EDUCATIONAL EQUITY BEYOND ACCESS...EDUCATIONAL EQUITY BEYOND ACCESS Institutional Action In Support...

EDUCATIONAL EQUITY BEYOND ACCESSInstitutional Action In Support of

Undocumented, DACAmented and Immigrant Students

April 14 & 15, 2015

Ann Arbor, MichiganUniversity of Michigan

The Educational Equity Beyond Access: Institutional Action in Support of Undocumented, DACAmented, and Immigrant Students summit is a partnership between the National Center for Institutional Diversity and the National Forum on Higher Education for the Public Good at the University of Michigan.

NATIONAL CENTER FOR INSTITUTIONAL DIVERSITY The National Center for Institutional Diversity (NCID) represents a commitment by the University of Michigan to affirm the central value of institutional diversity to the public mission of U.S. colleges and universities. We support scholarship and its sophisticated application to the challenges associated with the recruitment and selection of students and faculty, assuring campus climates that promote success, and preparing and inspiring leaders. We are guided by the recognition that U.S. institutions of higher education must increase their efforts to prepare individuals to be actively engaged in building a dynamic, diverse democratic society.

NATIONAL FORUM ON HIGHER EDUCATION FOR THE PUBLIC GOOD The National Forum on Higher Education for the Public Good (National Forum) works towards increasing awareness, understanding, commitment, and action in support of the public service role of higher education in a changing democratic society. The National Forum utilizes research and other tools to create and disseminate knowledge that addresses higher education issues of public importance. This mission is expressed in a wide range of programs and activities that focus on increasing opportunities for students to access and be successful in college, college’s responsibility to engage with and serve their communities, institutional leadership roles and practices in promoting responsive policies and practices to address the student success and community engagement.

EDUCATIONAL EQUITY BEYOND ACCESS WELCOME! It is our pleasure to welcome you to discuss “Educational Equity Beyond Access: Institutional Action in Support of Undocumented, DACAmented and Immigrant Students.” The summit is hosted by the National Forum on Higher Education for the Public Good (National Forum) and the National Center for Institutional Diversity (NCID) at the University of Michigan. Over the next couple of days, institutional leaders, educators, and immigrant rights advocates will be meeting together to assess ways to promote institutional policies and practices in support of undocumented, DACAmented, and immigrant students. Through this gathering and the ongoing work occurring at each of our campuses and organizations, we hope to:

1. Broaden public support, influence policy and practice and increase philanthropic commitment to ensure opportunities for postsecondary education for undocumented, DACAmented and immigrant students;

2. Identify institutional barriers encountered by undocumented, DACAmented and immigrant students;

3. Examine efforts to create inclusive, dignified and responsive campus climates for undocumented, DACAmented and immigrant students.

The National Forum has been engaged in working with these issues for a number of years. In 2007, the National Forum, in cooperation with a wide range of partners across the country, launched a national effort to focus attention on educational opportunities for Latino, immigrant and undocumented students, with a particular emphasis on the educational gaps created by inconsistent federal, state and institutional policies. In 2008, the American Council on Education (ACE) featured the National Forum’s work on immigration and higher education as a “nationally significant” approach. ACE cited the National Forum’s distinctive strategy of building tactical networks to influence policy at multiple levels (institutional, state and national) and cultivating political will needed to redefine educational opportunity for Latino, immigrant and undocumented students as a fundamental civil rights issue. Most recently, in the spring of 2013, the National Forum launched the uLEAD Network. The mission of the uLEAD Network is to provide a platform that allows institutional leaders to engage with other practitioners, administrators, and institutional leaders, to address complex challenges relating to access and diversity in higher education. Resources such as training modules, informational webinars and reports are made available to higher education professionals seeking additional ways to support undocumented students and enable institutional changes. The uLEAD Network grows out of the National Forum’s commitment to providing tools that support inclusive practices in higher education. For almost a decade, the National Forum has been effective in convening regional and national discussions on higher education opportunities for immigrant and undocumented students among a wide range of partners. These sessions allow us to capture and share what is working, what still needs to be done, and to spur new thinking and action.

In 2014, the National Forum formalized its partnership with the NCID and together have publicized their commitment to aligning scholarship and practice in the service of helping our institutions move beyond access. Throughout this meeting, you will hear scholars, institutional leaders, and students addressing the intersections of immigration and higher education from multiple vantage points. You will also have the opportunity to discuss these issues with colleagues through structured dialogue and informal conversation, considering ways to build and sustain supportive practices in your respective institutional contexts. We are especially grateful to our student panelists for sharing their personal, academic, and professional perspectives on the experiences of undocumented, DACAmented, and immigrant students in higher education. We look forward to sharing the next two days with you as we move toward a vision of truly accessible higher education for undocumented, DACAmented, and immigrant students. Thank you for joining us, and thank you for your commitment to creating a climate of support for all students. Sincerely,

Betty Overton, PhD Director, National Forum on Higher Education for the Public Good Professor of Clinical Practice, Center for the Study of Higher and Postsecondary Education University of Michigan

John C. Burkhardt, PhD Director, National Center for Institutional Diversity Professor of Clinical Practice, Center for the Study of Higher and Postsecondary Education Special Assistant to the Provost for University Engagement University of Michigan

EDUCATIONAL EQUITY BEYOND ACCESS THE AGENDA TUESDAY, APRIL 14, 2015 All meeting activities will take place at the Michigan League, 911 N. University, Ann Arbor, MI 48109 8:00 – 8:30 AM REGISTRATION AND CONTINENTAL BREAKFAST | HUSSEY ROOM

THE U.S.-‐MEXICO BORDER REGION: CHALLENGES AND OPPORTUNITIES FOR IMMIGRANT FAMILIES 8:00 – 5:00 PM PHOTOVOICE PROJECT EXHIBIT| CONCOURSE Photos by Eva M. Moya, Assistant Professor of Social Work University of Texas at El Paso FRAMING THE SUMMIT 8:30 – 8:40 AM SPOKENWORD PERFORMANCE Lalita Ramirez-‐López, Undergraduate Student

Washtenaw Community College

8:40 – 8:50 AM WELCOMING REMARKS John C. Burkhardt, Director, National Center for Institutional Diversity University of Michigan

8:50 – 9:50 AM KEYNOTE SPEAKER Kent Wong, Director, Labor Center University of California, Los Angeles

9:50 – 10:00 AM BREAK CHALLENGES AND RESPONSES IN PUBLIC POLICY AND PRACTICE 10:00 – 11:30 AM PANEL DISCUSSION Moderator:

Betty J. Overton-‐Adkins, Director, National Forum on Higher Education for the Public Good University of Michigan

Panelists: Benish Anver, Policy Staff Attorney

National Immigrant Women’s Project

Matthew Matera, Executive Director Scholarships A-‐Z

Susan Sturm, George M. Jaffin Professor of Law and Social Responsibility Director, Center for Institutional and Social Change Columbia University

11:30 – 11:50 AM BREAK

11:50 – 1:00 PM LUNCH AND GUEST SPEAKER | VANDENBERG ROOM David Fike, President Marygrove College BARRIERS ENCOUNTERED BY UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS 1:00 – 2:00 PM PLENARY DISCUSSION | HUSSEY ROOM

Carlos Robles, Master’s Student, Ford School of Public Policy Graduate Research Assistant, National Center for Institutional Diversity University of Michigan

Laura Sánchez-‐Parkinson, Program Coordinator, National Center for Institutional Diversity, University of Michigan

2:00 – 3:00 PM STUDENT PANEL Moderator: Susana Muñoz, Assistant Professor of Higher Education University of Wisconsin-‐Milwaukee Panelists:

Paulina López, Undergraduate Student Spring Arbor University

Kururama Sánchez, Undergraduate Student Western Michigan University

Lalita Ramirez-‐López, Undergraduate Student Washtenaw Community College

Dulce Rios-‐Ortiz, Undergraduate Student University of Michigan 3:00 – 3:15 PM BREAK

3:15 – 5:00 PM WORKING SESSION & REPORT OUT Susana Muñoz, Assistant Professor of Higher Education

University of Wisconsin-‐Milwaukee RECEPTION 6:00 – 6:30 PM RECEPTION | CAMPUS INN, 615 E. HURON STREET, ANN ARBOR, MI 48104

DINNER AND PROGRAM

6:30 – 7:00 PM DINNER SERVED

7:00 – 7:15 PM THE U.S.-‐MEXICO BORDER REGION: CHALLENGES AND OPPORTUNITIES FOR IMMIGRANT FAMILIES Eva M. Moya, Assistant Professor of Social Work University of Texas at El Paso 7:15 – 8:00 PM HOME COMMUNITIES AND IMMIGRATION NARRATIVES Moderator: William Lopez, PhD Candidate, School of Public Health University of Michigan

Panelists: José Luis Zelaya, PhD Candidate, Program in Urban Education Texas A&M University

Laura Bohorquez, Dream Educational Empowerment Program Coordinator United We Dream

Luis De La Cruz, Master’s Student, Ford School of Public Policy University of Michigan WEDNESDAY, APRIL 15, 2015 All meeting activities will take place at the Michigan League, 911 N. University, Ann Arbor, MI 48109 8:30 – 9:00 AM CONTINENTAL BREAKFAST | HUSSEY ROOM

9:00 – 10:00 AM STUDENTS AND FAMILY DYNAMICS Carlos Robles, Master’s Student, Ford School of Public Policy Graduate Research Assistant, National Center for Institutional Diversity University of Michigan

Karla Robles, Undergraduate Student Harper College

Rafael Robles, Undergraduate Student University of Illinois, Chicago

10:00 – 12:00 PM COMMITMENT TO MOVING FORWARD John C. Burkhardt, Director, National Center for Institutional Diversity University of Michigan

Betty J. Overton-‐Adkins, Director, National Forum on Higher Education and the Public Good University of Michigan

12:00 PM LUNCH AND ADJOURN

EDUCATIONAL EQUITY BEYOND ACCESS – APRIL 2015 | 1

EDUCATIONAL EQUITY BEYOND ACCESS THE AGENDA

SPEAKER AND PANELIST BIOGRAPHIES

BENISH ANVER Policy Staff Attorney National Immigrant Women’s Project Prior to her current position, Benish worked with NIWAP as its first Immigrant Women, Law and Policy Fellow and as a Dean’s Fellow while she was a student at the Washington College of Law. She was involved in research and development of

various training materials for prosecutors and law enforcement officials, addressing best practices for cases involving immigrant women that are victims of domestic violence and sexual abuse pursuant to the Violence Against Women Act. She has co-‐authored several publications on immigrant victims’ legal rights and also researched and developed policy recommendations to the Board of Immigration Appeals regarding effective and efficient methods of determining U-‐visa cases, as well as policy recommendations to the Department of Homeland Security, the Department of Education and White House staff on issues impacting immigrant victims of crime.

LAURA BOHORQUEZ GARCIA Dream Educational Empowerment Program Coordinator United We Dream Laura Bohórquez García, a native from Mexico City moved to the U.S. at the age of four and was raised in Brewster, Washington a small rural agricultural town in Central Washington State. Growing up Bohórquez joined her parents in immigrant rights rallies, conferences and in the packing sheds and orchards where her community, family, and herself worked. Her experiences as an undocumented

womyn and passion for social justice and educational equity lead her to Western Washington University (WWU) where she received a BA in American Cultural Studies and Spanish. At WWU Bohórquez co-‐created the Raza Latina Studies Minor, participated in M.E.Ch.A and in the Washington Dream Act Coalition. Her commitment towards the educational equity for her undocumented peers encouraged her to pursue her Master's in Education from Loyola University Chicago where she implemented a safe space and ally training and worked to implement and change the policy and practices.

JOHN BURKHARDT Director, National Center for Institutional Diversity Professor of Clinical Practice, Center for the Study of Higher and Postsecondary Education University of Michigan John Burkhardt is the director for the National Center for Institutional Diversity (NCID) and a professor of clinical practice in Higher and Postsecondary Education at the University of Michigan. He is the former director of the National Forum on

Higher Education for the Public Good, which he led from 2000 to 2013. Previous to establishing the National Forum, Burkhardt was program director for leadership and higher education at the W.K. Kellogg Foundation, where he led several major initiatives focused on transformation and change in higher education and participated in a comprehensive effort to encourage leadership development among college students. Burkhardt’s research focuses on leadership and transformation, organizational culture, and the role of philanthropy in U.S. society.


LUIS DE LA CRUZ Master’s Student, Ford School of Public Policy University of Michigan Luis De La Cruz graduated from Arizona State University with undergraduate degrees in Business Law and Business Management; where he also wrote an award-‐winning thesis recognized by the Chief Justice of the Arizona Supreme Court on U.S. Immigration Law. As a first generation high school and college graduate, former undocumented immigrant and alumni of the foster care system, Luis was motivated

in his private consultancy work after college to help improve the outcomes of Arizona’s vulnerable populations. In Arizona, he was appointed by the Supreme Court to serve on the state’s Foster Care Review Board and provide the governor and legislature with recommendations for policies and practices that improve foster care outcomes. Luis was also profiled, along with the founder and former CEO of Yahoo in the 5 time national award winner book “Green Card Stories: 50 People, 5 Continents, 1 America.” Currently, Luis is a Rackham Merit Fellow and Master of Public Policy candidate at the University of Michigan. As the public-‐private divide quickly changes, he is interested in acquiring cross sector knowledge to address public challenges and bring systemic changes that improve the lives of vulnerable populations.

PAULINA LÓPEZ Undergraduate Student Spring Arbor University Paulina was born and raised in Toluca, Mexico. She moved to the U.S at the age of 12 and soon she began her education in the U.S with no English background. Now she is pursuing a bachelor’s degree at Spring Arbor University in international business and marketing, after that she plans to further her education and attend law

school to study international law.

DAVID FIKE President Marygrove College David Fike began his appointment as the 8th President of Marygrove College in Detroit, Michigan on July 1, 2006. Fike is a member of the New Detroit Board of Directors and previously served as the Provost for Marygrove College and the Vice

President of Academic Affairs and Dean of Faculty for Holy Names College in Oakland, California. As the Chief Academic Officer of these century-‐old liberal arts institutions, Fike was responsible for academic programming, student affairs programming, enrollment services, information technology, and a variety of academic and administrative support services such as information resources, student registration processes, learning support resources, and academic advising.


WILLIAM LOPEZ PhD Candidate, School of Public Health University of Michigan William Lopez is the child of a Mexican mother and Texan father. He is currently a doctoral candidate in Health Behavior and Health Education with a cognate in anthropology at the School of Public Health at the University of Michigan. His work utilizes mixed methods to investigate the effects of immigration enforcement on the health and identities of mixed-‐status immigrant families and their communities.

MATTHEW MATERA Executive Director Scholarships A-‐Z Matthew Matera helped found Scholarships A-‐Z in 2009 because he believed the community needed better resources to help students access their educational goals, regardless of their immigration status. He continued giving his time and energy to this organization because there is a slow improvement of access and success rates among students, and the work is not complete. Scholarships A-‐Z is making

education possible for students and families who would otherwise be denied access because of unjust laws and policies.

EVA MOYA Assistant Professor of Social Work University of Texas at El Paso

The Rio Grande Branch of the Texas Chapter of National Association of Social Workers has awarded Eva Moya the Lifetime Achievement Award for her decades of work contributing to the health and well being of residents of the U.S. Mexico Border Region as well as for her work on international health. Moya, an assistant

professor of social work at UTEP, has long been involved in advocacy for persons with infectious diseases such as TB and HIV. In addition, her work with survivors of domestic and intimate partner violence has brought her international recognition. Her award-‐winning project Nuestra Casa, brought worldwide attention to the continuing epidemic of tuberculosis. Apart from her work in infectious disease, Moya has been a vocal spokesperson for social justice in the U.S. Mexico Border region and advocate for women’s rights in the region and on an international stage. At UTEP, she plays a critical role in educating young Hispanics for careers in social work and is a role model to many women.


SUSANA MUÑOZ Assistant Professor of Higher Education University of Wisconsin-‐Milwaukee Susana Muñoz is an Assistant Professor of Higher Education at the University of Wisconsin-‐Milwaukee in the Administrative Leadership department. Her scholarly interests center on the experiences of underrepresented populations in higher education. Specifically, she focuses her research on issues of access, identity, and

college persistence for undocumented Latina/o students, while employing perspectives such as Latino critical race theory, Chicana feminist epistemology, and college persistence theory to identify and deconstruct issues of power and inequities as experienced by these populations. She utilizes multiple research methods as mechanisms to examine these matters with the ultimate goal of informing immigration policy and higher education practices. Her research can be found in the International Journal of Qualitative Studies, Qualitative Inquiry, the Journal of Student Affairs, Research, and Practice, and Teachers College Record.

BETTY OVERTON-‐ADKINS Director, National Forum on Higher Education for the Public Good Professor of Clinical Practice, Center for the Study of Higher and Postsecondary Education University of Michigan

Betty Overton-‐Adkins is a Professor of Clinical Practice in the Center for the Study of Higher and Postsecondary Education (CSHPE) and the Director of the National Forum. Betty received her PhD in educational leadership from George Peabody College of Vanderbilt University. Her undergraduate and masters degrees in English are from Tennessee State University and she has done further study at Harvard University. In the CSHPE, Betty teaches courses in the history of higher education, race and ethnicity, access and equity, and other areas. Betty is active in higher education, serving on the Higher Learning Commission of the North Central Association of Colleges and Universities (NCA), the board of the American Association of Higher Education & Accreditation (AAHEA), and the editorial board of Liberal Education, published by the Association of American Colleges and Universities (AAC&U).

LALITA RAMIERZ-‐LÓPEZ Undergraduate Student Washtenaw Community College Citlalxochilt (Lalita) Ramirez-‐Lopez was born in Mexico but never really had the opportunity to know the area considering she immigrated to the U.S. when she was 3 or 4 years old. She remembers her and her family attempting to cross the border several times until finally making it “to the other side.” Shortly after they moved to Michigan, where they knew one or two relatives in Ann Arbor. Lalita has two sisters

and is the middle child. Currently Lalita is working two jobs and attending a community college. She is doing general education and in the process of figuring out what she wants to pursue as a career and hopefully go to a four-‐year college.


DULCE RIOS ORTIZ Undergraduate Student University of Michigan Dulce Rios Ortiz received her Associates of Science degree at Grand Rapids Community College, and is currently an undergraduate at the University of Michigan. She is studying astronomy and astrophysics and is involved in undergraduate research. Dulce was born in Oaxaca, Mexico, and was raised in Grand Rapids,

Michigan.She began her education in the United States in the first grade. Dulce is DACAmented, allowing her to do research as work-‐study, an opportunity she is incredibly grateful for.

CARLOS ROBLES Master’s Student, Ford School of Public Policy Graduate Research Assistant, National Center for Institutional Diversity University of Michigan Carlos Robles moved to Chicago from Mexico with the rest of his family in 2004. After high school, he enrolled in Harper Community College and then transferred to

Loyola University Chicago where he double majored in Secondary Education and Spanish. While at Loyola, he volunteered in youth mentoring programs and was the president of the Student Alliance for Immigration Reform (SAIR) which worked to start a student-‐funded scholarship for undocumented students attending the university. At the same time, he was a member of the National Immigrant Justice Center's Advocacy Committee where he advocated for immigrant's rights at the state and federal level. Upon graduation, he taught Spanish at Carl J. Schurz High School in Chicago. Carlos is currently pursuing a master’s degree at the Ford School of Public Policy, and works at the National Center for Institutional Diversity as a research assistant.

KARLA ROBLEZ Undergraduate Student Harper College Karla moved to Palatine, Illinois with her family when she was eight years old. During high school she was the captain of the tennis team and part of the National Honor Society. She was also a member of the Senior Class Board, and a counselor for a student led counseling program. She is currently attending Harper College on

a full scholarship. After Harper, Karla plans to transfer to a four-‐year university and finish her studies in Secondary Education and later earn a master’s degree in counseling.


RAFAEL ROBLES Undergraduate Student University of Illinois at Chicago Born and raised in San Luis Potosi, Mexico, Rafael moved to the northwest suburbs of Chicago when he was 13 years old. Having always known that he wanted to study architecture, he attended Harper College before transferring to the

University of Illinois at Chicago (UIC), where he’s currently working toward his Bachelor of Science in architecture. Rafael has had the opportunity to work for the award winning architecture firm, Studio Gang Architects, for the past three years. In 2010 he started advocating for immigrants’ rights through the National Immigrant Justice Center and the office of Senator Dick Durbin, and is one of the first recipients of DACA. Rafael hopes to continue to work towards a comprehensive immigration reform and support immigrants’ rights and social justice as well as to complete his education at UIC.

KURURAMA SÁNCHEZ Undergraduate Student Western Michigan University Kururama Sánchez is an undergraduate student at Western Michigan University studying criminal justice and organizational communication. She was born in Harare, Zimbabwe and emigrated to the United States 19 years ago. Along with being a full time student, Kururama is a wife and mother of two boys. She has dreams of one day becoming an immigration attorney and helping those that are in the shoes she once was in. Being an immigrant (documented and undocumented) in the United

States Kururama describes her experience as challenging but is grateful and hopes to someday use her experiences and make a difference in others' lives.

LAURA SÁNCHEZ-‐PARKINSON Program Coordinator University of Michigan Laura Sánchez-‐Parkinson is the first in her family to graduate from college and is committed to promoting institutional change to create environments that are conducive to the educational success of historically marginalized students. Laura earned a dual bachelor’s degree in organizational studies and sociology and a

master’s degree in higher education from the University of Michigan. Her background in organizational studies guides her work and how she makes sense of deep-‐seated structural inequalities in academic and student affairs settings at colleges and universities.

SUSAN STURM George M. Jaffin Professor of Law and Social Responsibility Director, Center for Institutional and Social Change Columbia University Susan Sturm is the George M. Jaffin Professor of Law and Social Responsibility and the founding director of the Center for Institutional and Social Change at Columbia Law School. She has published numerous articles, case studies and books on “the

architecture of inclusion,” institutional change, transformative leadership, workplace equality, legal education, and inclusion and diversity in higher education.


KENT WONG Director, Labor Center University of California, Los Angeles Kent Wong is the director of the UCLA Labor Center, where he teaches courses in labor studies and Asian American studies. He previously served as staff attorney for the Service Employees International Union. He was the founding president of the

Asian Pacific American Labor Alliance, the founding president of the United Association for Labor Education, and currently is vice president of the California Federation of Teachers.

JOSÉ LUIS ZELAYA PhD Candidate, Program in Urban Education Texas A&M University Jose Luis is passionate about higher education, the nature of resilience and community empowerment. However, Jose Luis also understands the consequences of poverty, violence and family separation. Jose Luis became a street child in Honduras and experienced physical, emotional and psychological stress. At the age

of 13, Jose Luis made a dangerous journey, alone, to the U.S. to reunite with his Mother and younger sister in Houston, Texas. After reuniting with his family, Jose Luis enrolled in Middle school quickly learned English and embraced his new culture. He became the first in his family to ever graduate High School; he then transferred to Lone Star Community College where he obtained an Associates of Arts. Consequently, Jose Luis transferred to Texas A&M University where he graduated with a B.S. in Interdisciplinary Studies to teach middle grades math and science. He also graduated with a M.Ed. in Curriculum and Instruction specializing in English Language Learners. Jose Luis's story and accomplishments have been recognized with several awards and it has made national and international news.


EDUCATIONAL EQUITY BEYOND ACCESS FRAMING OUR WORK The National Center for Institutional Diversity (NCID) and the National Forum on Higher Education for the Public Good (The Forum) frame their work utilizing various models. These models have been selected in order to organize and seek impact at many different levels – changing individuals, institutions, and the larger society. CHANGE MODEL OVERVIEW (BURKHARDT, 2013)

The “model for change” is one informed by several theoretical precedents. The concepts incorporated in the model (awareness, understanding, commitment, and action) are central to the work at the National Center for Institutional Diversity (NCID). The model was imported into our work from the W.K. Kellogg Foundation where the “action change” model (once) served as the organizing logic for efforts to increase the influence of foundation investments on social behavior and policy deliberation. In understanding and applying the model it is important to recognize two key points:

• First, while the model can be applied to the way individuals make decisions (as illustrated in

everything from purchasing behavior to cognitive therapy) its adoption into the work of the NCID reflects observations about group behavior. Also it should be kept in mind that within a group, even a homogenous group, individuals will be at various stages of commitment depending on many factors. It might be helpful to think in terms of the model as illustrating a theoretical view of modal behavior within the group where the central tendency shifts toward action over time.

• Second, the model is not meant to depict a simply linear process. Groups or individuals can move from action to awareness or move between commitment and understanding in various sequences and stages. To reflect that reality we have occasionally attempted to illustrate the model in a spiral form, but this comes at the cost of simplicity and clarity.

The most basic models in behavioral psychology employ two stages: Stimulus and Response. Daniel Yankelovich variously describes nine, or in some versions of work attributed to him, twelve stages through which the public comes to act based on a process of deliberation. In our model, we have adopted four stages-‐-‐-‐of course within each stage there are many variants and routines.


ECOLOGICAL IMPACT MODEL

The Ecological Impact Model represents four levels at which change occurs. Simply put, each individual is affiliated with an institution, the higher education system, which is part of the broader society. Because of these multiple layers embedded within one another, we can talk about the same person from a variety of perspectives. For instance, we can define our unit of analysis as an individual student, and research her experiences in society. Or, we can examine institutions and the ways in which individuals interact within them; and so on.

When working towards change, it can be especially powerful to focus at the boundaries between ecological levels. For instance, rather than focusing our efforts on how individual institutions operate, we prefer to situate our work in between, examining the interactions and interplay between institutions and the system. Leaders who are situated at the boundaries have the potential to exercise considerable power and create lasting change; for this reason we find it advantageous to situate change efforts among gatekeepers, influencers and bridge builders-‐-‐-‐individuals whose work crosses multiple levels.

Near the bottom of the model, each of the four levels shares a common border. This signifies that actions at any level impact the others. Thus, even an individual can create deep and lasting change at the societal level. In the same way, many societal trends, mediated through the other levels, impact the individual. However, it is unusual for deep and lasting change to occur simultaneously across levels. Most often, change is mediated through the embedded levels of the model.

Social

System and Relational

Institution

Individual


EDUCATIONAL EQUITY BEYOND ACCESS FRAMING THE ISSUE BACKGROUND The growing presence of undocumented, DACAmented, and immigrant students in higher education is shaped in large part by immigrant rights advocates who worked for and supported the Development, Relief, and Education for Alien Minors (DREAM Act).1 The DREAM Act was first introduced in 2001 to the Senate by Senator Richard Durbin, a Democrat from Illinois. The Act aimed to make undocumented immigrants who arrived in the U.S. at a young age eligible for lawful permanent resident status. Then-‐Senator Obama pushed for the DREAM Act as part of his presidential campaign, but in 2010, two years into his presidency, it failed to pass once again.2 These advocacy efforts set the path for President Obama’s policy directive Deferred Action for Childhood Arrivals (DACA), which he announced on June 15, 2012, and later expanded with the announcement of Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) in November of 2014.3 Undocumented students who applied for and were granted DACA are often referred to as “DACAmented,” a play on words from the typical “documented” label that highlights the dynamic nature of immigration categories. While it fell far short of the rights that the DREAM Act would have provided, DACA, along with the increasingly visible presence of undocumented immigrants and immigrant-‐rights advocates, created the opportunity for many more undocumented, DACAmented, and immigrant individuals to pursue higher education. 1 Nicholls, W. J. (2013). The Dreamers: How the undocumented youth movement transformed the immigrant rights debate. Palo Alto, CA: Stanford University Press. 2 Condon, S. (2010). Obama: My “Biggest Disappointment” is not passing the DREAM Act. CBS News. Retrieved from http://www.cbsnews.com/news/obama-‐my-‐biggest-‐disappointment-‐is-‐not-‐passing-‐dream-‐act 3 U.S. Citizenship and Immigration Services. (2015). Executive actions on immigration. Retrieved from http://www.uscis.gov/immigrationaction.

Because of the importance of DACA in higher education, we describe the policy directive in detail below. DEFERRED ACTION FOR CHILDHOOD ARRIVALS 4 DACA is a policy directive that provides temporary relief from deportation, work authorization and eligibility to obtain Social Security numbers, which recipients can use to apply for driver’s licenses. DACA also grants recipients an “Alien Registration Number,” or “USCIS Number,” that they can use on official government forms in addition to their Social Security numbers. DACA recipients are not allowed to leave the United States unless granted advance parole, which is given for humanitarian, educational or employment reasons and requires payment of a $360.00 fee. While DACA is renewable as long as the applicant still meets the original requirements,5 it does not provide a path to permanent legal status or citizenship.6 DACA provides a valuable opportunity for students to obtain employment upon completion of their studies. This is important for faculty, staff and administrators to keep in mind in order to provide adequate and equitable services, such as professional resources, counseling, or career advising, to students who are granted DACA. However, while DACA is certainly a victory, we cannot assume that the path is clear for DACAmented students to excel.

4 Consideration of Deferred Action for Childhood Arrivals (DACA). (n.d.). Retrieved from http://www.uscis.gov/humanitarian/consideration-‐deferred-‐action-‐childhood-‐arrivals-‐daca 5 Ibid. 6 Federal Student Aid. (2014). Questions and answers: Financial aid and undocumented students. Retrieved from https://studentaid.ed.gov/sites/default/files/financial-‐aid-‐and-‐undocumented-‐students.pdf


To begin, even though they may no longer face the immediate threat of deportation, members of their families and communities still do, with the Obama administration deporting a record

419,384 individuals in 2012.7 Second, while DACA is a federal policy, the lack of a comprehensive federal approach to issues facing undocumented, DACAmented, and immigrant students often result in policies and practices that vary by state and institution. Regulations governing the availability of financial aid and in-‐state tuition are examples of highly influential policies that vary widely across the country. We take a closer look at these policies in the next section. FINANCIAL AID AND IN-‐STATE TUITION POLICIES: A NATIONAL PUZZLE One of the federal government’s most direct roles in higher education is the administration of financial aid via Title IV of the Higher Education Act of 1965. Under Title IV, undocumented students are ineligible for all forms of federal financial aid, including Pell Grants, Federal Work Study, and federal student loans. DACA status does not confer eligibility for federal financial aid (other immigrant students with legal status – including refugees, asylees, and permanent residents – are fully eligible for federal aid). Higher education policy is primarily the province of the states, and in the absence of comprehensive federal immigration reform, many of the recent changes in higher education policies pertaining to undocumented and DACAmented students have occurred at the state level. The uLEAD Network, an informational network launched by the National Forum on Higher Education for the Public Good in 2013,

7 Gonzalez-‐Barrera, A. (2013). Record number of deportations in 2012. Pew Research Center, Washington, D. C. Retrieved from http://www.pewresearch.org/fact-‐tank/2014/01/24/record-‐number-‐of-‐deportations-‐in-‐2012

currently classifies sixteen states as Inclusive, defined as those states whose policies “explicitly grant in-‐state tuition and/or eligibility for public financial aid for undocumented students.” Undocumented and DACAmented students may qualify for both in-‐state tuition and financial aid in California, Minnesota, New Mexico, Texas, and Washington. Students can qualify for in-‐state tuition but are not fully eligible for state financial aid in Colorado, Connecticut, Florida, Illinois, Kansas, Maryland, Nebraska, Nevada, New Jersey, New York, and Oregon.8

8 uLEAD Network. (n.d.) National map. Retrieved from http://uleadnet.org/issue/map

INDIVIDUALS WHO WISH TO APPLY TO DACA MUST MEET THE FOLLOWING CRITERIA:

- Arrived in the United States before reaching their 16th birthday;

- Have resided in the U.S. continually from June 15, 2007 to the present date;

- Were under the age of 31 as of June 15, 2012;

- Have never had a lawful immigration status on or before June 15, 2012, or any lawful immigration status or parole obtained that had expired as of June 15, 2012;

- Are currently in school, have graduated or obtained certificate of completion from high school, have obtained General Education Development (GED) certificate, or are an honorably discharged veteran of the Coast Guard or the Armed Forces of the United States;

- Have not been convicted of a felony, significant misdemeanor, or three or more misdemeanors, and do not otherwise pose a threat to national security or public safety;

- Were physically present in the United States on June 15, 2012, and at the time of making the request for consideration of deferred action with USCIS;

- Pay a fee of $465.00.

419,384 Deportations by United States authorities in fiscal year 2012


Outside of these states, policies vary widely. Some states have not explicitly defined undocumented students’ eligibility for postsecondary resources. Some explicitly bar undocumented students from public postsecondary institutions. Others have extended eligibility only to DACAmented students; for example, DACA recipients in Virginia can qualify for in-‐state tuition, while other undocumented students are charged out-‐of-‐state tuition. In states that have not enacted policies defining DACAmented and undocumented students’ eligibility for in-‐state tuition and financial aid, individual institutions may establish their own policies. In Michigan, undocumented students can qualify for in-‐state tuition eligibility at several public colleges and universities, including the University of Michigan, based on attendance at state secondary schools. Private institutions also establish their own policies for admission and financial aid and can choose to include DACAmented and undocumented students in those policies. For example, Pomona College in Claremont, California does not distinguish between undocumented students and other students who attended a U.S. high school in its admission process and meets full financial need for all students regardless of immigration status.9 Since DACAmented and undocumented students are ineligible for federal and (in most locations) state financial aid, institutional grants and scholarships may be the only sources of educational support available outside of family resources. Unfortunately, institutional financial aid policies vary widely. The unpredictability of institutional aid policies can significantly complicate the college planning process for undocumented students.10

9 Pomona College. (n.d.) Undocumented & DACA applicants. Retrieved from pomona.edu/admissions/apply/daca-‐applicants.aspx 10 The College Board. (2015). Advising undocumented students. Retrieved from http://professionals.collegeboard.com/guidance/financial-‐aid/undocumented-‐students

Even in states with inclusive tuition or financial aid policies, institutional policies and practices have a substantial role in shaping DACAmented and undocumented students’ access to and experience within higher education.11 Given the complex policy environment and the diversity of undocumented, DACAmented, and immigrant students’ identities and experiences, change will require awareness, understanding, commitment, and action on the part of university leaders (see Figure 1).12

INTERSECTIONALITY

As we discuss the higher education experiences of undocumented, DACAmented, and immigrant students, we must remain aware of the diversity of identities found within these three categories. In fact, the progress made by immigrant rights advocacy efforts would not have been possible without queer-‐identified advocates who drew from LGBT advocacy strategies13,14 to encourage 11 Burkhardt, J. C., Ortega, N., Vidal Rodriguez, A., Frye, J. R., Nellum, C. J., Reyes, K. A., ... & Hernandez, J. (2012, February). Reconciling Federal, State, and Institutional Policies Determining Educational Access for Undocumented Students: Implications for Professional Practice. In National Forum on Higher Education for the Public Good (NJ1). National Forum on Higher Education for the Public Good. Ann Arbor, MI. 12 The National Forum on Higher Education for the Public Good. (2013). Dialogic model. Retrieved from http://thenationalforum.org/aboutus/models/dialogic-‐model 13 Nicholls, W. J. (2013). The Dreamers: How the undocumented youth movement transformed the immigrant rights debate. Palo Alto, CA: Stanford University Press.

FIGURE 1 | CHANGE MODEL


undocumented immigrants to “come out of the shadows.” Similarly, while most undocumented, DACAmented, and immigrant students are Latino/a,15 individuals come from nearly every country in the world16 and arrive in the United State for diverse reasons, reasons ranging from pursuit of higher education to fleeing persecution and violence in their home countries. Students should not be constrained to single identities. As educators and advocates who care about education, equity, and access, we must make an effort to establish genuine relationships to build rapport and trust among students with multiple identities in order to better understand their experiences and to create diverse systems that address their needs.

GOALS OF THE SUMMIT Undocumented advocates have “come out of the shadows” across the country, working towards social and political inclusion and drastically changing the public image of undocumented immigrants, and working towards social and political inclusion. While the DREAM Act has failed to materialize, DACA provides limited support for a select group of students. The temporary relief from deportation and the ability to obtain a driver’s license and work authorization motivated many formerly undocumented students to pursue higher education. Some states grant in-‐state tuition to these students, and some institutions are starting to address the challenges of undocumented, DACAmented, and immigrant students.17

14 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. 15 See for example, Passel, J., & Cohn, D. (2009). V. Origins of Unauthorized Immigrants: A Focus on Mexico. Retrieved March 21, 2015, from http://www.pewhispanic.org/2009/04/14/v-‐origins-‐of-‐unauthorized-‐immigrants-‐a-‐focus-‐on-‐mexico/ 16 Greico, E. M., Acosta, Y. D., de la Cruz, G. P., Gambino, C., Gryn, T., Larson, L. J. Walters, N. P. (2012). The Foreign-‐Born Population in the United States: 2010. United States Census Bureau: Washington, D. C. 17 See for example the Undocumented Student Program at University of California Berkeley: http://undocu.berkeley.edu/mission/

At this convening, we will meet undocumented, DACAmented, and immigrant undergraduates, alumni, and graduate students who will share their stories of accomplishment despite myriad challenges. As educators and advocates, we have the opportunity to both increase access to higher education and to make this access meaningful for undocumented, DACAmented, and immigrant students. As we move in the direction of the 2020 American Graduation Initiative (AGI) set by President Obama,18 we must consider what we are doing as higher education practitioners, researchers, immigrant rights activists, and institutions of higher learning to increase access and ensure the success of all of our students. Undocumented, DACAmented, and immigrant students must be considered important and deserving of an education in order to achieve this goal. At this convening, leading scholars and practitioners will facilitate us in an engaging process to explore the following goals: 1. Broaden public support, influence policy and

practice and increase philanthropic commitment to ensure opportunities for postsecondary education for undocumented, DACAmented and immigrant students;

2. Identify institutional barriers encountered by undocumented, DACAmented and immigrant students;

3. Examine efforts to create inclusive, dignified

and responsive campus climates for undocumented, DACAmented and immigrant students.

Thank you for joining us.

18“By 2020, this nation will once again have the highest proportion of college graduates in the world. Through the American Graduation Initiative we seek to help an additional five million Americans earn degrees and certificates in the next decade.” President Obama


EDUCATIONAL EQUITY BEYOND ACCESS SURVEY RESPONSES The information included in this document was produced by the National Center for Institutional Diversity (NCID) at the University of Michigan for the sole purposes of this convening. Please do not share or distribute these materials without permission from NCID.


SURVEY RESPONSES UNDERSTANDING OF CURRENT STATE

FIGURE 1 FAMILIARITY WITH THE TERMS UNDOCUMENTED, DACAMENTED AND IMMIGRANT STUDENT (n=32)

0" 5" 10" 15" 20" 25"

Not"at"all"familiar"

Not"familiar"

Unsure"

Somewhat"familiar"

Very"familiar"

Immigrant"student" DACAmented"student" Undocumented"student"

FIGURE 1


SURVEY RESPONSES UNDERSTANDING CURRENT STATE

FIGURE 2A HAS YOUR INSTITUTION CHANGED ITS PRACTICES RELATED TO UNDOCUMENTED, DACAMENTED, OR IMMIGRANT STUDENTS IN THE PAST THREE YEARS? (n=33)

FIGURE 2B DESCRIPTION OF “YES” RESPONSES (n=16)

4"

8"

2"

2"

Providing"Financial"Support"

Offer"In9state"Tui<on"

More"Welcoming"Admissions"Policies"

Staff"Training"


SURVEY RESPONSES UNDERSTANDING OF CHALLENGES

FIGURE 3 COMPARED TO U.S.-‐BORN CITIZENS, HOW CHALLENGING IS IT FOR ________ TO ENROLL IN YOUR INSTITUTION? (n=32)

0"

2"

4"

6"

8"

10"

12"

Much"less"challenging"

Less"challenging"

Equally"as"challenging"

More"challenging"

Much"more"challenging"

Unsure"

DACAmented"students"

Undocumented"students"

Immigrant"students"

FIGURE 4 COMPARED TO U.S.-‐BORN CITIZENS, HOW CHALLENGING IS IT FOR ________ TO AQUIRE FINANCIAL AID IN YOUR INSTITUTION? (n=32)

0"

2"

4"

6"

8"

10"

12"

14"


Less"challenging"


More"challenging"


Unsure"



Immigrant"students"



FIGURE 5 COMPARED TO U.S.-‐BORN CITIZENS, HOW CHALLENGING IS IT FOR ________ TO RECEIVE ACADEMIC AND SOCIAL SUPPORT IN YOUR INSTITUTION? (n=32)

0"

2"

4"

6"

8"

10"

12"

14"


Less"challenging"


More"challenging"


Unsure"



Immigrant"students"

FIGURE 6 COMPARED TO U.S.-‐BORN CITIZENS, HOW CHALLENGING IS IT FOR ________ TO GRADUATE FROM YOUR INSTITUTION? (n=32)

0"

2"

4"

6"

8"

10"

12"


Less"challenging"


More"challenging"


Unsure"



Immigrant"students"


SURVEY RESPONSES SERVICES PROVIDED

FIGURE 7 DOES YOUR INSTITUTION HAVE PROGRAMS THAT ADDRESS THE NEEDS OF UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS? (n=30)

Yes$50%$

No$23%$

Not$sure$27%$

FIGURE 8 DESCRIPTION OF “YES” RESPONSES (n=13)

7"

3"

3"

Academic"Services"and"Support"

Psychosocial"Services"

Scholarship"Funds"



TABLE 1A RANKING OF INTERNAL ORGANIZATIONAL CHALLENGES FROM MOST TO LEAST INHIBITIVE IN PROMOTING THE SUCCESS OF UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS (n=30)

Internal(Challenges Mean

Financial'constraints'related'to'student'status 3.07

Institutional'policies'and'structures'that'are'not'well'aligned 3.60

Competing'priorities'or'commitments'of'the'institution 3.63

Lack'of'understanding'and'support'from'institution'staff,'faculty,'and'administrators 4.03

Unwillingness'to'acknowledge'problems'for'fear'of'drawing'unwanted'attention 4.53

Insufficient'data'about'this'student'population'and'their'needs 4.57

Problems'stemming'from'the'size'and'scale'of'the'institution 4.97

Other: 7.60

TABLE1B DESCRIPTION OF “OTHER” RESPONSES (n=3)

Failure(to(activly(respond(to(hate(incidents

Lack(of(specialized(support(system/resources(available(for(the(students

Other:

Lack(of(career:related(information(for(this(population.



TABLE 2A RANKING OF EXTERNAL ORGANIZATIONAL CHALLENGES FROM MOST TO LEAST INHIBITIVE IN PROMOTING THE SUCCESS OF UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS (n=30)

External)Challenges Mean

Direct'or'indirect'political'pressures 1.63

Influences'from'donors'and'other'stakeholders 2.57

Recent'incidents'and'social'issues'that'have'created'or'added'to'campus'tension 2.57

Resistance'from'the'local'community 3.50

Other: 4.73

TABLE 2B DESCRIPTION OF “OTHER” RESPONSES (n=5)

Lack%of%accurate%information%by%the%media%and%others

Republlican%Legislature

Family%responsibilities

Disjointed%campus%efforts

Other:

State%policies%that%are%not%comprehensive%enough%to%serve%students



FIGURE 9 ORGANIZATIONAL EFFORTS MADE TO PROMOTE THE SUCCESS OF UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS AT YOUR INSTITUTION (n=31)

9"

7"

12"

15"

5"

12"

4"

7"

6"

5"

Work"conducted"through"commi7ees"and"task"forces"

Strategic"plan"development"

Programma@c"efforts"within"organiza@onal,"ins@tu@onal,"or"community"seFngs"

Formal"policies"and"prac@ces"that"promote"inclusivity"

Research"ac@vi@es"that"guide"interven@ons"

Efforts"to"encourage"dialogue"and"discussion"

Forma@on"of"centers,"ins@tutes"or"new"organiza@onal"structures"

Assessments"and"surveys"to"gain"more"informa@on"

Unaware"of"such"ini@a@ves"

Other:"

FIGURE 9B DESCRIPTION OF “OTHER” RESPONSES (n=5)

Not$sure

This$question$is$not$applicable$to$an$organization

Student$organizations$that$try$to$encourage$mutual$support$and$raising$instututional$awareness.

The$initiatives$I$am$familiar$with$are$done$at$a$small$scale,$but$I$am$not$familiar$with$a$centralized$effort

Other:

We$actively$recruit$DACA$and$Undocumented$Students$and$offer$financial$assistance



FIGURE 10 HOW WELL DO YOU THINK ________ UNDERSTAND(S) YOUR INSTITUTION’S POLICIES TOWARD UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS? (n=32)

0"

2"

4"

6"

8"

10"

12"

14"

Not"at"all"clear" Not"clear" Somewhat"clear" Clear" Very"clear" Unsure"

Poten<al"students"

High"school"counselors"

Community"leaders"

Your"ins<tu<on’s"governing"board"

Your"ins<tu<on’s"college"and"university"staff"

You"personally"



FIGURE 11 TASKS IN WHICH YOUR INSTITUTION COULD ENGAGE THAT WOULD MOST BENEFIT UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS (n=31)

4"

1"

3"

11"

1"

5"

1"

3"

1"

1"

1"

4"

1"

Host"Training"Sessions"for"Faculty"and"Staff"

Integrate"Immigrant"Issues"as"Part"of"Core"Curriculum"

Recruit"Undocumented"Students"

Increase"Access"to"Funding"

Student"Life"Support"

InsCtuConalize"Welcoming"Policies"

Improve"Data"CollecCon"Methods"to"Improve"Services"

Unsure"

State"Level"Policy"Reform"

Provide"Legal"Assistance"

Academic"Services"

Increase"Transparency"and"CommunicaCon""

Cross"InsCtuConal"CollaboraCon"



FIGURE 13 WHAT YOU HOPE TO GAIN BY ATTENDING THIS EVENT (n=30)

15#

4#

10#

8#

3#

1#

Increased#Knowledge#to#Improve#Services#

Tools#to#Impact#Decision#Making#

Learn#About#Best#PracEces#to#Drive#Student#Success#

Networking#and#CollaboraEon#with#ParEcipants#

Develop#Strategies#

Unsure#

FIGURE 12 PERCEPTIONS OF PERSONAL ROLE IN CULTIVATING OPPORTUNITIES FOR UNDOCUMENTED, DACAMENTED, AND IMMIGRANT STUDENTS (n=30)

18#

1#

10#

3#

2#

4#

2#

1#

Ongoing#Student#Support#and#Advocate#

Campus#Contact#for#Undocumented#Students#

Provide#Informa?on#and#Resources#

Educa?ng#Self#

Collabora?ng#With#Offices#Across#Campus#

Conduc?ng#Research#to#Increase#Equity#for#Immigrant#Students#

Educa?ng#Peers#

Unsure#


EDUCATIONAL EQUITY BEYOND ACCESS PARTICIPANT DIRECTORY SARAH ANTHONY Michigan College Access Network [email protected] BENISH ANVER National Immigrant Women's Advocacy Project [email protected] LAUREN BARRIS University of Michigan [email protected] JESSE BERNAL Grand Valley State University [email protected] LAURA BOHORQUEZ United We Dream [email protected] MARY BOYCE University of Michigan [email protected] TONY BRACAMONTE East Valley Patriots for Social Justice [email protected] CHRISTINA CROSS University of Michigan [email protected] DILIP DAS University of Michigan [email protected] JOSE LUIS DE LA CRUZ University of Michigan [email protected] MERCEDES DE URIARTE University of Texas at Austin [email protected]

PAULINA DELGADO-‐LÓPEZ Spring Arbor University Paulina.Delgado-‐[email protected] MARK DELOREY Western Michigan University [email protected] NANCY DORSINVILLE Harvard University [email protected] ANDRES FERNANDEZ Oberlin College [email protected] DAVID FIKE Marygrove College MIZARI GALLO SUAREZ Bluegrass Community and Technical College [email protected] DIANA HERNANDEZ Western Michigan University [email protected] ELIZABETH HERNANDEZ University of Michigan [email protected] ESMERALDA HERNANDEZ University of Michigan [email protected] DOMINGO HERNANDEZ-‐GOMEZ Grand Rapids Community College [email protected] DONNA HOLUBIK Eastern Michigan University [email protected]


SARAH HUBBELL Kalamazoo Valley Community College [email protected] KATHRYN JANDA University of Michigan [email protected] CHRISTOPHER JENKINS Oberlin College [email protected] ALANA LEBRON University of Michigan [email protected] DEMAR LEWIS University of Michigan [email protected] BERNADETTE LIS University of Michigan [email protected] DUSTY LOPEZ University of Michigan [email protected] ESTEFANIA LOPEZ University of Michigan [email protected] FELIPE LOPEZ SUSTAITA Lansing Community College [email protected] ARESHA MARTINEZ-‐CARDOSO University of Michigan [email protected] MATTHEW MATERA Scholarships A-‐Z [email protected] LUVIA MORENO Northeastern Illinois University Lu-‐[email protected]

DANIEL MORRIS Siena Heights University [email protected] EVA MOYA University of Texas at El Paso [email protected] SUSANA MUÑOZ University of Wisconsin-‐Milwaukee [email protected] LUIS NARVAEZ Chicago Public Schools [email protected] CATALINA ORMSBY University of Michigan [email protected] SILVIA PEDRAZA University of Michigan [email protected] HANNAH POULSON University of Michigan [email protected] LALITA RAMIREZ-‐LÓPEZ Washtenaw Community College [email protected] DULCE RIOS-‐ORTIZ University of Michigan [email protected] KARLA ROBLES Harper College [email protected] RAFAEL ROBLES University of Illinois at Chicago [email protected] KURURAMA SÁNCHEZ Western Michigan University [email protected]


CHRISTOPHER STRYCHALSKI Madonna University [email protected] SUSAN STURM Columbia University [email protected] JEREMIAH THOMPSON University of Michigan [email protected] CONNIE TINGSON-‐GATUZ Madonna University [email protected] MELANIE VALENTIN Niles North High School [email protected] ISRAEL VARGAS Roosevelt University [email protected]

TREY WILLIAMS University of Michigan [email protected] JOSE LUIS ZELAYA Texas A&M University [email protected] KENT WONG University of California, Los Angeles [email protected] YIWEI ZHU University of Michigan [email protected]


UNIVERSITY OF MICHIGAN PLANNING COMMITTEE JOHN BURKHARDT University of Michigan [email protected] TIM CARROLL University of Michigan [email protected] RAÚL GÁMEZ University of Michigan [email protected] TERRENCE GREEN University of Michigan [email protected] LINH HUYNH University of Michigan [email protected] ILANA ISRAEL University of Michigan [email protected] AMANA KASKAZI University of Michigan [email protected] WILLIAM LOPEZ University of Michigan [email protected]

DANIEL MORALES University of Michigan [email protected] NOE ORTEGA University of Michigan [email protected] BETTY OVERTON-‐ADKINS University of Michigan [email protected] CARLOS ROBLES University of Michigan [email protected] KYLE SOUTHERN University of Michigan [email protected] LAURA SÁNCHEZ-‐PARKINSON University of Michigan [email protected] MEREDITH STASA University of Michigan [email protected] MARIE TING University of Michigan [email protected]

SPECIAL THANKS TO OUR FUNDERS

Carnegie Corporation of New York Ford Foundation

Lumina Foundation Texas Guaranteed (TG)

FOR MORE INFORMATION VISIT: WWW.NCID.UMICH.EDU

WWW. THENATIONALFORUM.ORG

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