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2015 - 59th Annual Conference of the Comparative and International Education Society Words: 714 words || 
1. Whitford, Heidi. and McCrink, Carmen Lourdes. "Social justice, student services, and the undocumented student experience in higher education: Perspectives of student affairs administrators" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2018-02-25 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Objective/Purpose

This study, funded by the NASPA Foundation, explores the higher education pathways of undocumented students from the perspectives of student service personnel and student affairs administrators. Because Florida is a state that has a high population of immigrants, the study took place in Florida. Using a qualitative interview approach, the research aims to construct a theoretical model that reflects the transformative changes that have taken place within higher education institutions and within the professional practice of student services and student affairs departments as institutions respond to shifting student demographics. The position of undocumented students in higher education is an important facet of the globalization of higher education opportunity.
The research question that this study will pursue is twofold: First, how do higher education administrators perceive the influence of various laws and policies on the access to higher education opportunity for undocumented students? Second, how do higher education administrators describe the experience of working with undocumented students as these students navigate pathways to higher education? The sum of these experiences will be used to contribute to a theoretical framework of organizational learning underpinned by principles of social justice and diversity; such a framework was described by Smith and Parker (2005) to facilitate social change in organizations.

Conceptual Framework

According to Negy (2012), it is important to view the experience of undocumented students through multiple perspectives; Negy posited that a social justice framework is appropriate for this work, which aligns with the advocacy model of qualitative research as well as principles and ethical standards of student affairs practice (NASPA, 2013). Many institutions of higher education incorporate principles of social justice and diversity into their missions. Because social justice and diversity are also frequently invoked in the research literature pertaining to undocumented students, these two concepts intertwine to make a fitting conceptual framework for this research study.

Data Collection Procedures

Phase one of the research procedure involved a document collection and content analysis of legal and policy documents pertaining to higher education practices that affect the higher education opportunity of undocumented students. Based on this information, as well as information gained from analyzing the mission statements of the selected higher education institutions, the researchers embarked on the second phase of the data collection.
The second phase consisted of interviews with participants selected from various higher education institutions in Florida. Participants were purposively selected from among higher education administration positions that entail working with undocumented immigrant students, such as admissions officers, student services personnel, financial aid counselors, and other administrators who have experience working with undocumented students and who have knowledge of the laws and policies that might impact undocumented students. Fifteen interviews have currently been completed and have been digitally recorded, transcribed, and analyzed using Nvivo data analysis software.


The study is currently 75% completed in terms of data collection, with a total of fifteen higher education administrators participating. Data collection began in January of 2014 and is expected to include a total of 20 interviews by January of 2015. Therefore, findings are expected to be available for complete analysis by January/February of 2015. Preliminary themes from the initial data analysis indicate that student affairs administrators have struggled with lack of information regarding undocumented students’ legal status, and therefore have difficulties identifying and providing adequate services for these students. In addition, recent changes in state legislation in Florida have improved undocumented students’ access to higher education, but many are not taking advantage of these opportunities due to lack of information.


Within the higher education milieu, student affairs professionals are in a position to positively influence the development process of young adults by following principles of social justice, equality of opportunity, and advocacy for marginalized and underserved students. Due to the forces of globalization, the undocumented student population is increasing at U.S. higher education institutions. Thus, this research contributes further understanding to student affairs practitioners as they adapt to serve the needs of undocumented students. Building on the research of Gildersleeve and Ranero (2010), this research aims at discerning practitioner awareness through their perceptions of how their practice incorporates working with undocumented students. A central aim of the study is to discover how student services providers learn and adapt to the evolving needs of undocumented students, and by extension, how their respective institutions apply organizational learning to incorporate evolving student demographics.

2015 - MWERA Annual Conference Pages: unavailable || Words: unavailable || 
2. Wood, Glenn., Rugutt, John. and Chemosit, Caroline. "The Influence of Student-to-Student Relations, Teacher Student Relations and Personal Involvement on Learning Equity: A Multiple Regression Approach" Paper presented at the annual meeting of the MWERA Annual Conference, Hilton Orrington Hotel, Evanston, IL, Oct 20, 2015 Online <APPLICATION/PDF>. 2018-02-25 <>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study investigated the influence of student-to-student relations (ROS), teacher student relations (TSR) and personal involvement (PIS) on learning equity (LEQ) using a multiple regression approach. The study used data collected from 1000 college students at a large Southern public state university using Student Assessment of Teaching and Learning Survey (SATLS) instrument. Regression results indicate that the overall regression model was significant and that the regressors predict LEQ, R2 =.577, R2 adj = .575, F (3, 839) = 381.19, p< .001 and accounts for 57.7% of variance in LEQ. A summary of regression coefficients is presented in study and indicates two variables (TSR, PIS) significantly contributed to the prediction of LEQ while ROS was not.

2016 - ASHE Annual Conference: Higher Education and the Public Good Pages: unavailable || Words: unavailable || 
3. Broadhurst, Chris., Martin, Georgianna., Hoffshire, Mike. and Takewell, William. "“Students at the margins”: Student affairs administrators creating inclusive campuses for LGBTQ students in the South" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 Online <APPLICATION/PDF>. 2018-02-25 <>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: This narrative study examines how student affairs administrators in the Southern United States worked to create inclusive campuses for LGBTQ students. Participants shared stories of how they advocated for LGBTQ students, educated others about needs of LGBTQ students, and worked to change institutional policies.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 442 words || 
4. Kim, Sujung., Kainuma, Naomi., Li, Wenyulin., Lee, Tsai-Chen., Zhang, Zidian., Segura, Alicia. and Gao, Shaojing. "“International” Students or “Internationalized” Students: Making and Unmaking of International Student Identities" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2018-02-25 <>
Publication Type: Panel Paper
Abstract: In this presentation, we will discuss first, the motivation to initiate this course at the administration level. Second, the transformational process how the undergraduate interns’ self-identities are shifted after their arrival on campus into “international students,” and how the undergraduate seminar course have guided them to reconstruct their own identities from international students to empowered critical intellectuals at the US university. Third, how the course graduate teaching assistants, who are serving as the course instructors, have changed their perception of undergraduate international students and the ways in which they empower themselves through the course.
In the existing  literature, international college students, who are enrolled in post-secondary institutions in English-spoken economically advanced countries, are mainly discussed as ‘educational consumers’ or ‘a source of revenue.’ In Rizvi (2006) and McCarthy’s (2015)  studies, international students are greatly interested in acquiring postsecondary certificates from economically advanced countries such as the U.S., Canada, and Australia. With their awareness of the high market value of college and university diploma especially of the top-tier colleges and universities of those English-spoken economically advanced countries, these students in the literature are mainly portrayed as self-entrepreneurs who utilize their study abroad as a crucial opportunity to accumulate their qualifications for their future employment and to sustain their class privileges or to move upwardly in the social-class  structures.
Building on the existing literature, our study especially pays attention to the shift of our own identity before and after our arrival at the University of Illinois at Urbana-Champaign. In particular, we focus on how we are identified by the institution and how our participation in the undergraduate seminar for enriching international students’ academic and social lives at the US university as an course administrator, instructors, facilitators or interns affect the shift on our own perspectives on our social identities and higher education.
One of the key findings of our community autoethnographic writing is that many of the students are “already cosmopolitan, already international” before they came to study in the US. However, it was the moment when they arrived on campus that they were categorized as “international students” and subject to various campus policies, from visa to tuition fee to residential and language policies, etc. In this presentation, student presenters will share their experiences and reflections on these different aspects of being “internationalized” and “otherized.” We argue that the categorization of ‘international students’ functions as a label that posit us outsiders by denoting our differences that may or may not be at the core of our own perceptions of our identities. This in turn functions as somewhat otherizing us as exotic foreigners and segregating us as someone who needs to be integrated into the mainstream.

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