This document discusses key issues relating to Latino students and families accessing higher education at the University of Oregon (UO). It notes that comprehensive immigration reform could lead to hundreds more qualified Latino students applying to UO in the next few years. The document outlines demographic data on Latino populations in Oregon and California public schools. It also discusses policies like the DREAM Act, deferred action, and tuition equity that could impact undocumented students. Recommendations are provided for how UO can better serve and welcome Latino students and families.

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. KEY QUESTIONS RELATING TO PRESENT AND
FUTURE LATINO STUDENTS AND FAMILIES AT UO
Will newly qualified students go to UO or How can UO be truly accessible to
elsewhere? 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 Oregon's 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?

3. STEPHANIE GONZÁLEZ

4. ETHNIC IDENTITY OF UO STUDENTS 2012 (FROM
UO 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

6. Consequently, Hispanics will account for the vast
majority—74%—of the 10.5 million workers added to
the labor force from 2010 to 2020.

9. OREGON PUBLIC SCHOOL ENROLLMENTS BY
RACE AND ETHNICITY 2010-2013
2010-11 Oregon public school student enrollment by 2012-2013 Oregon public school student enrollment
ethnicity by ethnicity
66.3 percent White 64.7percent White
20.5 percent Latino 21.5 percent Latino
4.6 percent Asian/Pacific Islander 4.6 percent Asian/Pacific Islander
4.1 percent Multiracial 5.0 percent Multiracial
2.6 percent African American 2.5 percent African American
1.9 percent Native American/Alaskan Native 1.7percent Native American/Alaskan Native

10. California Public School
Percent
Enrollment 2012
African 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%

11. Dream Act
Development, 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.

12. Deferred Action
Deferred 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

13. Oregon: 22,148 (total potential beneficiaries)
Number of Students Qualified
10,416 (immediate beneficiaries, ages 15-30)
for Deferred Action Program in
Oregon 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, or
might become, eligible for the Obama An estimated 4,500 have applied so far in Oregon.
Administration’s “deferred action”
initiative for unauthorized youth brought
to this country as children. Roughly
936,933 immigrants between the ages of California: 539,774 (total potential beneficiaries)
15 and 30 might immediately meet the
requirements 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. Approximately
426,329 immigrants between the ages of 127,215 (possible beneficiares, need GED)
5 and 14 might meet the requirements of
the deferred action initiative at some 128, 412 applications received so far in California
point in the future if the initiative remains (as of March 14, 2013)
in place. These are the dreamers.

15. Tuition Equity
Recently 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

16. Comprehensive Immigration Reform
Currently 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.

17. 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.
• http://cllas.uoregon.edu/wp-
content/uploads/2010/06/being-a-
latino-at-the-university-of-oregon-
survey-results.pdf

26. LATINO ROOTS COURSES STUDENT VIDEOS
• Lidiana Soto speaks at the special • Sonia González video on UO experience
event marking the
• http://latinoroots.uoregon.edu/our-
course/iris-bull-2/
Lidiana Soto, student in Latino Roots classes
in 2011 speaking at celebration event in
Knight Library.

28. 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

29. 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