Publication Details

Abstract

Inclusivity in data reports for undocumented students can be difficult to achieve. By nature of those students’ status and livelihood, there is contention among academics and practitioners on whether this is a population that should not be formally tracked or identified, for a variety of reasons. Concerns about tracking arise because of the Freedom of Information Act, which is designed to ensure the public’s access to government records. This law motivates higher education institutions to not document immigration status in an effort to protect students’ identities, although the Family Educational Rights and Privacy Act policy emphasizes the protection of student data and privacy. Nevertheless, the fear of future policies that could implicate undocumented students has created an impermeable hesitancy among higher education administrators and undocumented students. Drawing from undocumented critical theory to center the varied experiences of undocumented (current and former) students, this study surveyed the study’s authors and other higher education professionals to identify strategies that also center those most directly impacted. This article details existing strategies that intentionally and safely center undocumented students in replicable and standardized data. We found that major university systems used a combination of three strategies: we found that university officials shared significant success in data collection when they (1) developed and institutionalized safe data collection methods specific to their population, (2) hired intentional and informed staff to focus on this population, and/or (3) expanded existing services such as scholarships and resources to create a safe space for students to share their status. Although not all practices may work on a single institution, it is the authors’ hope that intentional and safe practices will breed inclusivity.

Authors: 

• Cynthia N. Carvajal
• Felecia Russell
• Yadira Ortiz
  

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