Article2016

Incorporating Undocumented/DACAmented Status Competency Into Higher Education Institutional Agents’ Practice

H. Kenny Nienhusser · Michelle M. Espino

50 citations0/0 files storedNASPA Journal

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Education and experiences of immigrants and refugees Higher Education Research Studies International Student and Expatriate Challenges

Abstract

This article examines undocumented/DACAmented status competency (UDSC) centered on the awareness, knowledge, and skills necessary for higher education institutional agents to support undocumented and DACAmented students. Forty-five community college professionals from four states (California, Connecticut, Georgia, and Wisconsin) were interviewed to determine how UDSC was incorporated. A tripartite framework (awareness of undocumented and DACAmented students and their needs, opportunities that contribute toward UDSC knowledge, and UDSC skills) is presented to inform higher education practitioners’ work.

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References

1992Multicultural Counseling Competencies and Standards: A Call to the Profession 2001Informal and Incidental Learning 2010A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth 2013Negotiating the Complexities of Qualitative Research in Higher Education: Fundamental Elements and Issues 1982Student Services: A Handbook for the Profession 2015Undocumented Undergraduates on College Campuses: Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus 2009Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in College 1997Student Affairs Core Competencies: Integrating Multicultural Awareness, Knowledge, and Skills.

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2020Burned Out or Burned Through? The Costs of Student Affairs Diversity Work 2022Conceptualizing a Proposed Model for Re-Orienting Career Centers for Immigrant College Students

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