Hill, G., & Hawes, D. (2011). Managing Undocumented Students: Do
Undocumented Students Hinder Student Performance? State & Local
Government Review, 43(3), 183-195. Retrieved from
Jefferies, J. (2008). Do Undocumented Students "Play by the Rules"? Journal of
Adolescent & Adult Literacy, 52(3), 249-251. Retrieved from
47
Kaushal, N. (2008). In-State Tuition for the Undocumented: Education Effects on

Mexican Young Adults. Journal of Policy Analysis and Management,
27(4), 771-792. Retrieved from http://www.jstor.org/stable/30163562
Miksch, K. (2005). Legal Issues in Developmental Education: Immigrant Students
and the DREAM Act.Research and Teaching in Developmental Education,
22(1), 59-65. Retrieved from http://www.jstor.org/stable/42802599
Pang, V., Stratton, T., Park, C., Madueo, M., Atlas, M., Page, C., & Oliger, J.
(2010). The American DREAM and Immigrant Students. Race, Gender &
Class, 17(1/2), 180-193. Retrieved from
48

Villalpando Educ700 Dissertation Proposal 2

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UNDOCUMENTED STUDENTS SUCCESS COMBINING

RESILIENCY AND RESOURCES

UNDOCUMENTED STUDENTS SUCCESS COMBINING

TBA, Committee Chair, Education

TBA, Committee Member

TBA, Committee Member

2016 Fernando Villalpando

Research Questions or Hypotheses

Significance of the Study

Definitions of Key Terms

members of society. In Chapter 2 I will provide a literature review with research

college, assisted financially in their education, or to challenge their decision of

bilingualism or arriving from their countries with limited academic skills. It is no

American Immigration Reform FAIR] contends that Kansas is violating IIRIRA by

is on allowing undocumented students to receive a higher education because in

declare themselves worthy and legitimate members of society, even though

Through this study I hope to demonstrate that undocumented college

Validity and Trustworthiness

Positionality of the Researcher

This template is to be used in conjunction with the Thesis and Dissertation

Results of the Study

Other Pacific Islander

Non English Learners

Hispanic English Learners

Hispanic Non English Learners

Hispanic Socioeconomic Disadvantaged

Hispanic Non Socioeconomic Disadvantaged

White - Socioeconomic Disadvantaged

White - Non Socioeconomic Disadvantaged

Non Socioeconomic Disadvantaged

Socioeconomic Disadvantaged (SED)

This template is to be used in conjunction with the Thesis and Dissertation

Recommendations for Educational Leaders

Next Steps for Educational Reform

Recommendations for Future Research

Elementary School Contexts of Children from Mexican Immigrant

Resistance. American Sociological Review, 76(1), 1-24. Retrieved from

Kaushal, N. (2008). In-State Tuition for the Undocumented: Education Effects on

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