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Empowered: Understanding Student Engagement and Sense of Belonging at the

Undocumented Student Resource Center (USRC)

Alejandra Guzman, Katherine Hutto, Austin Robinson

Higher Education and Student Affairs, Northern Illinois University

HESA 573: Applied Assessment Methods

Dr. Jacqueline Mac

December 13, 2023

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Executive Summary

The Undocumented Student Resource Center (USRC) at Northern Illinois University

(NIU) is a new space on campus having just become a center in 2022. The USRC provides

support to undocumented and mixed-status students in their academic and personal journeys

whether it be by providing information and guidance, financial aid and scholarship assistance, or

community building and networking to name a few. Given that the USRC was recently

established as a center on campus just over a year ago, it is crucial to assess and measure its

influence and effectiveness in serving students. This research project focuses on examining the

impact of the Undocumented Student Resource Center in fostering student engagement and a

sense of belonging amongst current undocumented and mixed-status undergraduate students at

NIU. The Team Assessment Project (TAP) group sought out at answer the following:

• How currently enrolled undocumented students at NIU using the USRC space and

services?

• How can the USRC promote their visibility and reach among undocumented students in a

way that feels supportive and respectful? and

• What are characteristics of spaces and resources that positively or negatively contribute

the sense of belonging that undocumented students experience on campus?

These questions were developed after an initial meeting with our campus clients, Sandy López,

Director of the Undocumented Student Resource Center, and Angélica Mendoza, Assistant

Director of the Undocumented Student Resource Center, where we were able to determine what

needed assessment in their area. To capture the essence of our research questions, we crafted a

multi-layered plan to collect data. The TAP group decided to use both quantitative and

qualitative assessment methods, being a Qualtrics survey, focus group, and photo elicitation.
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These forms of assessment provided the TAP group with extensive data surrounding the research

questions proposed. With this, the TAP group was able to highlight common themes as well as

point out areas of difference when it came to the various data collection methods. Each of the

methods provided the TAP group with findings and recommendations to present to the USRC on

undocumented and mixed-status students sense of belonging on campus and the impact they

have on these students.

Introduction

The purpose of this assessment project is to utilize quantitative and qualitative assessment

methods to gauge the current state of student engagement within the USRC and students’ sense

of belonging. The three primary questions that will be answered are: (1) How currently enrolled

undocumented students at NIU using the USRC space and services, (2) how can the USRC

promote their visibility and reach among undocumented students in a way that feels supportive

and respectful, (3) what are characteristics of spaces and resources that positively or negatively

contribute the sense of belonging that undocumented students experience on campus? The

importance of this assessment is that of holistic student support; higher education institutions

pride themselves on providing support to their students, but as higher education professionals,

we must ensure that all students can receive that institutional support – including undocumented

students. Inquiring about the current ways students utilize the USRC and make meaning of their

own experiences and finding ways to implement innovative ideas into the department will

increase the quality of students’ experiences.

The USRC was started in 2018 as a result of undocumented students who banded

together to petition the university for a place on campus where they can be seen, heard,

respected, and supported. The USRC believes in creating a united campus community where
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undocumented students from all over the world can thrive in college and beyond. The USRC

connects undocumented students with several resources on and off campus such as student

organizations, various forms of financial assistance, and access to information pertaining to legal

rights for students to review.

Our team’s unique positionality, where none of us hold the status of being undocumented

or holding mixed legal statuses, shapes our project approach. We acknowledge our privilege as

current U.S. citizens in this regard and are committed to conducting our project with empathy,

ethical standards, and advocacy to better help our understanding of supporting undocumented

students. We also come with a willingness to learn and an immense respect for the students

whose stories we will be highlighting. The USRC highlighted DREAM Action NIU’s moto of

“Nothing for Us, about Us, without Us” which we want to honor by including the input and

voices of the undocumented community at NIU.

Literature Review

Historical Context of Undocumented Students in Higher Education

The history of undocumented students in higher education in the United States is

constantly an ever-changing landscape. To understand the history, it is important to first

recognize what is meant when talking about undocumented and DACAmented students. The

National Academic Advising Association (n.d.) and much of the literature define an

undocumented person as foreign-born people who reside without legal status in the United States

while DACAmented is a term used to describe a DACA, Deferred Action for Childhood

Arrivals, recipient who has work authorization in the United States. It is important to note that

although having DACA status offers certain privileges, it is not a pathway to citizenship.

Historical Legislation Impacting Undocumented Students

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The first step in access to education regardless of immigration status occurred in 1982

when the Supreme Court established that all students in the United States, kindergarten through

12th grade, have the right to a public education. The Plyler v. Doe (1982) set the stage for

conversations about access to higher education where within the coming years, many legislative

acts were implemented to restrict these efforts. One example would be Illegal Immigration

Reform and Immigrant Responsibility Act of 1996 (IIRIRA) which essentially restricted states

from providing in-state tuition to undocumented students. This Act has been interpreted

differently by the states leading to a large array of policies regarding undocumented student’s

eligibility for in-state tuition (Drachman, 2006; Peña, 2021).

On the other hand, there have been efforts on the state and federal level to provide access

to higher education and a pathway to citizenship. On the federal level, the Development, Relief,

and Education for Alien Minors (DREAM) Act of 2001 was introduced to support young

undocumented individuals towards citizenship and higher education. Another federal initiative

that was introduced in 2012 by President Barack Obama was the DACA program. This was an

executive order to protect youth from deportation and allow them to legally work in the United

States (Peña, 2021).

Illinois-Specific Legislation

Illinois has been active in developing policies and initiatives to support undocumented

students in higher education. In 2003, Illinois enacted HB60 stating that undocumented students

are allowed resident tuition under the stipulation that they have attended a high school within the

state for 3 years and graduated or earned a GED. In 2011, the Illinois DREAM Act was passed

allowing undocumented students access to private scholarships and grants to access higher

education if they met a certain criterion. The Act created the Illinois DREAM Fund Commission
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which raises funds for scholarships (Jaimes Pérez, 2014). In 2019, the Retention of Illinois

Students & Equity (RISE) Act filed under HB 2691 was signed into law providing

undocumented students the ability to apply for and receive state financial aid through the gift

assistance programs administered by the Illinois Student Assistance Commission (ISAC). There

is also the Alternative Application for Illinois Financial Aid to assist students who are eligible

under the RISE Act to apply for Monetary Award Program (MAP) grants. The most recent

legislation passed in Illinois was HB 3438 which passed in 2021 indicating that institutions must

designate an Undocumented Student Liaison on campus to assist undocumented and mixed-

status students in their success starting during the 2022-2023 academic year. With this, Illinois

has demonstrated a strong commitment to supporting undocumented students in accessing higher

education through financial means and on-campus support efforts.

Challenges that Undocumented Students Face

Undocumented and mixed-status students are not a monolith. They represent a diverse set

of native countries, immigration stories, and family circumstances (Contreras, 2009). While it is

important that space is made for the uniqueness of each student’s experience, the literature

surrounding the complexities in navigating higher education has revealed the following themes

as challenges for undocumented students: financial burdens, concerns around disclosing legal

status, and increased anxiety due to uncertain futures.

At an individual level, Suarez-Orozco et al. (2015) found that an overwhelming number

of undocumented students identify as both first-generation college students and as coming from

low-income backgrounds. So, it is no surprise that of the many challenges that undocumented

students face in persisting in higher education, finances are a large one. In addition to being

unable to qualify for federal aid, undocumented students are also denied from applying for
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alternative sources of funding like scholarships that require evidence of being a U.S. citizen. As a

result of these exclusionary practices both on federal and state levels, research shows that many

undocumented students cite working either part-time or full-time jobs as their only option to fund

their education and any associated expenses (Contreras, 2009). Additionally, undocumented

students often contribute financially to their families. The need to work and provide for

themselves and others has caused many undocumented students to enroll at part-time (rather than

full-time) or even withdrawal from college for a period of time. Suarez-Orozco et al. found that

74% of students in their study had taken time off because of financial difficulties (2015). So long

as barriers are in place to limit the financial support undocumented students can receive, this will

continue being a barrier to persistence in higher education.

Another challenge is the tension that undocumented students often experience in

disclosing their legal status and other personal details to staff and peers (Contreras, 2009; Reed et

al., 2022; Suarez-Orozco & Hernandez, 2020). The fear that someone could misuse that

information or be judgmental is real, so students mediate this by strategically confiding in a

trusted campus employee if the potential of receiving support is present or they will completely

avoid sharing their legal status if they sense mistrust (Contreras, 2009; Reed et al., 2022).

However, just because a student discloses their status does not mean that they will be met with

assistance by a staff member. Luedke & Corral (2021) identified staff and faculty who are unable

to provide undocumented students with assistance because of their inability to remain

knowledgeable about legislation, campus policies, and student demographics as unapologetically

uneducated institutional agents. What is more is that race can mediate staff members’

assumptions about who on campus is undocumented, which can create difficulties for students

who identify as non-Latinx and as undocumented in disclosing their status and can further
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students’ isolation (Reed et al., 2022). Unfortunately, students have numerous encounters with

college personnel that fail to provide sufficient answers and support to them as they navigate

their collegiate journeys.

Undocumented students also face increased anxiety because of their unknown futures.

Anti-immigrant sentiments and xenophobia present in legislation, media, classrooms, and

comments by peers create hostile environments for undocumented students and cause them a lot

of anxiety around deportation (both that of their own and that of family members) and losing

their DACA status (Reed et al., 2022). The manifestations of xenophobia coupled with the lack

of financial support and encountering unsupportive staff members all interfere with a student’s

ability to succeed. In particular, Suarez-Orozco & Hernandez (2020) found that the anxiety

undocumented student face has negative consequences on their ability to sleep and focus when

studying. Even more concerning is that undocumented students are “above the clinical cutoff in

reported levels of anxiety” according to the Gregarized Anxiety Disorder-7 scale (Suarez-Orozco

et al., 2015, p. 437). This indicates a dire need for counseling services to be made available to

undocumented students.

Sense of Belonging Pertaining to Undocumented Students

Humans are innate social creatures; every one of us wants to be seen, heard, and

validated by our peers in one way or another. This concept rings true the world over – however,

the general desire for acceptance and a place to call your own is amplified on a college campus.

For college students, building community, cultivating interpersonal relationships, and fostering a

connection to the campus are crucial when developing a sense of belonging. In this section, this

review of literature will examine and explain the importance of developing a sense of belonging
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pertaining to undocumented students and will effectively convey the necessity of supporting

undocumented students in their journey to belong in collegiate spaces.

Sense of belonging can be defined as the degree to which an individual feels respected,

valued, accepted, and needed by a distinct group that captures the individual’s view of whether

he or she feels included in the college community (Vaccaro & Newman, 2016). Forging a sense

of belonging is already an arduous task for most students, but the challenge becomes more

difficult from the perspective of an undocumented student. Undocumented students have to face

various obstacles while pursuing their education at colleges and universities due to exclusionary

societal and structural constraints that ultimately impede on their mental health, academic

performance, and their sense of belonging (Valdez & Golash-Boza, 2020).

Given the nature of the circumstances that undocumented students have to navigate

during their college career, Zulema Valdez and Tanya Golash-Boza conducted a qualitative

research study pertaining to undocumented students and how their lived experiences affected

their sense of belonging. Valdez and Golash-Boza conducted focus groups with a total of thirty-

five undocumented students at a Hispanic-Serving Institution (HSI) in California. The results of

this study spoke to the frustrations that undocumented students feel when it comes to applying

for college: a lack of financial resources, difficulty securing housing, threat of deportation, etc.

All of these examples illustrate the myriad of obstacles undocumented students have to face, and

all of these factors play a role in impeding upon the sense of belonging of undocumented

students.

Recommendations for Practice

The research conducted by Sylvia Hurtado and Deborah Faye Carter presents a way to

combat a decreased sense of belonging. The findings of their research conveyed that students
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who are engaged on campus in various ways are more likely to develop a sense of belonging by

indirectly building community by combining elements of social, religious, and academic avenues

for engagement (Hurtado & Carter, 1997). As higher education professionals, we might not be

able to affect national systemic change, but we can do our part by creating spaces and

opportunities for undocumented students to be seen, heard, validated, and supported through

various programs that will connect them to each other to build camaraderie, and ultimately

connect them to the campus community in hopes of developing a thorough sense of belonging.

Assessment Design

The TAP group implemented a multifaceted assessment design which included the use of

a focus group, photo elicitation, and survey. Together, these methods allowed us to gain insights

about student engagement, satisfaction and the impact of the USRCs services. It also allowed us

to explore how students were engaging in making meaning of their undergraduate experiences at

NIU. Overall, we found this holistic approach helpful in generating a depth of understanding that

could inform the guiding research questions.

Qualitative Methods: Focus Group and Photo Elicitation

To assess the ways current undocumented and mixed status students were engaging and

using the Undocumented Student Resource Center (USRC), a focus group was used so students

themselves could detail their own experiences and interactions with the center and individuals

within it. The full focus group and photo elicitation protocol is in Appendix A & B. The USRC

prides itself in doing this work in partnership with students, so it was integral to consider the

voices and stories of students from a missional standpoint as well. Doing so helped the research

team to co-create knowledge, recommendations, and mitigated power dynamics between the

researchers and students that can sometimes be present in data collection and analysis. The focus
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group protocol was developed by crafting a series of open-ended questions that prompted the

reflection of students as they considered the impact of the USRC’s services and challenges that

they have faced at NIU. Due to scheduling challenges, two focus groups were held and each one

lasted about 60 minutes. With the permission of the students, the focus groups were recorded and

later transcribed. Data analysis was conducted through two rounds of coding where researchers

first independently evaluated the transcripts for common themes and then came together again to

agree on thematic codes.

In addition to the focus group, we utilized photo elicitation as method of data collection

to explore participants sense of belonging and un-belonging to places on campus. Participants

were asked to identify one space per category, take a photo, and write a short-answer response

that gave context to the way the identified space contributed to their sense of belonging or

unbelonging. For this assessment project's purpose, we defined spaces that evoked a sense of

belonging as spaces that made students feel valued, connected, empowered, and able to be

authentic to who they are. Spaces that evoked a sense of un-belonging were defined as spaces

that made students feel unsafe, overlooked, undervalued, concerned, and unable to be authentic

to who they are. Participants were equipped with details about the photo-elicitation purpose and

process at the end of the focus group to avoid confusion. Participants received an email that

included directions and a link to the Qualtrics form where they could upload photos and short

answer responses. Memos were created when analyzing photos and text that students supplied. It

is important to note, to incentivize participation and the completion, participants were given a

$20 gift card and were entered into a drawing for prizes that were donated by the USRC.

Focus Group and Photo Elicitation Participants

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Purposive sampling was utilized in identifying and recruiting participants for this portion

of the study. Sandy Lopez and Angelica Mendoza sent emails to students they knew and

included it in their departmental announcements. To be a participant of the study, students

needed to be currently enrolled at the institution, identify as an undocumented or mixed-status

student, and utilize the USRC services and resources at least once within the past semester. We

had 6 participants successfully complete both the focus group and photo elicitation, and all but

one was a transfer student. The student sample included slightly more males (n=4) than females

(n=2). To mitigate concerns regarding confidentiality and privacy, students were able to self-

select pseudonyms. The following pseudonyms will be used throughout this analysis: Catalina,

Israel, Jimmy, Maxi, Thomas, and Tulip.

Quantitative Methods: Qualtrics Survey

In order to acquire the pertinent data required to tell the stories of the students affiliated

with the USRC, our team developed a quantitative survey pertaining to sense of belonging,

cultural communities, and the USRC itself. The survey was created in Qualtrics, consisted of 26

questions, took 5-7 minutes to complete, and was sent to the USRC via email. The survey

questions focused on the following topics: Sense of Belonging, Cultural Communities, and

USRC Satisfaction. The full survey instrument is provided in Appendix C. The USRC then

distributed the survey to the students they interact with via email while also sharing the survey

with QR codes on flyers. At the end of our data collection period, the survey had a total of 15

responses. The focal point of our survey was to inquire about sense of belonging among

undocumented or mixed status students at NIU, while also measuring the level of engagement

with the USRC to learn if their office is making a significant impact on students and seeking

areas in which the department can improve.

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Focus Group Findings

Financial Assistance and Resources

As it related to the diverse services and resources provided by the USRC, it was evident

that students were heavily using the services that related to financial assistance. Considering the

literature around the experiences and challenges that U&MS students face in funding their

education, this finding does not come as a surprise. The students highlighted several forms of

assistance, including the Huskies aid Huskies grant, the Huskie Service Scholars program, the

Immediate Assistance Fund, and the Dream Action Scholarship. One student, Thomas, noted

how he was able to go into the center and meet Angelica Mendoza. He said,

Angelica was like super nice. I was just like asking, like questions, and I said ‘hey, are
you guys able to help me with funding, like all this stuff’… they’re super nice, super
welcoming. And within like, the end of the month, I had funding for most of my tuition
that semester.
This illustrates the care and service that leaders in the USRC extend to students, which

contributes to their ability to ask questions and share their needs. It also illustrates the impact that

the USRC has on many students’ ability to persist throughout their time at NIU. Thomas shared

that having his tuition covered allowed him to “put [his] time elsewhere” through volunteer work

related to his field of study. Another student, Tulip, shared the impact of the Huskies aid Huskies

grant by stating, “[it] helps take a burden off my shoulder and like, lets me focus on my studies”.

Opportunities for funding not only lessen the financial pressures students face, but it opens the

door to other possibilities, whether it be professional development or the ability to immerse

themselves deeper in their schoolwork.

Related to this finding was the importance of the USRC in bridging gaps of knowledge.

There were various times throughout the focus groups that students mentioned the overflow of

information and connections they were able to receive because of their affiliation with the center.
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One student, Israel, stated that as a dream scholar he receives a lot of information about forms of

financial assistance. He stated,

We just learned a lot more about the opportunities on campus. And ways to actually get
more funding, you know, to like, help relieve the financial burden of school. So, it’s just
find of, like good to be in this program and have those check-ins and to, like, always
being able to reach out to Dr. Lopez and Ms. Mendoza.
This also illustrates the impact that Sandy and Angelica have in being accessible to students as

trusted resources, which enables the transmitting of information and forms of capital. Another

student, Tulip, who was also a dream scholar, shared that she learned of various scholarships

through a PowerPoint presentation given by the center. She shared that during this meeting, she

learned that she could have waived the student health insurance requirement. She states, “I have

been paying for the school health insurance since I transferred. And it’s almost like I think

$1,200. And I recently found out that you could actually waive it”. This information is vital to

the success and persistence of this student population and the center has met the financial need

through tangible monetary resources and information about alternative forms of financial

assistance.

More Than Just Finances: Sharing Information Related to Student Life

However, the transmitting of information was not limited to the topic of financial

assistance. It also expands to other areas of student life, such as housing and student

organizations. Israel mentioned that when he was preparing to begin his time at NIU that he did

not want to stay on-campus and was, instead, searching for an apartment. He points out the

integral role that Sandy played in helping him find housing. He said,

One thing I love about Dr. Lopez, that she’s very well connected…. She knew somebody
that was looking for a roommate as well. So that person told her and she was able to tell
me, and it was kind of also last minute too because, like it was literally a week before you
know, the first day of school. So, it’s like you know if not for you know, the opportunity
given to me through Dr. Lopez and coming across her… I don’t know what I’d be doing
right now to be honest.
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Another student, Thomas, talked about Sandy’s help in reorganizing the Society for

Advancement of Chicanos and Native Americans in Science (SACNAS). Her connections to

previous members of this chapter back in 2017 proved to be immensely helpful to him as he tried

to bring back the group. Although it may seem small, these examples illustrate the effectiveness

of the center’s ability to meet a range of student needs and function as a hub where students can

get information. Sandy and Angelica are doing this well by being connected to the campus

community, whether it be students, employees, or outside community members.

Because of the benefits that students were able to experience first-hand, there was a

shared desire among participants to see this information shared more explicitly with U&MS

students and for it to be done sooner in their time at the institution. Students did not know if there

was a way that the institution was tracking U&MS students through admissions or financial aid,

but they expressed that if there was, that it would be wise to send an email to students that

highlighted the USRC and the services it provides. In efforts to be more proactive in

communication, Catalina even suggested that a campuswide email could be helpful for all

students, no matter their legal status. Tulip specifically asked that the PowerPoint presentation,

which included scholarship information, be posted on the USRC’s website. Thomas also shared

that an institutional landing page that not only shares the resources available to U&MS students,

but also the institution’s commitment to supporting students from these backgrounds could go a

long way in extending the center’s reach but also fostering a “safe space” across the institution.

A couple of students even expressed a desire to see student testimonials about the impact that the

center has had on their lives across webpages and social media. This emphasizes the student’s

pride in the center and an enthusiasm to share it with others.

Navigating Stigma and Fear: Hesitancy in Accessing the USRC

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Another common theme that was presented across the focus groups was the stigma

associated with visiting and associating with the USRC. Many students shared that this stigma or

fear of association prevents a lot of undocumented and mixed status students from engaging with

the Undocumented Student Resource Center. Jimmy highlights that a lot of the fear stems from

what other students, staff, and faculty may think if they find out that that a student is

undocumented. He states, “it could even be that they are afraid or scared of what other people

think about being an undocumented student.” This stigma surrounding undocumented students

often derives from misconceptions, stereotypes, and the complex socio-political climate

surrounding immigration. This lack of understanding can lead to baseless judgments which can

be very harmful to a student's mental health.

This also leads into a student's fear of being “outed” as undocumented. As legal status is

a very sensitive topic and often students were encouraged not to share their status growing up

which produces a lot of anxiety around this topic. Students associate the Undocumented Student

Resource Center with automatically being undocumented. Catalina shares a bit about students'

perceptions when interacting with the USRC. She shares,

I think something that I've seen mostly being like an intern at the USRC is that students
don't want to feel outed, because something that I've seen is like, oh, like, you know, I
came in here. And then if we see them in the halls or see them like that, and then if a
person knows that we work there, or we're part of the center, sometimes the student may
be like, Oh, well, since they know that they work there, or just like stop by, then they're
kind of like they're gonna out me.
Understanding students' feelings and fears about utilizing the services provided by the USRC or

simply engaging with the center is important when considering what may be the best ways to

interact with and inform students about what they have to offer.

Recommendations From Students

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As it related to other recommendations, students also expressed that there be more of a

collaboration between the USRC and Orientation and Undergraduate Admissions because it

could aid in U&MS student’s awareness of supports available at the institution and aid in their

decision to later matriculate. Catalina even pointed out that more effort in highlighting the USRC

during campus tours and explaining the resources available through the center in greater detail

could be impactful for U&MS students who are considering applying or enrolling. Israel was

intentional in sharing that if there were an event or other attempt to provide greater awareness

about the resources that the USRC has to offer, that U&MS students are not excluded from their

peers at Orientation. This can potentially be related to the stigma that students can sometimes

feel by being singled out.

While it was clear that students benefitted from the resources and information that the

USRC offers, students also reflected on the community that they were able to form with other

U&MS students. Maxi shared, “we can all like just bounce off each other and make college an

easier experience”. Israel also supported this sentiment by also highlighting the ways he was able

to meet new people by being a Huskie Service Scholar. He stated the following, “I also met some

pretty cool people at the office, Catalina included… its actually really fun being at the USRC”.

While they were appreciative of the connections that they were able to foster to others through

the USRC, they requested that more social events be hosted by the center. Maxi proposed that

events take place in the Holmes Student Center (HSC) where the bowling alley or pool tables

could be utilized. He stated that doing so would

Get more people to just come in there hang out have a good time meet other people
along, you know, the lines of our statuses and just you know, they stay there for a few
hours and just playing you know, games or being competitive because that also beings up
more comradery.
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Catalina agreed and added that “socials where you can just have fun and forget that your status is

like right there” would be nice. This emphasizes the point that students want to be known by

more than just their statuses and want to embrace other aspects of their identity and undocu-joy.

Overall, students seen the need for community and wanted more opportunities to connect with

one another in informal settings.

It is worth noting that if the USRC moves forward in hosting social events, then they

should reconsider the timing of these events. Multiple students shared that they are unable to

attend some of the programming offered by the center because it conflicts with class time or

other pressing demands. Additionally, students appreciated the USRC’s efforts to accommodate

students’ busy schedules by offering grab-and-go self-care kits. There was a desire to see more

of these “take and make” options. Students also shared that it would be wise for the center to

market their events in spaces that get a lot of foot traffic. They mentioned that posting flyers in

the HSC, dorms, utilizing the digital TV monitors in the dining areas, or partnering with student

organizations on campus could help to expand their reach.

Lastly, a surprising takeaway was that some students thought an application was needed

to become involved with the USRC. Although it was unclear what exactly led to this impression,

students pointed out that a lack of clarity and not having enough information about the center

from the onset contributed to feeling like it was exclusive. Tulip stated, “I thought it was kind of

like the honors program or like, only certain students that met certain requirements could join”.

Maxi shared that it was not until his second semester that he “realized that [the USRC] was just

for anybody”. Considering this critique, the USRC may want to reevaluate the messaging that is

used on their website and other social platforms to ensure that students are not confused.
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Clearing up this confusion can remove potential barriers to entry and encourage more students to

utilize the center.

Photo Elicitation Findings

Impact of Spaces and Connections

Our third research question focuses on what spaces and resources positively or negatively

contribute to the sense of belonging that undocumented and mixed status students experience on

campus. With this in mind, it was clear that the students we interviewed were able to identify a

space on campus where they felt a sense of belonging. Two students indicated that the Peters

Campus Life Building, but more specifically the Undocumented Student Resource Center, was

the area on campus that they felt contributed to their sense of belonging through the connections

they made. Israel said, “The people at Peters Campus Life Building particularly the people at the

USRC are amazing people and I love to go and meet with them.” Both Israel and Catalina

highlighted the importance of personal connection and communication with other individuals in

the space that helped them feel appreciated and supported. Thomas also highlighted the

importance of personal connections by selecting his mentor, Dr. Jones’s Office, for his photo. He

described her as, “a committed professional dedicated to inspiring and nurturing the growth and

development of future leaders.” Dr. Jones serves as Thomas mentor for career development, to

which they meet two to three times a month. Although the students' photos highlighted a space

on campus, it was clear that it is the people within the space that contribute to a student's overall

sense of belonging.

Community-Centric Belonging

Of the places chosen that evoked a sense of belonging for the students, all had indicated

that this was a space that they felt a level of comfort being in and frequently engaged with this
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space. Jimmy, who took a photo of the Latino Resource Center, stated in his reflection, “... it

makes me feel like I’m home... the Latino Resource Center is the place where I feel comfortable

the most.” Not only was this a place where Jimmy was able to find community in this space, it

was a place on campus that affirmed his identity, he stated, “it is always good [to] have a place

that represents the Latino community.” It was evident that the importance of community was a

key feature in a student's feeling of belonging within a space. Tulip, who took a photo of the

Einstein Bros. Bagels stated, “I am here about 3 to 4 times out of the week. I feel like eating

together and studying forms a deeper bond [among friends] and I associate this place as a safe

space to hang out and make memories.” This space provided Tulip with a space to be in

community with her friends and was a crucial part of them being able to form stronger

relationships with one another as this was a place they were able to go to often. Another student,

Maxi, who took a photo of the Holmes Student Center, stated, “The people here are where I met

most of my friends, and where I hang-out with them the most on campus... I’m here almost every

day because I like to greet everyone here.” Maxi was able to find his group of friends at the

student center and continues to use this as a space to gather with them. He is able to interact with

a lot of students and continue to connect with others on campus by being there frequently.

Ultimately, it was the students' idea of a community that evoked a sense of belonging more so

than the physical spaces which is reflected in our focus groups where students indicated that they

are in search of places that feel natural.

Navigating Varied Notions of Belonging

It is important to note that sense of belonging looks different for everyone and although

one space may evoke a sense of belonging for one student, it can evoke a sense of unbelonging

to another, which is the case for the Holmes Student Center. Out of all the submissions for the
 21

space on campus that contributes negatively to a student’s sense of belonging, only Catalina was

able to share a specific memory of a time she experienced unbelonging. She stated, “Everytime I

go to the Holmes Student Center I just panic, my anxiety goes up and I feel like I am just not a

part of anything or that I should not even be there. I have even had someone tell me to move

from a chair I was sitting at for a while because they wanted to sit there with their friends.” This

experience caused Catalina to feel like an outcast and has prevented her from interacting with a

space that it meant to be a student hub on campus. Her experience with the Holmes Student

Center was very different than Maxi’s, which can lead us to look deeper into the

recommendation of more programming in the student center. It is important to know that this is a

space where people can feel very anxious and overwhelmed when going in alone and we do not

want to do more harm to students than good by putting them in spaces they are uncomfortable. It

might be worth looking to meet at the USRC and walk over to the Holmes Student Center

together at first until students feel more comfortable in the space should events take place in this

space.

Exploring Further Dimensions of Unbelonging

Unfortunately, we did not explore the sense of unbelonging-ness any further than this

because other students found it difficult to name a spot-on campus that contributed to this feeling

or the feeling stemmed from a lack of visiting the space for a variety of reasons. Further research

could be done to contribute to this area through potentially clarifying the expectations for this

portion or providing examples.

Survey Findings

The data tells us that undocumented/mixed status students view the USRC as an

invaluable campus resource that has impacted students in significant ways that include advocacy,
 22

creating safe/brave spaces, and providing financial assistance (see Appendix D for a tabulated

data table featuring the mean and standard deviation for the three aforementioned survey topics:

Sense of Belonging, Cultural Communities, and USRC Satisfaction). Students have an

overwhelmingly positive view of their sense of belonging on campus. At least 70% of

undocumented students feel like they belong at this institution; primarily through building

community and fostering relationships with faculty, staff, and fellow students. When asked about

cultural communities, 100% of respondents felt their cultural communities were well respected

and viewed as a valuable source of information on campus. Despite these figures, several

students did not feel too strongly one way or the other at various points during the survey.

“Neither agree or disagree” was chosen 31 times throughout the survey, highlighting students

who might not have a strong connection to either NIU, the USRC or both.

Discussion

Undocumented and mixed-status students’ sense of belonging and engagement with the

Undocumented Student Resource Center is crucial to their experience on campus both

academically and socially. The USRC was created as a space on campus where undocumented

and mixed-status students can get the support and information needed to help students towards

graduation and achieving their goals. As a new center, this assessment is crucial in gaining a

better understanding of the experiences of undocumented and mixed-status students on campus

and how the USRC can meet their goal of better serving this population at NIU. The results of

the Qualtrics survey, focus groups, and photo elicitation support the recommendations that the

TAP group was able to make to inform the USRC on potential actions moving forward.

Recommendations
 23

Based on our findings from our qualitative and quantitative assessment, our team has

compiled several recommendations from students who participated in our assessment and from

our assessment team. Students felt that the USRC should collaborate with NIU’s Office of

Orientation and First-Year Programs and the Office of Admissions to not only increase the

awareness of the issues surrounding undocumented/mixed status in higher education, but to

increase accessibility when applying to college as well.

Students who participated in our focus groups told us that the USRC website should be

formatted and updated with the latest information, and that NIU should consider creating an

undocumented student landing page detailing a commitment to both DACA and non-DACA

recipients. Furthermore, students expressed a desire towards the USRC for more opportunities to

engage with other students; particularly events hosted by the USRC that do not focus on issues

pertaining to status such as social gatherings, game nights, bowling nights, etc. This aligns with

the students who took our survey and had a neutral stance on several questions. Finally, we

suggest that that the USRC complete both parts of this assessment again at a different time of

year, or around any key/major events put on by the department to increase participation and

assess the impact of the USRC.

Research shows that students who are engaged and involved on college campuses feel

like they belong, and having something to belong to helps them do what is required in order to

stay in college, be retained, and graduate. The USRC should examine the recommendations

pertaining to student engagement and treat it as an issue of retention. By providing students with

the opportunity to engage with the USRC and fellow students, we can ensure higher retention

and graduation rates for those affiliated with the USRC.

 24

References

Contreras, F. (2009). Sin papeles y rompiendo barreras: Latino students and the challenges of

persisting in college. Harvard Educational Review, 79(4), 610-631.

https://doi.org/10.17763/haer.79.4.02671846902gl33w

Drachman, E. (2006). Access to higher education for undocumented students. Peace Review: A

Journal of Social Justice, 18(1), 91-100.

Hurtado, S., Carter, F. (1997). Effects of College Transition and Perceptions of the Campus

Racial Climate on Latino College Students Sense of Belonging. American Sociological

Association.

Jaimes Pérez, Z. (2014). Removing barriers to higher education for undocumented students.

Washington, DC: Center for American Progress.

Luedke, C.L & Corral, D. (2021). Supportive or exclusive? Institutional agents and

undocumented Latina/o college students in the Midwest. Journal of College Student

Development, 62(5), 575–590. https://doi.org/10.1353/csd.2021.0054

NACADA. (n.d.). Terms and concepts. Retrieved from

https://nacada.ksu.edu/Portals/0/Clearinghouse/advisingissues/documents/Edit%202%20

Glossary%20of%20Terms-Elissa%20Shaffer.pdf?ver=2020-02-07-135815-803

Peña, J. (2021). Undocumented students: History and implications for higher education

administrators. Journal of Hispanic Higher Education, 20(1), 33-45.

Reed, H.E., Aptekar, S., & Hsin, A. (2022). Managing illegality on campus: Undocumented

mismatch between students and staff. Harvard Educational Review 92(1), 32-54.

https://doi.org/10.17763/1943-5045-92.1.32
 25

Suarez-Orozco, C. & Hernandez, G.L. (2020). “Waking up every day with the worry”: A mixed-

methods study of anxiety in undocumented Latinx college students. Frontiers in

Psychiatry, 11(568167), 1-14. DOI: 10.3389/fpsyt.2020.568167

Suarez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C.M., Hernandez, E., Garcia, Y.,

Michikyan, M., Carda, J., & Teranishi, R.T. (2015). Undocumented undergraduates on

college campuses: Understanding their challenges and assets and what it takes to make an

undocufriendly campus. Harvard Educational Review, 85(3), 427-463.

DOI:10.17763/0017-8055.85.3.427

Undocumented Student Liaison; Undocumented Student Resource Center Bill, Publ. A. No. 102-

0475. (2021)

https://www.ilga.gov/legislation/fulltext.asp?DocName=&DocNum=3438&DocTypeId=

HB&GA=102&GAID=16&LegID=132410&Session=&SessionId=110&SpecSess=

Vaccaro, A., Newman, B.M. (2016). Development of a Sense of Belonging for Privileged and

Minoritized Students: An Emergent Model. Journal of College Student Development,

Volume 57, Number 8, November 2016, pp. 925-942 (Article).

Valdez, Z., Golash-Boza, T. (2020). Master Status or Intersectional Identity? Undocumented

Students’ Sense of Belonging on a College Campus. Identities, 27(4).

 26

Appendix A
Focus Group Protocol
Facilitators Names: Alejandra Guzman and Katherine Hutto
Length of Session: 90 minutes
Location of Interview: Private space on campus that may include an office or conference room
within the Undocumented Student Resource Center (USRC)
Data Storage Method: All sessions will be audio recorded and uploaded in a password secure
OneDrive that only researchers have access to.
Other: Considering the length of the session, light snacks will be provided to participants.

Major Content Review

(pause regularly for participant questions & thoughts)
o Thank participants
o Introduce self
o Discuss general purpose of the study, and why their participation helps contribute to the
purpose
o Note that USRC will not have access to student specific comments.
o Talk about major ways to ensure confidentiality (such as the use of pseudonyms), build
trust with, and disrupt power dynamics with participants.
o Introduce informed consent form and seek signature
o Turn on primary and backup recording devices

Focus Group Questions

1. Tell us a little bit about who you are and briefly describe your journey to NIU.
2. Tell us about how you learned about the USRC.
3. What programs, events, or resources offered by the USRC that have been especially
meaningful to you during your time at NIU?
4. Describe the impact the USRC has had on your experience as an undocumented student
here at NIU.
5. What barriers have you encountered within the USRC or at NIU that you believe could
be addressed to improve the experiences of undocumented students?
6. What do you think might discourage undocumented students from using the USRC?
a. Can you share worries or hesitations that you or other undocumented students
might have about getting involved with the USRC? How do you think these
concerns could be addressed?
7. How do you think the USRC can better reach undocumented students to let them know
about the services they provide?
8. What events or activities that might encourage more undocumented students to engage
with the USRC?
9. What suggestions or ideas do you have for how the USRC can reach out and support
more undocumented students while making sure they feel safe and respected?
10. What changes or programs that you think NIU as a whole could introduce to improve the
experience of undocumented students on campus?

Photo Elicitation Preparation

 27

1. Researchers present a brief presentation on what photo-elicitation is

2. Researchers share the purpose of the photo-elicitation in answering the assessment
questions
3. Researchers share directions for taking photos (refer to Photo Elicitation Guidelines)
4. Open the floor for students to ask questions and share researchers contact information
 28

Appendix B
Photo Elicitation Guidelines
The use of photographs can help us to capture things that words otherwise may have a hard time
describing. The upcoming focus group will require that you take photos of spaces on campus that
contribute positively and negatively to your sense of belonging as a NIU student. Sense of
belonging can be hard to measure, which is why we have briefly outlined it below and provided
questions that can prompt your thinking as you go about identifying specific locations. It is
important to note that sense of belonging is unique to you. The same space that may contribute to
one person feeling connected to campus, may not be the same for another, and vice versa.
Over the next week, as you are on campus, please take 2 photos (total) of places on campus that
fall into the following two categories: Belonging-ness and Unbelonging-ness. It is best to take
notes so that you can remember the feelings and messages that the spaces evoked in you and
complete the Qualtrics form.
Spaces that evoke a sense of belonging-ness
These are spaces that make you feel valued, connected, empowered, or able to be authentic to
who you are.
1. Are there particular people there that
contribute to this feeling?
Questions that can help you as you think 2. What do you do in this space?
about potential spaces on campus that fall into 3. Is this a space you visit frequently? If
this category and take notes: so, about how often do you visit it per
week?
4. Is there a memory or story associated
with this space you’d like to share?

Spaces that evoke a sense of unbelonging-ness

These are spaces that make you feel unsafe, overlooked, undervalued, concerned, or unable to
be authentic to who you are.
1. Is this space tied to a negative
memory?
Questions that can help you as you think 2. Is this a space you try to avoid?
about potential spaces on campus that fall into 3. Who is in this space and how do they
this category and take notes: potentially contribute to this feeling?
4. What could make this space better in
creating a sense of belonging for you?
 29

Appendix C
Undocumented Student Resource Center Survey
Sense of Belonging
1. To what extent do you disagree or agree with the following statements:
a. I feel like I am part of the community at this institution.
b. I feel like I belong at this institution.
c. I feel a strong connection to the community at this institution.
2. To what extent do you disagree or agree with the following statements:
a. If I need support, I know a person at this institution who I trust to give me that
support.
b. If I have a problem, I know a person at this institution who I trust to help me solve
that problem.
c. If I need information, I know a person at this institution who I trust to give me the
information that I need.
d. Educators care about students at this institution.
e. Educators at this institution are committed to my success.
f. I view educators at this institution as caring human beings.
g. It is easy to find people at this institution with similar backgrounds as me.
h. I frequently interact with people from similar backgrounds as me at this
institution.
i. It is easy to find people at this institution who understand me.
j. It is easy to find people at this institution who understand my struggles.
k. People at this institution are generally willing to take time to understand my
experiences.
Cultural Communities
3. The term “cultural communities” can mean many things. It can refer to a national
community, a racial or ethnic community, a religious community, a LGBTQIA+
community, or a community in the neighborhood where you grew up or currently live.
For this next set of questions, please think about the cultural communities that are most
important to you. To what extent do you agree or disagree with the following statements
regarding your own cultural communities:
a. At this institution, there are enough opportunities for me to connect with people
from my cultural communities.
b. People at this institution value knowledge from my cultural communities.
c. My cultural communities are valued at this institution.
d. People at this institution value my experience of people in my cultural
communities.
4. Which cultural communities came to mind when you answered the questions above?
5. To what extent do you disagree or agree with the following statements:
a. I see myself represented in faculty, staff, and administration.
b. I am part of a group on campus that affirms my identity.
Undocumented Student Resource Center
6. How satisfied are you with the events put on by the Undocumented Student Resource
Center?
 30

a. Extremely dissatisfied
b. Somewhat dissatisfied
c. Neither satisfied nor dissatisfied
d. Somewhat satisfied
e. Extremely satisfied
7. Describe an event put on by the Undocumented Resource Center that you attended. How
did this event impact you? Would you attend this event again?
8. How satisfied are you with the resources provided by the Undocumented Student
Resource Center?
a. Extremely dissatisfied
b. Somewhat dissatisfied
c. Neither satisfied nor dissatisfied
d. Somewhat satisfied
e. Extremely satisfied
9. What resources provided by the Undocumented Resource Center have you utilized, and
how have they impacted your college experience?
10. What campus departments (or resources) outside of the Undocumented Student Resource
Center have you felt supported you?
11. Describe a time when you have felt supported by a campus department outside of the
undocumented Student Resource Center.
 31

Appendix D
Undocumented Student Resource Center Survey Data Table
USRC Survey Data: Topic Breakdown
*Mean Standard Deviation
Sense of Belonging 4.48 0.13
Cultural Communities 4.29 0.2
USRC Satisfaction 4.57 0.01

*Based on a scale of 1-5: 5 = Strongly agree, 1 = Strongly disagree