Crossing Rivers: Academic Advising Support for Immigrant College Students
DOI:
https://doi.org/10.26209/mj1861251Abstract
No Abstract Provided.References
Associated Students of Madison (ASM). (2016). Food Pantry "The Open Seat." University of Wisconsin-Madison. Retrieved from http://www.asm.wisc.edu/resources/food-pantry
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. doi: 10.1037/0003-066x.32.7.513.
Brown, A., & Stepler, R. (2016, April 19). Statistical portrait of the foreign-born population in the United States, 1960–2013. Pew Research Center. Retrieved from http://www.pewhispanic.org/2015/09/28/statistical-portrait-of-the-foreign-born-population-in-the-united-states-1960-2013-key-charts
Cady, C. (2014). Food insecurity as a student issue. Journal of College and Character, 15, 265–270.
Cady, C. (2016, February 28). Students shouldn't have to choose between books and food. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Students-Shouldn-t-Have-to/235519
Cohn, D. (2015, October 5). Future immigration will change the face of America by 2065. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/10/05/future-immigration-will-change-the-face-of-america-by-2065/
Darken, R. P., & Peterson, B. (2002). Spatial orientation, wayfinding and representation. In K. Stanney (Ed.), Handbook of virtual environment technology (pp. 493–518). Mahway, NJ: Lawrence Erlbaum Associates.
Florida State University (FSU). (2016). Advocates for Immigration and Refugee Rights. Retrieved from https://nolecentral.dsa.fsu.edu/organization/airrfsu
Fry, R. (2015, September 11). Class of 2025 expected to be the biggest, most diverse ever. Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2015/09/11/class-of-2025-expected-to-be-the-biggest-most-diverse-ever
Greenwald, R. (2012). Think of first-generation students as pioneers, not problems. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Think-of-First-Generation/135710
Griffin, K. A., & McIntosh, K. L. (2015). Finding a fit: Understanding Black immigrant students' engagement in campus activities. Journal of College Student Development, 56(3), 243–260.
Jehangir, R. R., Stebleton, M. J., & Deenanath, V. (2015). An exploration of intersecting identities of first-generation, low-income college students (Research Report No. 5). Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition.
Jones, S. R., & Abes, E. S. (2013). Identity development of college students: Advancing frameworks for multiple dimensions of identity. San Francisco, CA: Jossey-Bass.
Kim, E. (2014). Breaking through a myopic view of immigrant students. About Campus, 19(3), 29–32. doi: 10.1002/abc.21160.
Kim, E., & Diaz, J. (2013). Immigrant students and higher education. ASHE Higher Education Report, 38(6). San Francisco, CA: Jossey-Bass.
Lenning, O. T., Hill, D. M., Saunders, K. P., Solan, A., & Stokes, A. (2013). Powerful learning communities: A guide to developing student, faculty, and professional learning communities to improve student success and organizational effectiveness. Sterling, VA: Stylus.
Loyola University of Chicago (LUC). (2016). Student Diversity and Multicultural Affairs. Retrieved from http://www.luc.edu/diversity/resources/undocumentedstudentresources/luccommittedallies/
McIntosh, E. J. (2015). Thriving and spirituality: Making meaning of meaning making for students of color. About Campus, 19(6), 16–23. doi: 10.1002/abc.21175.
Metropolitan State University of Denver (MSU Denver). (2016). About immigrant services. Retrieved from https://www.msudenver.edu/sas/immigrantservices
Muñoz, S. M. (2013). "I just can't stand being like this anymore": Dilemmas, stressors, and motivators for undocumented Mexican women in higher education. Journal of Student Affairs Research and Practice, 50(3), 233–249.
Muñoz, S. M. (2015) Identity, social activism, and the pursuit of higher education: The journey stories of undocumented and unafraid community activists. New York, NY: Peter Lang.
National Center for Education Statistics (NCES). (2015). 2011–2012 National postsecondary student aid study. Washington D.C.: U.S. Department of Education.
Nuñez, A. (2009). A critical paradox? Predictors of Latino students' sense of belonging in college. Journal of Diversity in Higher Education, 2(1), 46–61. doi:10.1037/a0014099.
Palm Beach State College. (2016). Kathryn W. Davis Global Education Center. Retrieved from http://www.palmbeachstate.edu/globaleducation
Passini, R. (1996). Wayfinding design: Logic, application and some thoughts on universality. Design Studies, 17, 319–331. doi:10.1016/0142-694X(96)00001-4.
Patton, L. D. (2006). The voice of reason: A qualitative examination of Black student perceptions of the Black culture center. Journal of College Student Development, 47, 628–646.
Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Evans, N. J., & Forney, D. S. (2016). Student development in college: Theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.
Pérez, W., Cortés, R. D., Ramos, K., & Coronado, H. (2010). "Cursed and blessed": Examining the socioemotional and academic experiences of undocumented Latina and Latino college students. New Directions for Student Services, 131, 35–51. San Francisco, CA: Jossey-Bass. doi:10.1002/ss.366.
Rendón, L.I., Nora, A. & Kanagala, V. (2014). Ventajas/assets y conocimientos/knowledge: Leveraging Latin@ strengths to foster student success. San Antonio, TX: Center for Research and Policy in Education, University of Texas at San Antonio.
Renn, K. A. (2004). Mixed race students in college: The ecology of race, identity, and community on campus. Albany, NY: State University of New York Press.
Schreiner, L. A. (2014). Different pathways to thriving among students of color: An untapped opportunity for success. About Campus, 19(5), 10–19. doi: 10.1002/abc.21169.
Schneider, P. (2016, February 3). Priced out: Low-income student to meet costs, participate in college community. Capital Times, p. 25–28.
Stebleton, M. J. (2011. Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 42–54.
Stebleton, M. J., Soria, K. M., & Huesman, R. L. Jr. (2014). Recent immigrant students at research universities: The relationship between campus climate and sense of belonging. Journal of College Student Development, 55, 196–202.
Strange, C. C. (2001). Spiritual dimensions of graduate preparation in student affairs. In M. A. Jablonski (Ed.), The implications of student spirituality for student affairs practice. New Directions for Student Services (pp. 57–67). San Francisco, CA: Jossey-Bass.
Strange, C. C., & Banning, J. H. (2015). Designing for learning: Creating campus environments for student success (2nd ed.). San Francisco, CA: Jossey-Bass.
Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success for all students. New York, NY: Routledge.
Strayhorn, T. L. (2016). Student development theory in higher education: A social psychological approach. New York, NY: Taylor and Francis.
Teranishi, R. T., Suárez-Orozco, C., & Suárez-Orozco, M. (2015). In the shadows of the ivory tower: Undocumented undergraduates and the liminal student of immigration reform. Los Angeles, CA: The Institute for Immigration, Globalization, & Education.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. doi: 10.1080/1361332052000341006.
Downloads
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
