Supporting Undocumented

Students
&
English Language Learners
Britni Kay & Gabriela Quintero

October 15, 2019

Agenda
● ASCA Position Statement
● Undocumented & ELL
Background
● Case Study
● School Counselor’s Role

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 “
School Counselors promote equal opportunity, a safe
and nurturing environment and respect for all
individuals regardless of citizenship
status...understanding that this population faces a
unique set of stressors. School Counselors work to
eliminate barriers that impeded students development
and achievement...advocating for an education system
that provides optimal learning environments for all
students.

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1.
Undocumented & English
Language Learners
Background
 Undocumented
◦ Any individual currently in the
United States who:
◦ Entered without inspection
◦ Entered with false
documents
◦ Entering on a legal visa but
the visa has expired
◦ Immigration rates among
undocumented immigrants have
risen due to political, economic &
educational instability in their
home countries. (Talleyrand &
Vojtech, 2019)

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11.3 Million
Unauthorized immigrants
3.5% of the nation’s population

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 1.8 million
Under the age of 18

40% of undocumented students

18-24 have not graduated high school

Fewer than 10%

Of undocumented students attend college
29% of Latinx Students
Were required to take remedial courses in
college in 2007
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 Let’s review some concepts
Plyler v. Doe
(1982)
Prohibits states from
denying undocumented
children a public K–12
education (does not extend
to college)
DACA
Deferred Action for Childhood
Arrivals policy (2012) granted a
temporary reprieve from
deportation for undocumented
immigrant youth.
DREAM ACT
Comprehensive Immigration
Reform Act of 2006. This
law would grant temporary
documentation to
undocumented youth who
arrived prior to age 16.
AB540 (2012)
5,000 undocumented students in CA
have had improved financial access
to higher education.
Based on high school attendance
and not an immigration bill.
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Undocumented Student’s Experience

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English Language Learners (ELL)
◦ Student comes from homes in which no
English is spoken.
◦ Students receiving specific language
assistance services.
◦ 4.7 million students nationwide
◦ Spanish was the home language to 3.79
million public school students in Fall 2016

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 English Language Learners (ELL)
Bilingual Education Act (Title VII)
1968
◦ Title VII acknowledged the
educational challenges faced
by ELL students and allocated
funds to support their
learning.
◦ By 2025, 1 in 4 public school
students will be an English
Language Learner.

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English Language Learners (ELL)
◦ Face the dual challenge of learning a new
language and keeping up with the academic
content of their grade level.
◦ Often restricted from rigorous academic
curricula
◦ More likely to attend a 2 year institution
than a 4 year

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English Language Learners in the U.S.

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2.
Career Counseling
Career Counseling
◦ Career Development Theories
◦ Asserts that making career choices is based on
student skills, values and characteristics of the
career or job setting.
◦ It is more difficult to apply career counseling theories
to career counseling with undocumented students
because they face additional barriers due to their
legal status.

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Career Statistics
◦ Individuals born outside of the
U.S. are more likely to be
employed in service occupations
than Native- born workers
◦ E.g., Natural Resources,
Construction, Maintenance
Occupations

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Recommended Career Counseling Models
The Systems Theory Framework
(STF)/ Ecological Model
◦ Career development & vocational choice
are related to immediate and socio-cultural
environments.
◦ Interactions between systems &
subsystems influence career development.
Social Cognitive Career Theory
(SCCT)
◦ Assesses barriers that individuals
encounter
◦ Addresses environmental issues &
analyzes the relationship between
barriers and other variables.
◦ Concentrates on positive
environmental supports that
enhance career problem solving
and coping efficacy
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3.
Case Study
Case Study - Maria
● Maria is a 15-year-old undocumented student who came
to the U.S. from Guatemala 1 month before being
enrolled in a local high school. She spent 2 weeks in
government custody before being reunited with her
mother.

What are the steps you would take as a school counselor to

help her with her college/career development?

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 Case Study
● Let Maria know your environment is safe and she can trust you because your
role is to serve as her advocate, not reveal her undocumented status.

● Establish a safe & trusting rapport with Maria

● Talk to her about her strengths and goals

● Collaborate with an interpreter if needed, and her family

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4.
School Counselor’s
Role
School Counselor’s Role
◦ Collaborate
◦ Reach out to ELL teachers, other students, past graduates, translators,
parents
◦ College/career workshops (Financial aid, etc.)
◦ Create a safe space for students
◦ Build rapport with students (and parents)
◦ Use inclusive terminology/practices
◦ E.g., citizens, permanent resident, undocumented
◦ Explore what education means to the student and their family
◦ Explore the student’s cultural identity
◦ Help students navigate college costs and employment barriers
◦ E.g. Pell Grant vs. Fafsa
◦ Foster Confidence
◦ Inform students that college is possible
◦ Goal planning/Identifying strengths
◦ Have high expectations of students
◦ Provide students (and parents) with all information about postsecondary
options
◦ Advocate/Close the Achievement Gap
◦ Help to remove barriers
◦ Challenging course work
◦ College Applications
◦ Stay up to date on laws/legislation 23
 Resources

College Guide for Undocumented Students

https://www.bestcolleges.com/resources/undocumented-students-guide/
College Advising Guide for Undocumented Students
https://www.iacac.org/undocumented/
CSU Admission Process
https://www2.calstate.edu/attend/student-services/resources-for-undocumented-students/Pages/admissi
ons-process.aspx
Scholarships for Undocumented Students
https://www.scholarships.com/financial-aid/college-scholarships/scholarships-by-type/scholarships-for-und
ocumented-students/
Resources for Undocumented Students
https://dornsife.usc.edu/assets/sites/957/docs/RESOURCES_FOR_UNDOCUMENTED_STUDENTS.pdf

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 References
American School Counselor Association. (2019). Retrieved from
https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Undocumented.pdf
Bureau of Labor Statistics. (2009). Foreign-born workers: Labor force characteristics in 2008. Retrieved from
https://www.bls.gov/news.release/pdf/forbrn.pdf
Cook, A. L. (2015). Building Connections to Literacy Learning among English Language Learners: Exploring the Role of School Counselors.
Journal of School Counseling, 13(9), n9.
Cook, A. L., Perusse, R., & Rojas, E. D. (2015). Promoting College Access among Latina/o English Language Learners: Implications for Professional
School Counselors. Journal of School Counseling, 13(18), n18.
Gilbert, A. & Quintana, J. A. (n.d.) Retrieved from
https://www.nacacnet.org/globalassets/call-to-action-blocks/professional-development/webinars/nacac-undocumentedstudents.pdf
National Association for College Admission Counseling
https://www.nacacnet.org/globalassets/call-to-action-blocks/professional-development/webinars/nacac-undocumentedstudents.pdf
Ortiz, A. M., & Hinojosa, A. (2010). Tenuous options: The career development process for undocumented students. New Directions for Student
Services, 2010(131), 53-65.
Perez, C. P., & Morrison, S. S. (2016). Understanding the challenges of English Language Learners and increasing college-going culture:
Suggestions for school counselors. Ideas and Research You Can Use: VISTAS,(18), 1-12.
Storlie, C. (2011). The challenges of career counseling with undocumented immigrant youth. Career Convergence. Retrieved from
https://www.ncda.org/aws/NCDA/pt/sd/news_article/52966/_PARENT/CC_layout_details/false

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Thanks!

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