Immigration Reform: Oregon Latino Students, Families and Access to UO


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Immigration Reform: Oregon Latino Students, Families and Access to UO

  1. 1. IMMIGRATION REFORM: OREGON LATINO STUDENTS, FAMILIES AND ACCESS TO UO• Lynn Stephen, Distinguished Professor of Arts and Sciences, Professor of Anthropology, Director, Center for Latino/a and Latin American Studies (CLLAS)• Gerardo Sandoval, Assistant Professor of Public Policy, Planning, and Management, incoming Associate Director of CLLAS• Antonio Huerta, Coordinator Oportunidades Program, Outreach Manager, Undergraduate Studies• Stephanie González, McNair Research Scholar, Member Associated Students Presidential Advisory Council, University of Oregon 13 , Planning, Public Policy, and Management
  2. 2. KEY QUESTIONS RELATING TO PRESENT ANDFUTURE LATINO STUDENTS AND FAMILIES AT UOWill newly qualified students go to UO or How can UO be truly accessible toelsewhere? immigrant Latino students and families?• How will UO make space in its • How will UO demonstrate its concern planning for a possible surge of new for and commitment to Oregons Latino applicants--all immigrants--who gain and immigrant community by temporary and then permanent status encouraging administrators, faculty under Comprehensive Immigration Reform (e.g., the DREAM Act and students to serve the community provisions as a title of CIR, offering in meeting the needs for assistance in permanent residence on an accessing UO? This includes accelerated basis)--possibly two to assistance with applications, obtaining three years after enactment)? How will financial aid, creating a welcome UO plan for the possibility of 300-500 climate, and classes and experiences additional qualified Latino high school for students and their families from graduates who could come to UO or first contact to graduation. decide to go elsewhere?
  4. 4. ETHNIC IDENTITY OF UO STUDENTS 2012 (FROMUO WEBSITE) Ethnic Identities Number Ethnic Minorities 4,786 (19.5%) Asian: 1,285 African American: 451 Hispanic: 1,639 (7.4%) Native American: 171 Native Hawaii/Pacific Islander: 137 Multi-racial: 1,103 White, Non-Hispanic: 16,506 (74.88) International: 2,550 Unknown: 749
  5. 5. Consequently, Hispanics will account for the vastmajority—74%—of the 10.5 million workers added tothe labor force from 2010 to 2020.
  6. 6. OREGON PUBLIC SCHOOL ENROLLMENTS BY RACE AND ETHNICITY 2010-20132010-11 Oregon public school student enrollment by 2012-2013 Oregon public school student enrollmentethnicity by ethnicity66.3 percent White 64.7percent White20.5 percent Latino 21.5 percent Latino4.6 percent Asian/Pacific Islander 4.6 percent Asian/Pacific Islander4.1 percent Multiracial 5.0 percent Multiracial2.6 percent African American 2.5 percent African American1.9 percent Native American/Alaskan Native 1.7percent Native American/Alaskan Native
  7. 7. California Public School PercentEnrollment 2012African American/Black 6.5%American Indian/Alaska Native 0.7%Asian/Asian American 8.6%Filipino 2.5%Hispanic/Latino 52.0%Native Hawaiian/Pacific Islander 0.6%White 26.1%Two or More Races 2.1%
  8. 8. Dream ActDevelopment, Relief and Education for Alien Minors The DREAM Act is a bipartisan legislation ‒ pioneered by Sen. Orin Hatch [R-UT] and Sen. Richard Durbin [D-IL]. Under the provisions of the DREAM Act, qualifying undocumented youth would be eligible for a 6 year long conditional path to citizenship that requires completion of a college degree or two years of military service.
  9. 9. Deferred ActionDeferred Action for Childhood Arrivals (DACA) Have come to the United States under the age of sixteen; Have continuously resided in the United States for a least five years preceding June 15, 2012 Are currently in school, have graduated from high school, have obtained a GED certificate, or are honorably discharged veterans of the Coast Guard or Armed Forces of the United States; Have not been convicted of a felony, a significant misdemeanor, multiple misdemeanors, or otherwise pose a threat to national security or public safety; Are not above the age of thirty. Does NOT include family members
  10. 10. Oregon: 22,148 (total potential beneficiaries)Number of Students Qualified 10,416 (immediate beneficiaries, ages 15-30)for Deferred Action Program inOregon and California. 6,187 (future beneficiaries, ages 4-15)There are roughly 1.8 million immigrants 5,545 (possible beneficiaries, need GED)in the United States who might be, ormight become, eligible for the Obama An estimated 4,500 have applied so far in Oregon.Administration’s “deferred action”initiative for unauthorized youth broughtto this country as children. Roughly936,933 immigrants between the ages of California: 539,774 (total potential beneficiaries)15 and 30 might immediately meet therequirements of the deferred action 298,026 (immediate beneficiares, ages 15-30),initiative. They comprise 53 percent of 114,533 (future beneficiares, ages 4-15),all potential beneficiaries. Approximately426,329 immigrants between the ages of 127,215 (possible beneficiares, need GED)5 and 14 might meet the requirements ofthe deferred action initiative at some 128, 412 applications received so far in Californiapoint in the future if the initiative remains (as of March 14, 2013)in place. These are the dreamers.
  11. 11. Tuition EquityRecently passed in Oregon Tuition Equity allows undocumented students to apply for admissions at Oregon’s public universities and receive in-state tuition if they meet certain criteria: Have attended school in the country for five years Studied at Oregon High School for three years Graduated from an Oregon High School Enroll in University within three years of high school graduation Show intent to become LPR or USC Does NOT include family members
  12. 12. Comprehensive Immigration ReformCurrently in negotiations An estimated 11 million people may benefit of this reform.It is estimated that there are about 130,000 undocumented people in Oregon who would benefit. Families live in the shadows afraid of deportation Families have roots in the United States through US born children Families pay taxes and cannot access benefits when in need Productive members of our society Includes the entire family Key elements: border security, guest worker program and increased visas for STEM workers, pathway to citizenship.
  13. 13. FIRST SURVEY OF OU LATINO STUDENTS 2010 • This project focuses on a university- wide survey of cultural and linguistic identities, ideas, and attitudes found among Latinos at the University of Oregon. Research sponsored by a grant from the Center for Latino/a and Latin American Studies (CLLAS) in 2010. • content/uploads/2010/06/being-a- latino-at-the-university-of-oregon- survey-results.pdf
  14. 14. LATINO ROOTS COURSES STUDENT VIDEOS• Lidiana Soto speaks at the special • Sonia González video on UO experience event marking the • course/iris-bull-2/Lidiana Soto, student in Latino Roots classesin 2011 speaking at celebration event inKnight Library.
  15. 15. Ways Forward Create a welcoming environment for families Hire bilingual staff campus wide Make information such as admissions requirements, financial aid, support services, academic program descriptions, student services available in Spanish Spatially based-recruitment strategy including outreach programs to and engagement with high schools and community colleges in areas with high percentages of Latino families Scholarships that address basic needs including tuition, food, and housing Partnering with community organizations that support the legalization process such as CAUSA, and others
  16. 16. Ways Forward Institutional review at UO to look for best practices and areas for improvement in interacting with immigrant students and families Build on UO institutional relationships with Latino organizations such as PCUN and the CAPACES Leadership Institute and local institutions such as Huerto de la Familia, Centro Latinoamericano and others Provide incentives for UO faculty and administrators to participate in cultural competency training Creative use of current UO students to mentor, outreach to potential and new students on model of Oregon Leadership Institute Build a critical mass of Latino/a faculty and staff Provide academic and institutional legitimacy for