Running head: SOUTH SEATTLE COLLEGE REPORT 1

South Seattle College Final Report

Heather Mueller Titus, Kirsten Aranas,

Mitchell Catalano, Eli Heller & Thomas Wilson

Seattle University
SOUTH SEATTLE COLLEGE REPORT 2

Abstract

The purpose of the following research project was to identify the ways in which South

Seattle College (SSC) supports its Veteran and Development, Relief, and Education for Alien

Minors (Dreamer) student populations, and to situate our findings within the greater context of

American community colleges today, in terms of their open access missions and rapidly

diversifying student populations. To gather information and collect qualitative data, the

researchers conducted a series of interviews with three professionals from the college The

Veteran Transition Specialist, the Director of TRiO Student Support Services, and the Director

of Work Source, and visited campus individually, observing various spaces and information

available to students, with a focus on the services available for Veteran and Dreamer students

specific needs. Names and any identifying details of individuals in these positions have been

changed to protect the privacy of such individuals.

Definitions

Veteran students are individuals who are active service members, reservists, and military

personnel, both past and current, of the United States (U.S.) military (Casey & Larson,

2015). According to the Department of Veteran Affairs, over 1,000,000 student Veterans

using their Government Issued (G.I.) benefits to pursue advanced educational

opportunities in 2013, and this number is estimated to continue to increase according to

current military enrollment patterns (Department of Veteran Affairs, 2017). The term

Veteran does extend to cover students who are also active duty service members,

however it is often assumed that active duty members are not enrolled in higher education

institutions (Casey & Larson, 2015).

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Dreamer students are undocumented individuals who do not have a legal residency in the

U.S. by the way of a visa, green card, or U.S. citizenship (Casey & Larson, 2015).

According to the Pew Hispanic Center, there are approximately 11.1 million

undocumented immigrants inside the U.S as of 2012, and this number may be

considerably higher today (Passel & Cohen, 2012). The term Dreamer stems from the

DREAM Act bill that never reached Congress, and is used as an equitable term to

describe undocumented students (Casey & Larson, 2015).

Findings

SSC supports a visible amount of diversity, in terms of age, religion, country of

nationality, Veteran and Dreamer status, students with dependents and others.

Information for every student population was plentiful and easily accessible, in the form

of informational pamphlets, online resources, and cross-trained professionals.

Since the college lacks centralized funding for Veteran and Dreamer students, it attempts

to fill these gaps by merging specific services, and spreading awareness of the needs of

these students due to the lack of self-disclosure of their identities.

Recommendations

Senior administrators should implement programming and hire staff and faculty that

focus specifically on the unique identities, capital, and transition to college for Veteran

and Dreamer students.

The College should focus on assisting Veterans and Dreamers with overcoming financial

and legal barriers to employment and to furthering their education beyond SSC.
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South Seattle College Final Report

South Seattle College (SSC) is an 87-acre hilltop campus located in West Seattle (South

Seattle College, 2016c). Although the campus exists in a fairly residential area, the colleges

location in West Seattle provides panoramic views of the city skyline and surrounding areas. In

addition, SSC has a 13-acre Georgetown Campus where apprenticeship programs are primarily

offered. The campuss unique blend of urban and residential settings provides ample

opportunities for learners of diverse backgrounds to achieve their educational and career goals.

Demographics

A total of 6,356 students are enrolled at SSC at both the main West Seattle campus and

Georgetown campus (South Seattle College, 2012). SSC supports a very diverse student

population in many aspects. The average age of students at the colleges main campus is 31.5

years old, with a median age of 30.5 years old (South Seattle College, 2012). Gender is roughly

equally represented with 47% of students identifying as male, and 52% identifying as female

(South Seattle College, 2012).

SSC also serves a very ethnically diverse student population with 37% of students

identifying as Caucasian, 26% as Asian/Pacific Islander, 21% as African American, 12% as

Hispanic, 2% as Native American, and 2% as Other (South Seattle College, 2012). The most

recent Student Profile Survey (2012) notes that over 35 languages are spoken at the college, and

41% report that English is not their primary or first language (South Seattle College, 2012).

Additionally, 54% of students identify as First-Generation, 8% identify as an immigrant, and 1%

identify as a refugee (South Seattle College, 2012).

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Educational Program Offerings

Existing literature demonstrates the need for student affairs practitioners and

administrators to employ new and effective strategies to meet the unique needs of diverse and

marginalized populations as they consider college choice and progress towards college

completion (Hossler, Braxton & Coopersmith, 1989; Gildersleeve & Ranero, 2010; Watson &

Brand, 2014; Casey & Larsen, 2015). SSC seeks to support these needs by offering over 100

different educational degrees or certificates, and by providing additional support services such as

an Academic Advising Center, Financial Aid office, Disability Support office, Student Life

office, Work Source Center, and a Writing Center. Additionally, SSC has directly demonstrated

support for this need through their TRiO services, Gender Equity Center, Cultural Center,

Veterans Student Center, and the Asian American Native American Pacific Islander Center

(AANAPISI) Center.

Mission and Values

SSC strives to have a Constantly evolving educational community dedicated to

providing quality learning experiences which prepare students to meet their goals for life and

work (South Seattle College, 2016a). Senior administrators, faculty, and staff accomplish this

mission by creating strong partnerships with nearby business and labor industries to equip

graduates with competitive skills to meet the needs of the community. Previous literature about

community colleges notes the unique and vital role these institutions embody in providing and

maintaining open channels for individuals to enhance their social mobility (Cohen, Brawer &

Kisker, 2013). The Student Profile Survey (2012) indicated that students attend SSC for a vast

variety of reasons including: 29% college transfer, 26% professional and technical certificates,
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24% basic and transitional studies, 10% apprenticeship, 10% continuing education, and 1%

Bachelors of Applied Science in Hospitality Management (South Seattle College, 2012).

SSCs Core themes include: student achievement, teaching and learning, college culture

and climate, and community engagement and partnerships (South Seattle College, 2016b).

Casey & Larsen (2015) emphasize the importance of institutions having a Deep understanding

of the experiences of diverse and emerging populations of students and seeing a students life

experience and range of responsibilities as attributes contributing to their perseverance and quest

to achieve academic success. SSC recognizes its uniquely diverse student population by clearly

stating four Community Responsibilities: treat each other with courtesy and respect, speak civilly

and act responsibly with consideration for the rights of others, affirm the value of diversity and

promote cultural sensitivity, [and] maintain a safe and welcoming community (South Seattle

College, 2016b).

Support for Veteran Students

Ruman and Hamrick (2010) argue that colleges must create and endorse supportive

environments to meet the specific needs of Veteran students. SSC provides support for Veteran

students by providing online and in-person resources as well as a structural support system

within the institution to promote academic success. The Veterans Student Center collaborates

with the local Veterans Affairs department to serve as a liaison to other campus departments and

community organizations on behalf of Veteran students. Additionally, the Presidents Advisory

Committee on Veterans reports directly to the President of SSC and informs and advises the

President on the diverse needs of Veteran students, staff and faculty. The Presidents Advisory

Committee on Veterans specifically advocates for the support and recruitment of Veteran staff

and students, Veteran support programs, and the inclusion of celebrations and remembrances for
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Veteran holidays (South Seattle College, 2016d). Along with a designated Veterans student

lounge space, SSC employs a Veterans Transition Specialist staff member who is able to provide

support for Veterans transitioning to civilian education. Lastly, the Student Veteran Association

club exists to provide Veterans with a community to discuss Veteran issues and provide

activities, events, and job opportunities to support Veterans.

Support for Dreamer Students

Although support for Veterans is explicitly available for students at SSC, students who

identify as Dreamer students do not receive the same support and resources. Due to the sensitive

nature of their immigration status and possible existing fears of deportation, Dreamer students

are less likely to identify themselves and seek support (Ellis & Chen, 2013). It could be due to

this reality that limited resources exist to intentionally support Dreamer students at SSC.

Although no physical spaces, offices, or staff members are specifically dedicated to serving and

supporting Dreamer students, SSC seeks to advocate for these populations by providing

awareness and ensuring that staff members are prepared to meet the needs of these students. One

specific way Dreamer students are supported at SSC is by ensuring staff members within

Academic Advising, Financial Aid, and Student Life in particular are aware of how to support

their unique needs, particularly in regards to financing school and providing emotional support.

Examples of this include posting signs indicating that certain offices are safe spaces for Dreamer

students to identify themselves without fear of repercussions, and by ensuring information about

non-Federal loan funding, such as the Washington Application for State Financial Aid

(WAFSA), is readily available for students.

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On-Site Synthesis

The most significant observational themes that emerged from a collection of visits to SSC

were the large and highly visible amount of diversity among the students on campus in terms of

race, Veteran and Dreamer status, international students, different religious identities, sexual

orientations, age, and various intersections among these identities. Second, various offices and

spaces on campus provided a plentiful amount of detailed, focused and easily accessible

information for every specific population of students served by the college. The layout of the

campus itself, with a wide variety of informational services pertaining to all students, located in

the building adjacent to the entrance of campus was also conducive to helping students of all

identities and backgrounds find information that pertains to their education at the college.

Finally, the researchers collectively observed the centrality of social justice to the student, staff

and visitor experience at SSC. Overall, this demonstrated that SSC as a whole is highly aware of

the identities represented within its diverse student body, and is dedicated to serving the

community surrounding the college, which relates to the open mission of community colleges

and their increasing awareness of their rapidly diversifying populations (Casey & Larsen, 2015).

Theme I: Visible Diversity

Given the diversity of the colleges student body and its visibility, the area surrounding

campus was presumably entirely middle-class but seemed very open and welcoming to different

identities, with a sign reading Immigrants welcomed here and posters all around SSCs campus

with the faces of students of differing racial identities holding specific leadership positions

around campus. Walking around campus, the researchers collectively observed that campus was

not particularly busy during the day; however, each researcher noticed the diverse racial, ethnic
SOUTH SEATTLE COLLEGE REPORT 9

and religious backgrounds and strong international presence on-campus. Researchers observed

several different languages being spoken among groups of students on campus as well.

In terms of services and spaces supporting such diversity, SSC houses an Asian American

Native American Pacific Islander (AANAPISI) center, a Gender Equity center that supports

students of all gender identities and sexual orientations, a Day Care center for students with

dependents, and a Work Source center that partners with Work Force Services to assist

unemployed students with finding employment. These resources relate to Shannon & Smiths

(2006) point that Many community college students are adults who must attend college to

maintain their jobs, acquire a job or earn promotions, and also demonstrates the colleges

diversity in terms of age (p. 16). One additional aspect of the diversity of SSCs student body is

intersections of racial identity and socioeconomic status. One of the researchers spoke with a

white TRiO student, who tutors other TRiO students, and there were far more White students and

staff on campus than any of the researchers had initially expected to observe. Finally, although

SSC and its staff are clearly equipped to serve a diverse student population, each of the

researchers observed that many of the centers serving specific populations, such as the Gender

Equity center, were very small. This likely relates to the lack of busyness on campus during the

day, and the lack of a need for a large Gender Equity center.

Theme II: Plentiful and Easily Accessible Information

Second, and even more significantly, the college provides a vast amount of extremely

easily accessible information for students of all identities and needs. Campus itself was

generally easy to navigate, with plenty of signs located throughout the campus grounds, and the

location of specific related services in the same office or in close proximity to one another, such

as the TRiO office and Transfer Services office functioning in the same space. The building
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housing the Admissions office, Registrars office, Central Cashier, Veteran Transfer Services,

and other services displayed an extensive amount of informational pamphlets relating to specific

populations, such as a pamphlet on how to apply for Deferred Action for Childhood Arrivals

(DACA) for Dreamer students, information on various modes of transportation to campus,

information on scholarships for a variety of populations, managing the benefits of the G.I. Bill

for Veterans, brochures for various vocational training programs, information for students with

disabilities, and available information in a number of different languages, and in print, to

accommodate students who do not have access to computers. The library additionally provided

employment resources, particularly for students interested in pursuing vocational training

programs, through the online training programs through Lynda.com, which provides trainings for

hundreds of vocational skills. SSC students are also able to access this resource, and each of the

aforementioned resources for specific populations online from home, which is another

explanation for the smallness of many communal spaces on campus. A large number of students

take classes and access resources online, and thus do not need to ever visit campus in person.

Additionally, all of the professional and student staff with which the researchers

interacted during their visits to the campus were highly knowledgeable about the location and

availability of various services for different student population, including those outside of their

individual functional areas, and overall demonstrated a high level of multicultural competence

and financial literacy, which demonstrates adherence to Pope, Reynolds & Muellers (2004)

model of multicultural competence in higher education. For example, both academic advisors

and staff in the AANAPISI center have the knowledge to help students fill out both Free

Application for Federal Student Aid (FAFSA) and WAFSA applications, in order to help

Dreamer students gain access to four-year universities, and staff at the Work Source center are
SOUTH SEATTLE COLLEGE REPORT 11

trained in working with Dreamer students, who sometimes are illegally employed. Finally, in

terms of access, such resources as Lynda.com and Work Source are completely open to members

of the local West Seattle community, rather than exclusively to students at the college.

Theme III: Centrality of Social Justice

Lastly, each of the researchers observed a strong dedication to, and centrality of social

justice and inclusivity to all aspects of the SSC experience. Posters around campus advertised

events such as Social Justice Solidarity, which featured speeches from the authors of a recently

published book on the Black Lives Matter movement. Throughout the campus, posters reading

No Hate Zone embellished many of the common spaces, such as the exteriors and windows of

administrative buildings. This clearly communicates the message of tolerance to all students,

staff, and visitors of the college. This social justice message was particularly evident in spaces

such as the Veteran Student Center, where the mission statement is No matter where youre

from, no matter what race you are, no matter how old you are, you are all equal and treated the

same and deserve respect, and where Veterans are able to meet one another and find

camaraderie and companionships at the college. This demonstrates Ruman and Hamrick's

(2010) identification of relationships among Veterans, including, Making friends at college and

within military and Veterans communities, and determining when and to whom to disclose their

Veteran statuses or talk about their experiences, to be especially challenging and thus the need

for staff who are competent in addressing these issues (p. 445). Additionally, the library and

Work Source center both place a special emphasis on social justice, with the latter being

equipped with a staff member specifically trained in working with students who are homeless or

may become homeless, and the former providing a service to connect students with opportunities

to purchase or exchange used books. Further, each of these spaces is committed strongly to
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serving the local community. For example, the Work Source center partners with community

based organizations to secure employment for its students. Many students are able to find

employment through Boeing, due to its close proximity to campus.

Interview Synthesis

It is clear that SSC is dedicated to addressing the needs of Veteran and Dreamer students

to build an inclusive college experience. With our selected interviewees, it was our intention to

reveal if the resources and systems we observed actually support access, equity, and diversity for

Veteran and Dreamer student populations. For this reason, we interviewed Phil, the Veteran

Transition Specialist, Jane, the director of TRiO, and Lucy, the director of Work Source, to learn

more about the support services catered to these specific student populations. Our interview with

Phil allowed us to identify how the college supports the emerging needs of Veteran student

populations, and since there is not a specifically designed staff and/or offices for undocumented

students, our interviews with Lucy and Jane allowed us to learn more about services created

specifically for Dreamer student populations.

Each interviewee revealed three key themes about how SSC stays true to its open door

mission despite systematic challenges (Munsch, Velazquez & Kowpak, 2014). The first theme is

that the college is dedicated to creating specific support services that addresses the emerging

needs of Veterans and Dreamer students as they transition to college. The second theme is while

the college lacks centralized organization of services and permanent funding for Veteran and

Dreamer students, it is attempting to fill those gaps through other support services and funding

opportunities. The last theme is that staff attempt to create an environment that promotes

visibility and awareness of the needs of Veterans and Dreamers to combat the overall lack of

self-disclosure of their identity that prevents these students from seeking help.
SOUTH SEATTLE COLLEGE REPORT 13

Theme I: Services Address Specific Needs

SSC is dedicated to providing support and addressing the needs of Veteran and Dreamer

students as they transition in, throughout, and out of college (Evans, Forney & Guido, 2010).

These student populations often face uncertainty accessing higher education, and require services

that cater to their specific needs and challenges (Casey & Larson, 2015). All three interviewees

spoke about how their work helps Veteran and Dreamer students find opportunities on campus,

caters those opportunities to these populations, and work closely with each student throughout

the entire process.

While there is not a specific office for Dreamer students, TRiO and Work Source staff

can still support their needs. Due to their undocumented status, Dreamer students cannot

officially enroll in TRiO, however staff can serve a small number of non-TRiO students by

providing them with hour-long counseling appointments to better address every academic and

financial issue. Similarly, Work Source does not specifically advertise they help Dreamer

students find work if they do not have documentation, but they can connect them to translators,

immigration lawyers, and help them understand their legal rights. For Veterans students, the

Veteran Transition Specialist can help Veterans understand how to utilize their G.I. funding and

navigate college courses and careers. These services emphasize the variety of support needed to

accommodate the diverse needs of Veteran and Dreamer students depending on where they are in

their transition to college (Evans et al., 2010).

Theme II: Lack of Organization & Funding

SSC lacks centralized organization of services and dedicated funding for Veteran and

Dreamer students, however it attempts to fill this gap by collaborating across departments and

seeking out nontraditional funding sources (Cohen, et. al., 2013). While TRiO, Work Source,
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and the Veterans Transition Specialist each have services dedicated to advancing equity and

access for these students, services lack organization, visibility, and institutionalized funding.

Our interviews revealed that services for Veterans are more centralized than Dreamers, since

there is a specific point of contact, student center, and organized support services, but each office

must seek funding on a continuous basis through grants with robust research and justification,

and student services are spread across various departments and spaces on campus.

According to Fagen and Dunklin (2014), designating a point of contact for Veteran

students creates academic and social opportunities that shows institutionalized support, however

since services are still spread across campus, it could prove difficult to navigate. Support

services for Dreamers are disguised in other offices, making it extremely difficult to identify as

well. While staff had the multicultural awareness of undocumented students, there was not a

specific office, title, or point of contact, which could cause role conflict and overload for staff

members if left unaddressed (Cohen et al., 2013). Despite this fact, SSC still does everything

possible to support Dreamer students as seen in the ad-hoc support on campus funding through

grants. The director of TRiO unofficially serves as the point of contact for Dreamer students,

and the director of Work Source is committed to helping undocumented students navigate the job

market, however students would only know this if they asked a staff or faculty member on

campus.

Theme III: Visibility & Lack of Self-Disclosure

SSC works to create visibility of the unique needs of Veteran and Dreamer students to

combat their lack of self-disclosure of identity. Often times, the identity of these students are

unknown unless they are personally revealed, and if Veteran and Dreamer students feel

marginalized and do not specifically disclose their status, it is difficult to support them (Watson
SOUTH SEATTLE COLLEGE REPORT 15

& Brand, 2014). All three interviewees spoke about the importance of visibility and awareness,

and how each of their respective offices worked to create safe spaces that promoted open

communication and trust to provide the services that would be helpful.

The social capital managed by both Veteran and Dreamer students can easily marginalize

support if professionals are unaware or stay blind to its negative effects. This is why staff at SSC

work endlessly to educate themselves and create services and policies that acknowledge the fear

of self-disclosure, deportation, or other associated stigmas can prevent these students from

seeking help (Casey & Larson, 2015). The director of TRiO is on the undocumented student

committee, the director of Work Source created a task force to look into the needs of Dreamers,

and the Veterans Transition Specialist works hard to streamline Veteran academic, career, and

financial support services for ease of use. By each of these offices being aware of ways that

these student populations are marginalized, it creates an environment of trust and sharing where

students feel comfortable to reveal hidden, yet salient parts of their identity in order to seek help

and receive support (Evans et al., 2010).

Key Considerations

Our interviews revealed that contemporary student affairs practitioners face massive and

complex challenges, and the journey toward providing equity in opportunity and outcome is not

over. While SSC is clearly dedicated to serving the needs of Veteran and Dreamer students,

there are still many obstacles and areas for improvement because these students still face barriers

to achieving and attaining their educational goals (Casey & Larson, 2015). To begin to minimize

these gaps in achievement, there are three important areas that could be improved, including:

designating a sole point of contact for Dreamer students, centralizing support services for

Veteran and Dreamer students, and finding a permanent funding source for staff members and
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offices who serve these populations. These solutions would help prevent role conflict and

overload, and would allow staff to solely focus on the needs of each population, while providing

more effective, personalized support as permanent fixture of the institutions' system (Cohen et

al., 2013).

Our interviewees indicated that these changes would not be difficult to implement either.

Since SSC is already equitable and stays true to its open access mission, when a new population

emerges, it is easier to integrate programs and policies that address specific needs and challenges

(Casey & Larson, 2015; Munsch, et. al., 2014). Because SSC is already such a diverse

institution that is committed to serving anyone who makes it to campus, staff can build upon the

systems that are already in place to meet students where they are and help them be successful.

The populations of Veteran and Dreamer students may be small (approximately 200) it is rapidly

growing, therefore making it critical to provide need-based support that promotes academic

success. The support at SSC exists, now senior administrators need to make sure these services

continue to grow so the right students can access it, regardless if they disclose their Veteran or

Dreamer status.

Recommendations for Advancing Equity at South Seattle College

In terms of equity at SSC, our project illuminated that the institution already makes great

strides in creating educational experiences responsive to the unique needs of a diverse student

body. Demographics of SSC indicate equitable enrollment across age, ethnic, and racial

categories. This enrollment also includes significant numbers of special populations such as

Dreamer and Veteran students (South Seattle College, 2012). This composition requires a

myriad of services to create discretely equitable educational experiences for SSC students. In

synthesizing current demographics and support services with student development theory, this
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list of recommendations will seek to offer specific suggestions to continue a push for equity on

SSCs campus. Mainly, these recommendations will focus on student transitions, identity

development, and community cultural wealth.

Recommendation I: Cater to Unique Experiences

The first recommendation is to consider the unique experiences of community college

students transitions along their educational pipeline, and to be aware of currently available

resources to address those transitions at SSC. Schlossbergs (1995) Theory of Transition

describes a process of transition, defining the type of transition, and the ability to cope with those

across an array of factors (Schlossberg, Waters, & Goodman, 1995). At community colleges like

SSC, many students experience an anticipated transition to college whether it be for the first

time, or to finish a previously started degree. In these transitions, it is crucially important to

recognize available social support with which students can manage the stress associated with

these transitions. It is also key to determine the self-sufficiency individual students may or may

not have upon navigating these critical transitions.

Considering these theoretical perspectives, some practical strategies to aid professionals

at SSC in their support of students unique transition experiences are illuminated. It is important

to identify the limitations of support systems available to students from college professionals.

For example, it was identified across our observations at SSC that there is only one trained

professional in Veteran support services, no centralized point of contact for students of

undocumented status, and overall lack of centrality of transfer services.

It is crucial that professionals at SSC self-evaluate these limitations and recognize other

support services available for formalization. For example, peer support services exist in different

corners of SSCs student population. One such peer-to-peer Veterans support network is utilized
SOUTH SEATTLE COLLEGE REPORT 18

to connect Veteran students with their peers who understand how to navigate the campus culture.

This is considered a promising practice as research suggests that as Veteran student populations

continue to grow within community colleges, it is critical to have individuals who are Veterans

themselves to assist in navigating various problems (Casey & Larson, 2015). This is additionally

important to alleviate stress associated with transitioning to college and civilian life because

Veteran peers can sympathize with those experiences (Ruman & Hamrick, 2010). Formalizing

these interactions and supporting informal introductory programming like Veterans meet-up

can be an innovative way to repurpose and centralize pre-existing support structures across

campus. Professionals should take similar analytical approaches with other student populations

such as Dreamer and TRiO students.

Recommendation II: Implement Specialized Support Services

The second recommendation is to continue to provide individualized and interpersonal

support services for students at SSC who seek to apply purpose and integrity to their diverse

needs and backgrounds. Identity development is a major component of college student

development as described by Chickering (1969) in the seven vectors of student development

model, where he identifies seven vectors of identity development that happen across a students

educational growth. These range from developing competence, interdependently managing

emotions, establishing identity, and finally developing purpose and integrity (Chickering, 1969).

In our observations, students at SSC largely enter higher education with established identities. It

follows that their community college experience should aim to make opportunities available to

establish their identities into a lifes purpose founded in their values and beliefs.

SSC offers an equal load of vocational training, associates level degrees, and degree-

specific tracks creating scaffolding for concrete identity establishment. The true substance of
SOUTH SEATTLE COLLEGE REPORT 19

these structures are provided by support and programs organized by student support staff. They

support a range of programs designed to ensure equity and access to college on campus,

including academic transfer programs, dual-credit high school programs, 13th year scholarships

and other state financial aid packages, and career transfer programs. These specified services

serve a diverse expanse of students, and support staff acknowledge the diverse needs of

individual students from different demographic backgrounds. Orozco, Alvarez & Gutkin (2010)

suggest that colleges serving diverse populations must consider the unique advising and support

needs these students require, and create tailored programs to promote their success. The

aforementioned programs accomplish that goal and allow more opportunities to emerge with

which students so they can better establish their identities in a valuable way.

Good work is being done at SSC to engage students in deeper identity conversations, but

barriers still remain. Mainly, it is clear that many students who identify across special

populations (Veterans, Dreamers, TRiO, etc.) often do not disclose that information publicly.

This problematizes the effective use of support structures and limits professionals abilities to

support equitable identity development opportunities across campus. Again, much of this can be

accomplished in a network of peer advising. One professional at SSC indicated how integrating

these types services for Veterans would be relatively simple because of the systems that already

promote equity, access, and diversity. Professionals in the TRiO office also indicated how

students of that population often talk amongst themselves about their experiences and point one

another in the direction of specific support services. Using these community interactions in a

more intentional way can help build a consciousness across related identities. This can influence

students to self-identify and simultaneously support their identity formation process and the need

for valuable support services to that end.

SOUTH SEATTLE COLLEGE REPORT 20

Recommendation III: Continuously Develop Multicultural Competencies

The third recommendation is for SSC senior administrators, staff, and faculty to develop

a continued awareness and understanding of the diverse student body, along with their unique

experiences and capital. This is crucial in considering how to best support their next steps in

higher education. Community cultural wealth is a very important and relatable theory in the

realm of community college student development. Yosso (2005) constructed an alternative to

classical notions of capital, describing that individuals from diverse cultural and ethnic

backgrounds have a myriad of capital from which they can develop. Some of those forms

include items like aspirational, linguistic, navigational, and resilience capital (Yosso, 2005).

Community college students often comprise a wide range of cultural, economic, and ethnic

backgrounds, the confluence of which lends itself to the management of many different forms of

capital. This becomes a major consideration in considering how to support equity at these

institutions.

Professionals at SSC understand the importance of engaging students at different levels

according to their resources and life circumstances. Within TRiOs services, professionals

recognize that many students have commitments outside of the classroom (family, work, other

obligations). Thus, they remain creative in how they schedule programming that will best fit

challenges students may face. On a larger scale, in supporting programs like TRiO, Running

Start, 13th Year Scholarship, and dual enrollment programs, leaders at SSC embrace the various

and distinctive forms of capital their students are able to manage. This helps the individual and

the community in creating communal identity and a sense of belonging which is an important

process in supporting underrepresented and minority student populations (Cohen et al., 2013).
SOUTH SEATTLE COLLEGE REPORT 21

Professionals at SSC should view these successes as a method for developing continued

awareness and knowledge of diverse student populations. These kinds of useful practice must be

extended and applied across student populations. Doing so will give practitioners the ability to

understand the wealth of unique student capital, build knowledge of how to guide students in

honing that capital, and ultimately build a skillset to develop equitable student development

across an array of diverse students (Pope et al., 2004).

Conclusion

Student affairs practitioners at SSC are already participating in best practices towards

creating educational equity in a community college. Recognizing where they may have student

resources to help advance their goals is the most important consideration amongst these

recommendations. Finally, creating equity at this institution must be the job of all. The entire

campus community must engage in the support listed in these recommendations as equity is best

defined by an entire community, not solely some individuals within that community.

Recommendations for Ensuring Equity for Veterans and Dreamer Transfer Students

In order to advance educational equity within the community college landscape for

Veterans and Dreamer transfer students we have to take the necessary steps to understand both

populations of students (Fagen & Dunklin, 2014; Nienhusser, 2014). It is imperative to accept

that Veterans and Dreamer students do not occupy a generic subculture, and it is important to not

make assumptions about these student populations or assume standard outreach efforts will work

in reaching this segment of student. It is also imperative to understand that both Veteran and

Dreamer students experience varying degrees of culture shock upon entering a community

college campus (Laanan, 2001).

SOUTH SEATTLE COLLEGE REPORT 22

As for Dreamer students, their status in the U.S. may have been at-risk at times, so safety

within the confines of a community college is important (Lopez & Brown, 2010). In the case of

Veteran students, this population of students are coming from a highly-structured chain of

command type environment where directions are given, obeyed, and missions are clear no

bureaucracies (Ackerman, DiRamio & Mitchell, 2009; Mangan & Wright, 2009). The transition

to civilian life where bureaucracies are rampant, directions are not as clear, and mission

complete are relics of a past militaristic community (Wheeler, 2012). The community college

landscape can seem like a daunting place where ambiguity rules the day (Rumann, Rivera &

Hernandez, 2011). Drawing upon group research, this section will outline recommendations to

help ease the transfer shock onto a community college campus in an attempt to advance access,

equity and diversity for Veteran and Dreamer student populations (Gildersleeve & Ranero, 2010;

Kirchner, 2015).

Lastly, many times campuses focus on offering one-time events as symbols of support for

Veteran and Dreamer students (Mangan & Wright, 2009). This approach cannot lead to

meaningful change, because it seems forced and mechanical. Rather than organizing stand-alone

events, a campus must create simple, yet transformative, accommodations that are sustainably

weaved into the very fabric of the community colleges mission, to which it creates an inclusion

and equitable environment that is lasting, deep, and meaningful (Lowe, 2011; McGovern, 2012).

Recommendation I: Highly Trained Staff

To increase capital, practitioners should create a welcoming environment by introducing

counselors and peer-mentor groups dedicated to the specific student needs, and focus more on

transitions, mental health, and developmental support (Lokken, Pfeffer, McAuley & Strong,

2009, Pitre, 2004; Nienhusser, 2014). These support services will begin to increase access,
SOUTH SEATTLE COLLEGE REPORT 23

equity, and diversity community colleges. Specific staff and faculty need to be aware of the

existence and unique needs of Veteran and Dreamer student populations (Dunklin, 2012; Sander,

2012). Community colleges can meet this goal by offering professional development

opportunities for staff to learn more about specific techniques and advising methods to best

support Veteran and Dreamer students (Whiteman, Mroczek, Macdermid-Wadsworth & Barry,

2013). Lastly, make Veterans and Dreamer Transition Specialist position a permanent position

without the use of grants, if possible (Lokken et al., 2009). Since student services for Veterans

and Dreamers are dispersed across campus and may be difficult to locate, it is essential for

community colleges to always have a central point of contact, who shares an identity and/or

experiences, to assist these populations of students in adjusting to college life (McBain, Kim,

Cook & Snead, 2012).

Recommendation II: Tailored Programming and Orientation

Community colleges need to listen and create stronger initiatives for the needs of Veteran

and Dreamer students through Veteran and Dreamer student councils and peer-to-peer mentoring

communities (Casey & Larson, 2015). Creating Veteran and Dreamer student orientation that

would be designed to facilitate a smooth transition to college, and assist students in making the

most of their college experience, would be at the center of the experience (Bonar & Domenici,

2011). These programs and orientations would include presentations by Veteran and Dreamer

allied staff members, along with other student service and academic support professionals (Field,

2008). The orientations would highlight campus resources available and how to specifically

cater to this demographic of student while creating opportunity to build community with other

Veteran and Dreamer students on campus (Ahern, Foster & Head, 2015; Barnett, 2011).
SOUTH SEATTLE COLLEGE REPORT 24

Recommendation III: Assistance with Overcoming Financial Barriers

By helping Veteran and Dreamer students eliminate financial barriers, practitioners can

improve matriculation and retention (Bonar & Domenici, 2011). We recommend community

colleges being sensitive to Washington State Financial Aid (WASFA) issues or delays, as well as

issue or delays with Veterans College G.I. Bill payments. Thusly, we also recommend allowing

for military experience and civilian work experience to be translated into college credit which

helps to reduce the time to completion of a degree lessening the debt incurred while going down

the path of higher education (Field, 2008).

We learned from our interviews with Veteran Transition Specialists that the stress of

awaiting governmental financial distributions for Veterans can many times cause Veterans to

drop out of school, come back, and drop out again based on their payout schedule of their

government benefits. Allowing students to remain in school, and allowing for tuition grace

periods and/or incremental payment plans, would be to the benefit and go far in calming the

stress of many Veteran students, as well as Dreamer students, and their unique benefit

distribution. Lastly, SSC should provide innovative financial support, such as emergency grants,

and book lending programs specific to Veteran and Dreamer students (Lipka, 2011; Murphy,

2011). Since these funds constantly fluctuate, a permanent source can be created by establishing

a relationship with state officials, and creating a policy where the government agrees to match a

percentage of revenue raised through fundraising efforts, as seen implemented at community

colleges in Florida (Chen, 2017). These small measures would go a long way in advancing

equity for Veteran and Dreamer transfer students by tailoring unique programs versus

employing mass marketing type strategies, unique populations of students would be presented

with honest and impactful messaging.

SOUTH SEATTLE COLLEGE REPORT 25

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