7 11 16 11.30 12.30 Melchior 12 07 2016 1468333412
WELCOME PLEASE JOIN THE LIVE POLL AS YOU COME IN TEXT: SHEKILAMELCH262 TO: 22333
HELPING UNDOCUMENTED STUDENTS ACHIEVE THEIR DREAMS SHEKILA MELCHIOR, M.S., NCC DOCTORAL CANDIDATE VIRGINIA POLYTECHNIC INSTITUTE & STATE UNIVERSITY [email protected]
AGENDA • • • • • • •
Common Terms The Facts Challenges/Barriers Immigrant Trauma ASCA Ethical Standards/Position Statements Social Justice & Advocacy College Choice Process
COMMON TERMS • Undocumented Students • Deferred Action for Childhood Arrivals (DACA) • Deferred Action for Parents of Americans and Lawful Permanent Residents • The Development, Relief and Education for Alien Minors Act
UNDOCUMENTED STUDENTS Are aspiring citizens who came or were brought to the United States without legal documentation or who have overstayed their visas
Educators for Fair Consideration, 2012
The Development, Relief and Education for Alien Minors Act
The Dream Act was a proposed legislation for high school students to be eligible to enter the U.S. Military or pursue higher education with the possibility of gaining legal status.
National Immigration Law Center, 2010
Deferred Action for Childhood Arrivals (DACA)
Deferred Action for Childhood Arrivals (DACA) was passed June 15, 2012. “DACAmented" students are protected from deportation for two years. Students are eligible for a work permit, driver’s license, and social security number.
R E C E N T L E G I S L AT I O N
U.S. Citizenship and Immigration Services, 2016
DEFERRED ACTION FOR PARENTS OF AMERICANS AND LAWFUL PERMANENT RESIDENTS (DAPA) Deferred Action for Parents of Americans and Lawful Permanent Residents protects parents from deportation for three years and they are eligible for a work permit. A federal injunction has prevented this law from being enacted.
R E C E N T L E G I S L AT I O N
U.S. Citizenship and Immigration Services, 2016
PLYER V. DOE • Plyer v. Doe contested a 1975 Texas Education code • Withheld funding • The code violated the 14th Amendment and Equal Protection Clause • The law was overturned in 1982 by Justice Brennan • Schools were prohibited from denying a free K-12 education to undocumented students Justice Brennan said that denying undocumented students access to education takes an “inestimable toll on the social, economic, intellectual and psychological well-being of the individual” Gonzales, Heredia, Negron-Gonzales, 2015; Harmon et al., 2010; Diaz-Strong et al., 2011
THE FACTS
11
Undocumented Immigrants in the United States
Million
2.5
Undocumented Immigrant youth in the United States
Million U.S. Department of Education, 2015
THE FACTS
80
Undocumented youth turn 18 each year
Thousand
65
Graduate high school each year
Thousand
U.S. Department of Education, 2015
THE FACTS
5-10
Enroll in College
%
1-3
%
Graduate each year
U.S. Department of Education, 2015
CHALLENGES/BARRIERS Political/Institutional
“Systematic, organizational, and governmental policies and practices that discriminate against and invalidate people in racial/ethnic/cultural groups through unequal allocation of resources and lack of opportunity and access” • Broken immigration system • Anti-immigration sentiments • Limited state legislation
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
CHALLENGES/BARRIERS Educational • Barriers related to academic achievement and preparedness • Lack of college cultural awareness • Financial aid barriers • Restricted access to higher education
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
CHALLENGES/BARRIERS • Mental Health • Acculturative stress • Pre and Post migration Trauma • Mental illness (Depression, Anxiety, PTSD, Substance abuse)
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
IMMIGRANT TRAUMA 1.Pre migration trauma: events experienced prior to trauma – chief determent for relocation 2.
Traumatic experience – during transit to new country
3. Continuing traumatogenic experiences – during resettlement process 4.
Substandard living conditions after migration
Perez Foster, 2001
MICROAGGRESSIONS EXPERIENCED BY UNDOCUMENTED STUDENTS Microaggressions • everyday verbal, nonverbal, an environmental snubs or insults • intentional or unintentional • communicates hostility and derogatory message Three types of Microaggressions 1. Microassaults – overt racism, intended to harm 2. Microinsults – rude and insensitive remark 3. Microinvalidations - unintentional by perpetrators who are unconscious of their bias
Nienhusser, Vega and Saavedra Carquin ,2016, Sue 2010
MICROASSAULT
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROINSULT
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROINVALIDATION
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROAGRESSIONS EXPERIENCED BY UNDOCUMENTED STUDENTS • “My counselors asked me what my Social Security number was, and I said that I don’t have one. They were like ‘How do you plan on applying?’ And it was as if I had to educate them, instead of them helping me” • “You’re undocumented, I’m sorry, but you can’t go to college,” You need a Social Security number to apply to college,” or “How do you plan on going to college” • “You must be a good swimmer,” “Did you run across the border?” • “Don’t have that confidence to go walk into their counselor’s office and tell them about their situation.”
(Nienhusser, Vega and Saavedra Carquin ,2016)
SCHOOL COUNSELORS IN PRACTICE
Relational Cultural Theory Social Justice & Advocacy Implications
RELATIONAL CULTURAL THEORY Jean Baker Miller 1978 Feminist and multicultural perspective, promoting social change Fundamental Principals
• Mutual Empathy • Mutual Empowerment • Growth Fostering Relationships • Power over vs. Power With
The Five Good Things 1. “Zest” 2. Clarity 3. Worth 4. Increase 5. Desire for more connection
Jordan, 2010
DISCONNECTION • Disconnection – when a person or group does not feel heard or understood • Acute • Failure to understand • Occurs frequently • Can create growth and trust • Can escalate
Jordan, 2010
DISCONNECTION • Disconnection – when a person or group does not feel heard or understood • Chronic • Continues escalation of disconnection • The person without power is not allowed to express aspects of self or opinion • Individual becomes inauthentic
Jordan, 2010
DISCONNECTION
• Traumatic • Emotional trigger that leads to a reaction • The person cannot come back into connection (i.e. feelings of dangers)
Jordan, 2010
CONNECTION Connection • Empathetic encounter between the student and counselor • Counselor Vulnerability • Respect • Engaging authentically
Walker, 2004
ASCA ETHICAL STANDARDS • Acquire educational, consultation and training experiences to improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. • Work as advocates and leaders in the school to create equity- based school counseling programs that help close any achievement, opportunity and attainment gaps that deny all students the chance to pursue their educational goals
ASCA, 2010
ASCA POSITION STATEMENTS Cultural Diversity and Equity for All Students • Globally responsive • Culturally competent • Advocating for equity and access • Addressing the needs of minoritized groups • Recognizing barriers
ASCA, 2012
SOCIAL JUSTICE & ADVOCACY • Counselors for Social Justice define Social Justice Counseling as: • Multifaceted approach • Empowering the individual • Confronting injustices and inequalities • Four critical principals: equity, access, participation and harmony
Counselors for Social Justice, 2016
SOCIAL JUSTICE & ADVOCACY • Addressing achievement and opportunity gaps • Working towards systemic change • The goal is for all groups to exist in a mutually shaped society
PSCs have a “moral and ethical responsibility to advocate for students and serve as agents for social and political change” (Ratts, Dekruyf & Chen-Hayes, 2007). Bell, 1997
ACA ADVOCACY FRAMEWORK
Ratts et al., 2007
RELATIONAL ADVOCACY Mutual Empathy
School/Community Level Client/Student Level
Student Empowerment
Expectations for opportunities, i.e. access to education
Mutual Empowerment
Systemic or Structural Issues Counselor Empowerment
Growth fostering Relationships
Public Arena Level
Collaboration, Resources, Allies
Melchior, 2015
IMPLICATIONS – RCT LENS • Focus on change in attitude and understanding • Change is a shared journey • Corrective relational experiences • Decrease Isolation • Counselor reworks relational failures
Jordan, 2010
IMPLICATIONS - ADVOCACY Teachers, Administrators, Counselors • Broaching • Assignments/In class work • Disseminating information home • Noticing changes in the classroom • Being knowledgeable of changing policies (state legislation) • Professional Development
IMPLICATIONS - ADVOCACY
Creating Safe Spaces • In the classroom and with peers • Within the community • Embrace cultural backgrounds • Support groups (Dreamers Club, Minority Student Group)
IMPLICATIONS – COLLEGE CHOICE • Parent meetings • Incorporating literature into financial aid and college choice workshops • Individual counseling meetings with student and/or a family members • Meeting with community stakeholders about opportunities • Professional development
QUESTIONS
Shekila Melchior, M.S., NCC [email protected]
REFERENCES American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/school-counselors-members/legal-ethical American School Counselor Association. (2012). The School Counselor and Cultural Diversity. Equity for all Students Retrieved from https://www.schoolcounselor.org/school-counselors-members/about-asca-(1)/positionstatements Bell, L.A. (1997). Theoretical foundations for social justice education. In Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge. Chung, R.C-Y., Bemak, F., Ortiz, D.P., & Sandoval-Perez, P.A. (2008). Promoting the mental health of immigrants: A multicultural/social justice perspective. Journal of Counseling and Development, 86, 310-317. Counselors for Social Justice. (n.d.). Retrieved July 11, 2016, from https://counseling-csj.org/
Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10 (2), 107-119. Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the united states. American Behavioral Scientist, 57 (8), 1174-1199. Jordan, J. (2010). Relational-Cultural Therapy. Washington, D.C.: American Psychological Association. Nienhusser, H. K., Vega, B. E., & Mariella Cristina Saavedra Carquin. (2016). Undocumented students' experiences with microaggressions during their college choice process. Teachers College Record, 118 (2), 1.
REFERENCES Perez Foster, R. (2001). When immigration is trauma: Guidelines for the individual and family clinician. American Journal of Orthopsychiatry, 71(2), 153-170. doi:10.1037/0002-9432.71.2.153 Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181. doi:10.1177/0739986309333020 Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-97. doi:10.5330/PSC.n.2010-11.90 National Immigration Law Center (2014). Retrieved October 5, 2015, from https://www.nilc.org. United we Dream, Own the DREAM, National Immigration Law Center, & AFT (2014). Deferred Action for Childhood Arrivals: A Guide for Educators and School Support Staff. Retrieved from http://unitedwedream.org/wpcontent/uploads/2014/05/DACA-Guide-for-Teachers-2014-FINAL.pdf U.S. Citizenship and Immigration Services (2016). Consideration for Deferred Action for Childhood Arrivals (DACA). Retrieved from https://www.uscis.gov/humanit arian/consideration-deferred-action-childhood-arrivals-daca U.S. Department of Education. Resource Guide: Supporting Undocumented Youth. Retrieved from http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf Walker, M. (2004). How Relationships Heal. In M. Walker, W. B. Rosen (Eds.), How Connections Heal: Stories from Relational-Cultural Therapy (pp. 3-21). New York, NY: Guilford Press.
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
Definitions Undocumented Students Are aspiring citizens who came or were brought to the United States without legal documentation or who have overstayed their visas. DACA Deferred Action for Childhood Arrivals (DACA) was passed June 15, 2012. “DACAmented" students are protected from deportation for two years. Students are eligible for a work permit, driver’s license, and social security number.
With recent discussions on immigration reform, working with undocumented students is a culturally relevant topic to counselor education and school counseling.
DAPA Deferred Action for Parents of Americans and Lawful Permanent Residents protects parents from deportation for three years and they are eligible for a work permit. A federal injunction has prevented this law from being enacted. The Dream Act The Development, Relief and Education for Alien Minors Act was a proposed legislation for high school students to be eligible to enter the U.S. Military or pursue higher education with the possibility of gaining legal status.
School Counselors and Counselor Educators Counselor Educators may incorporate a discussion on undocumented students in any course, particularly the Diversity course, Family Systems, Counseling School Aged Children, Career, and Clinical Mental Health Counseling or the School Counseling course. School Counselors are encouraged to attend professional development workshops, staying abreast of recent changes, working with students on applying for DACA, developing a resource folder for students to utilize when preparing for post secondary education or applying for jobs. School Counselors may also lead a discussion during teacher workdays to bring awareness of this population to Faculty and Staff. Shekila Melchior : [email protected]
1
ASCA 2016
Facts & Stats
July 11, 2016
Social Justice and Advocacy Working with undocumented students provides opportunity for advocacy. Educators, specifically School Counselors can advocate for students at the individual level with teachers, administrators, and even local colleges and universities. On a larger scale, educators can work with organizations to provide awareness, contact legislation, and provide an educator’s perspective to the community.
Creating a Safe Space Within schools, teachers and administrators may be unaware of the challenges undocumented students face. This lack of awareness leads to a number of misunderstandings or assumptions made. For example, having students register to vote as a class assignment, something an undocumented student cannot do may put them in an awkward situation. It is imperative for educators to be familiar with the populations in their schools, and the students needs.
Post Secondary Education Unfortunately, some students are not aware of their undocumented status until they begin applying for colleges or for a drivers license. Students are not eligible for merit and need based aid at most private universities, however recently some states are passing legislation offering instate tuition to undocumented students. Undocumented students do not qualify for federal grants, or loans, some states do provide financial aid, and the number of scholarships for undocumented students are increasing.
Shekila Melchior : [email protected]
2
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
Resources National Immigration Law Center: https://www.nilc.org George Mason University: http://www.masondreamers.org/for-mason-students.html College Board: https://bigfuture.collegeboard.org/get-started/for-undocumented-students United We Dream: http://unitedwedream.org Dream Project: www.dreamproject-va.org The Dream.US: http://www.thedream.us/scholars/ The Dream is Now: http://www.thedreamisnow.org/documentary Resource Guide: Supporting Undocumented Youth: http://www2.ed.gov/about/overview/focus/supportingundocumented-youth.pdf
Notes
Shekila Melchior : [email protected]
3
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
References National Immigration Law Center (2014). Retrieved October 5, 2015, from https://www.nilc.org. U.S. Citizenship and Immigration Services (2015). You may be able to request DAPA. Retrieved from http://www.uscis.gov/sites/default/files/USCIS/ExecutiveActions/EAFlierDAPA.pdf United we Dream, Own the DREAM, National Immigration Law Center, & AFT (2014). Deferred Action for Childhood Arrivals: A Guide for Educators and School Support Staff. Retrieved from http://unitedwedream.org/wp-content/uploads/2014/05/DACA-Guide-forTeachers-2014-FINAL.pdf Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-97. doi:10.5330/PSC.n.2010-11.90 Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181. doi:10.1177/0739986309333020 Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the united states. American Behavioral Scientist, 57(8), 1174-1199. Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10(2), 107-119.
Shekila Melchior : [email protected]
4
HELPING UNDOCUMENTED STUDENTS ACHIEVE THEIR DREAMS SHEKILA MELCHIOR, M.S., NCC DOCTORAL CANDIDATE VIRGINIA POLYTECHNIC INSTITUTE & STATE UNIVERSITY [email protected]
AGENDA • • • • • • •
Common Terms The Facts Challenges/Barriers Immigrant Trauma ASCA Ethical Standards/Position Statements Social Justice & Advocacy College Choice Process
COMMON TERMS • Undocumented Students • Deferred Action for Childhood Arrivals (DACA) • Deferred Action for Parents of Americans and Lawful Permanent Residents • The Development, Relief and Education for Alien Minors Act
UNDOCUMENTED STUDENTS Are aspiring citizens who came or were brought to the United States without legal documentation or who have overstayed their visas
Educators for Fair Consideration, 2012
The Development, Relief and Education for Alien Minors Act
The Dream Act was a proposed legislation for high school students to be eligible to enter the U.S. Military or pursue higher education with the possibility of gaining legal status.
National Immigration Law Center, 2010
Deferred Action for Childhood Arrivals (DACA)
Deferred Action for Childhood Arrivals (DACA) was passed June 15, 2012. “DACAmented" students are protected from deportation for two years. Students are eligible for a work permit, driver’s license, and social security number.
R E C E N T L E G I S L AT I O N
U.S. Citizenship and Immigration Services, 2016
DEFERRED ACTION FOR PARENTS OF AMERICANS AND LAWFUL PERMANENT RESIDENTS (DAPA) Deferred Action for Parents of Americans and Lawful Permanent Residents protects parents from deportation for three years and they are eligible for a work permit. A federal injunction has prevented this law from being enacted.
R E C E N T L E G I S L AT I O N
U.S. Citizenship and Immigration Services, 2016
PLYER V. DOE • Plyer v. Doe contested a 1975 Texas Education code • Withheld funding • The code violated the 14th Amendment and Equal Protection Clause • The law was overturned in 1982 by Justice Brennan • Schools were prohibited from denying a free K-12 education to undocumented students Justice Brennan said that denying undocumented students access to education takes an “inestimable toll on the social, economic, intellectual and psychological well-being of the individual” Gonzales, Heredia, Negron-Gonzales, 2015; Harmon et al., 2010; Diaz-Strong et al., 2011
THE FACTS
11
Undocumented Immigrants in the United States
Million
2.5
Undocumented Immigrant youth in the United States
Million U.S. Department of Education, 2015
THE FACTS
80
Undocumented youth turn 18 each year
Thousand
65
Graduate high school each year
Thousand
U.S. Department of Education, 2015
THE FACTS
5-10
Enroll in College
%
1-3
%
Graduate each year
U.S. Department of Education, 2015
CHALLENGES/BARRIERS Political/Institutional
“Systematic, organizational, and governmental policies and practices that discriminate against and invalidate people in racial/ethnic/cultural groups through unequal allocation of resources and lack of opportunity and access” • Broken immigration system • Anti-immigration sentiments • Limited state legislation
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
CHALLENGES/BARRIERS Educational • Barriers related to academic achievement and preparedness • Lack of college cultural awareness • Financial aid barriers • Restricted access to higher education
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
CHALLENGES/BARRIERS • Mental Health • Acculturative stress • Pre and Post migration Trauma • Mental illness (Depression, Anxiety, PTSD, Substance abuse)
Chung et al., 2008, Diaz-Strong et al., 2011, Perez Foster, 2001
IMMIGRANT TRAUMA 1.Pre migration trauma: events experienced prior to trauma – chief determent for relocation 2.
Traumatic experience – during transit to new country
3. Continuing traumatogenic experiences – during resettlement process 4.
Substandard living conditions after migration
Perez Foster, 2001
MICROAGGRESSIONS EXPERIENCED BY UNDOCUMENTED STUDENTS Microaggressions • everyday verbal, nonverbal, an environmental snubs or insults • intentional or unintentional • communicates hostility and derogatory message Three types of Microaggressions 1. Microassaults – overt racism, intended to harm 2. Microinsults – rude and insensitive remark 3. Microinvalidations - unintentional by perpetrators who are unconscious of their bias
Nienhusser, Vega and Saavedra Carquin ,2016, Sue 2010
MICROASSAULT
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROINSULT
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROINVALIDATION
(Nienhusser, Vega and Saavedra Carquin ,2016)
MICROAGRESSIONS EXPERIENCED BY UNDOCUMENTED STUDENTS • “My counselors asked me what my Social Security number was, and I said that I don’t have one. They were like ‘How do you plan on applying?’ And it was as if I had to educate them, instead of them helping me” • “You’re undocumented, I’m sorry, but you can’t go to college,” You need a Social Security number to apply to college,” or “How do you plan on going to college” • “You must be a good swimmer,” “Did you run across the border?” • “Don’t have that confidence to go walk into their counselor’s office and tell them about their situation.”
(Nienhusser, Vega and Saavedra Carquin ,2016)
SCHOOL COUNSELORS IN PRACTICE
Relational Cultural Theory Social Justice & Advocacy Implications
RELATIONAL CULTURAL THEORY Jean Baker Miller 1978 Feminist and multicultural perspective, promoting social change Fundamental Principals
• Mutual Empathy • Mutual Empowerment • Growth Fostering Relationships • Power over vs. Power With
The Five Good Things 1. “Zest” 2. Clarity 3. Worth 4. Increase 5. Desire for more connection
Jordan, 2010
DISCONNECTION • Disconnection – when a person or group does not feel heard or understood • Acute • Failure to understand • Occurs frequently • Can create growth and trust • Can escalate
Jordan, 2010
DISCONNECTION • Disconnection – when a person or group does not feel heard or understood • Chronic • Continues escalation of disconnection • The person without power is not allowed to express aspects of self or opinion • Individual becomes inauthentic
Jordan, 2010
DISCONNECTION
• Traumatic • Emotional trigger that leads to a reaction • The person cannot come back into connection (i.e. feelings of dangers)
Jordan, 2010
CONNECTION Connection • Empathetic encounter between the student and counselor • Counselor Vulnerability • Respect • Engaging authentically
Walker, 2004
ASCA ETHICAL STANDARDS • Acquire educational, consultation and training experiences to improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. • Work as advocates and leaders in the school to create equity- based school counseling programs that help close any achievement, opportunity and attainment gaps that deny all students the chance to pursue their educational goals
ASCA, 2010
ASCA POSITION STATEMENTS Cultural Diversity and Equity for All Students • Globally responsive • Culturally competent • Advocating for equity and access • Addressing the needs of minoritized groups • Recognizing barriers
ASCA, 2012
SOCIAL JUSTICE & ADVOCACY • Counselors for Social Justice define Social Justice Counseling as: • Multifaceted approach • Empowering the individual • Confronting injustices and inequalities • Four critical principals: equity, access, participation and harmony
Counselors for Social Justice, 2016
SOCIAL JUSTICE & ADVOCACY • Addressing achievement and opportunity gaps • Working towards systemic change • The goal is for all groups to exist in a mutually shaped society
PSCs have a “moral and ethical responsibility to advocate for students and serve as agents for social and political change” (Ratts, Dekruyf & Chen-Hayes, 2007). Bell, 1997
ACA ADVOCACY FRAMEWORK
Ratts et al., 2007
RELATIONAL ADVOCACY Mutual Empathy
School/Community Level Client/Student Level
Student Empowerment
Expectations for opportunities, i.e. access to education
Mutual Empowerment
Systemic or Structural Issues Counselor Empowerment
Growth fostering Relationships
Public Arena Level
Collaboration, Resources, Allies
Melchior, 2015
IMPLICATIONS – RCT LENS • Focus on change in attitude and understanding • Change is a shared journey • Corrective relational experiences • Decrease Isolation • Counselor reworks relational failures
Jordan, 2010
IMPLICATIONS - ADVOCACY Teachers, Administrators, Counselors • Broaching • Assignments/In class work • Disseminating information home • Noticing changes in the classroom • Being knowledgeable of changing policies (state legislation) • Professional Development
IMPLICATIONS - ADVOCACY
Creating Safe Spaces • In the classroom and with peers • Within the community • Embrace cultural backgrounds • Support groups (Dreamers Club, Minority Student Group)
IMPLICATIONS – COLLEGE CHOICE • Parent meetings • Incorporating literature into financial aid and college choice workshops • Individual counseling meetings with student and/or a family members • Meeting with community stakeholders about opportunities • Professional development
QUESTIONS
Shekila Melchior, M.S., NCC [email protected]
REFERENCES American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/school-counselors-members/legal-ethical American School Counselor Association. (2012). The School Counselor and Cultural Diversity. Equity for all Students Retrieved from https://www.schoolcounselor.org/school-counselors-members/about-asca-(1)/positionstatements Bell, L.A. (1997). Theoretical foundations for social justice education. In Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge. Chung, R.C-Y., Bemak, F., Ortiz, D.P., & Sandoval-Perez, P.A. (2008). Promoting the mental health of immigrants: A multicultural/social justice perspective. Journal of Counseling and Development, 86, 310-317. Counselors for Social Justice. (n.d.). Retrieved July 11, 2016, from https://counseling-csj.org/
Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10 (2), 107-119. Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the united states. American Behavioral Scientist, 57 (8), 1174-1199. Jordan, J. (2010). Relational-Cultural Therapy. Washington, D.C.: American Psychological Association. Nienhusser, H. K., Vega, B. E., & Mariella Cristina Saavedra Carquin. (2016). Undocumented students' experiences with microaggressions during their college choice process. Teachers College Record, 118 (2), 1.
REFERENCES Perez Foster, R. (2001). When immigration is trauma: Guidelines for the individual and family clinician. American Journal of Orthopsychiatry, 71(2), 153-170. doi:10.1037/0002-9432.71.2.153 Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181. doi:10.1177/0739986309333020 Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-97. doi:10.5330/PSC.n.2010-11.90 National Immigration Law Center (2014). Retrieved October 5, 2015, from https://www.nilc.org. United we Dream, Own the DREAM, National Immigration Law Center, & AFT (2014). Deferred Action for Childhood Arrivals: A Guide for Educators and School Support Staff. Retrieved from http://unitedwedream.org/wpcontent/uploads/2014/05/DACA-Guide-for-Teachers-2014-FINAL.pdf U.S. Citizenship and Immigration Services (2016). Consideration for Deferred Action for Childhood Arrivals (DACA). Retrieved from https://www.uscis.gov/humanit arian/consideration-deferred-action-childhood-arrivals-daca U.S. Department of Education. Resource Guide: Supporting Undocumented Youth. Retrieved from http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf Walker, M. (2004). How Relationships Heal. In M. Walker, W. B. Rosen (Eds.), How Connections Heal: Stories from Relational-Cultural Therapy (pp. 3-21). New York, NY: Guilford Press.
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
Definitions Undocumented Students Are aspiring citizens who came or were brought to the United States without legal documentation or who have overstayed their visas. DACA Deferred Action for Childhood Arrivals (DACA) was passed June 15, 2012. “DACAmented" students are protected from deportation for two years. Students are eligible for a work permit, driver’s license, and social security number.
With recent discussions on immigration reform, working with undocumented students is a culturally relevant topic to counselor education and school counseling.
DAPA Deferred Action for Parents of Americans and Lawful Permanent Residents protects parents from deportation for three years and they are eligible for a work permit. A federal injunction has prevented this law from being enacted. The Dream Act The Development, Relief and Education for Alien Minors Act was a proposed legislation for high school students to be eligible to enter the U.S. Military or pursue higher education with the possibility of gaining legal status.
School Counselors and Counselor Educators Counselor Educators may incorporate a discussion on undocumented students in any course, particularly the Diversity course, Family Systems, Counseling School Aged Children, Career, and Clinical Mental Health Counseling or the School Counseling course. School Counselors are encouraged to attend professional development workshops, staying abreast of recent changes, working with students on applying for DACA, developing a resource folder for students to utilize when preparing for post secondary education or applying for jobs. School Counselors may also lead a discussion during teacher workdays to bring awareness of this population to Faculty and Staff. Shekila Melchior : [email protected]
1
ASCA 2016
Facts & Stats
July 11, 2016
Social Justice and Advocacy Working with undocumented students provides opportunity for advocacy. Educators, specifically School Counselors can advocate for students at the individual level with teachers, administrators, and even local colleges and universities. On a larger scale, educators can work with organizations to provide awareness, contact legislation, and provide an educator’s perspective to the community.
Creating a Safe Space Within schools, teachers and administrators may be unaware of the challenges undocumented students face. This lack of awareness leads to a number of misunderstandings or assumptions made. For example, having students register to vote as a class assignment, something an undocumented student cannot do may put them in an awkward situation. It is imperative for educators to be familiar with the populations in their schools, and the students needs.
Post Secondary Education Unfortunately, some students are not aware of their undocumented status until they begin applying for colleges or for a drivers license. Students are not eligible for merit and need based aid at most private universities, however recently some states are passing legislation offering instate tuition to undocumented students. Undocumented students do not qualify for federal grants, or loans, some states do provide financial aid, and the number of scholarships for undocumented students are increasing.
Shekila Melchior : [email protected]
2
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
Resources National Immigration Law Center: https://www.nilc.org George Mason University: http://www.masondreamers.org/for-mason-students.html College Board: https://bigfuture.collegeboard.org/get-started/for-undocumented-students United We Dream: http://unitedwedream.org Dream Project: www.dreamproject-va.org The Dream.US: http://www.thedream.us/scholars/ The Dream is Now: http://www.thedreamisnow.org/documentary Resource Guide: Supporting Undocumented Youth: http://www2.ed.gov/about/overview/focus/supportingundocumented-youth.pdf
Notes
Shekila Melchior : [email protected]
3
ASCA 2016
July 11, 2016
THE DREAM IS NOW “Despite everything, I think I’m destined for greatness. I just need a chance”.
References National Immigration Law Center (2014). Retrieved October 5, 2015, from https://www.nilc.org. U.S. Citizenship and Immigration Services (2015). You may be able to request DAPA. Retrieved from http://www.uscis.gov/sites/default/files/USCIS/ExecutiveActions/EAFlierDAPA.pdf United we Dream, Own the DREAM, National Immigration Law Center, & AFT (2014). Deferred Action for Childhood Arrivals: A Guide for Educators and School Support Staff. Retrieved from http://unitedwedream.org/wp-content/uploads/2014/05/DACA-Guide-forTeachers-2014-FINAL.pdf Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-97. doi:10.5330/PSC.n.2010-11.90 Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181. doi:10.1177/0739986309333020 Gonzales, R. G., Suárez-Orozco, C., & Dedios-Sanguineti, M. C. (2013). No place to belong: Contextualizing concepts of mental health among undocumented immigrant youth in the united states. American Behavioral Scientist, 57(8), 1174-1199. Diaz-Strong, D., Gómez, C., Luna-Duarte, M. E., & Meiners, E. R. (2011). Purged: Undocumented students, financial aid policies, and access to higher education. Journal of Hispanic Higher Education, 10(2), 107-119.
Shekila Melchior : [email protected]
4
