Supporting Undocumented Community College Students

Autor/inn/en	Ngo, Federick; Hinojosa, Juanita K.
Titel	Supporting Undocumented Community College Students
Quelle	In: New Directions for Community Colleges, (2021) 196, S.57-68 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20483
Schlagwörter	Community Colleges; Two Year College Students; Undocumented Immigrants; School Policy; Student Financial Aid; Dual Enrollment; Access to Information; Faculty Development; Health Services; Resource Centers; Student Attitudes; Inclusion; Educational Practices; Mental Health; Staff Development + Suchen Sie Ihr Suchwort? Community college; Community College; Illegaler Aufenthalt; Schulpolitik; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Doppelstudium; Health service; Gesundheitsdienst; Gesundheitswesen; Schülerverhalten; Inklusion; Bildungspraxis; Psychohygiene; Personnel development; Personalentwicklung
Abstract	Community colleges are a critical access point to higher education for undocumented students, yet undocumented community college students often report feelings of "constrained inclusion" due to the limitations created by their citizenship status (Negrón-Gonzales, 2017). In this article, we review existing research on undocumented students in 2-year colleges, discussing the policies and practices that can be implemented to support undocumented community college students. Supportive policies include tuition and aid policy, college promise programs, and dual enrollment. Supportive campus environments can be facilitated through flexible scheduling, clear and accessible information, mental health resources, staff training and professional development, funding dedicated staff positions, and creating undocumented student resource centers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01