I AM AB540 by Cesar Sanchez

I AM AB540 the r ise of a new gener ation

By © Cesar Sanchez Prepared for Nancy Noble DAI 505 — Research and Development San Francisco State University | Fall 2012

Descriptors AB 540

FERPA

CA Dream Act

Illegal

Deferred Action for Childhood Arrival

Role Models Undocumented

E4FC

Abstract Undocumented students have and continue to face social, legal and financial barriers when pursuing a higher education. They played little to no role in their family’s decisions to emigrate to or remain in the United States without legal status and while federal law guarantees them a free public K–12 educations, they face tremendous challenges when persuading a professional career. Mission High School is a truly diverse school, however, 40% of its population is undocumented, and half of that population is unaware of the new opportunities for attending college, such as qualifying for financial aid while paying resident tuition at a Community College, California State University, and/or University of California institutions. The purpose of this study was to evaluate the existing information at Mission High School, and develop a system to increase awareness of such opportunities, enrollment and retention among undocumented students in the California Community Colleges, California State University, and/or University of California Systems. Most undocumented students regard the AB 540 as a way to release their legal status for the purpose of being grated an exception to pay for in-state tuition. Most of them ignore the fact that the AB 540 is worded in a way to protect undocumented students from having to declare their legal status. In addition the AB 540 is known to help undocumented students persuade a higher education in California and many other states in the US, however, documented students accounted for approximately 70% or more of the AB 540 recipients in every year since the program’s introduction. The proportion of documented students is particularly high among graduate students, where they comprise over 96% of the total in every academic year. Documented students accounted for approximately 70% or more of the AB 540 recipients in every year since the program’s introduction. The proportion of documented students is particularly high among graduate students, where they comprise over 96% of the total in every academic year.

III

table of contents Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

an introduction to the problem 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 â&#x20AC;&#x2030;1.10 â&#x20AC;&#x2030;1.11

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Parameters of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . 5 Parameters of the Design . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Research Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

review of the research methods 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9

Introduction to the Related Literature . . . . . . . . . . . . . . . . . . . 10 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Panel of Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Surveys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Observations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Parallel Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Chapter Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

what they ignore is not their fault 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16

Introduction to Chapter Three . . . . . . . . . . . . . . . . . . . . . . . 32 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Parameters of the Design. . . . . . . . . . . . . . . . . . . . . . . . . . .33 Rational . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Key Design Drivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Research Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 The Solution/Mock-up. . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Specifications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Design Rational . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Branding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Color & Type Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Inspiration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Sketches / Ideation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Chapter Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

summary, conclusions and recommendations of the study 4.1 4.2 4.3 4.4 4.5 4.6

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Summary & Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . .55 Recommendation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Appendix A — Panel Of Experts. . . . . . . . . . . . . . . . . . . . . . . . . . 62 Appendix B — Panel Of Experts Resumes . . . . . . . . . . . . . . . . . . . . 64 Appendix B — Student Surveys. . . . . . . . . . . . . . . . . . . . . . . . . . 69 Appendix C — Interview Questions. . . . . . . . . . . . . . . . . . . . . . . . .71

chapter

an introduction to the problem

1.1

Introduction It’s remarkable for undocumented students to even apply to college. I mean, we come from another country; we have to learn English; we face a lot of adversity; and we still graduate from high school and apply to college. Who would be a better candidate for a scholarship? If we get just a little help, then I think we’ll become some of the strongest students and most successful people. I don’t see us as risks; I think of us as smart investments. — Irving, a student profiled in E4FC’s film American Dream Seekers and now a UC Modesto graduate

Every year thousands, if not millions, of undocumented students face the decision and challenge as to whether attending college or not once reached their senior level at a high school. Although undocumented students have played little to no role in their family’s decisions to emigrate to or remain in the United States without legal status, they face social, legal and financial barriers. While federal law guarantees them a free public K–12 educations, they face tremendous challenges when pursuing a higher education. Given that up until 2011 when California Governor Jerry Brown signed the CA Dream Act, which allows qualifying AB 540 students to access state and non-state resourced funds to finance their college and graduate school educations, undocumented students had to pay for their tuition out of pocket. Scholarships which do not require a Social Security number were scarce, so undocumented students had to figure out how to finance their own expenses. For most of them it meant having a job while attending college. With the emergence of new opportunities beyond AB 540 to help undocumented students succeed in college and in their career, it is important to raise awareness since despite AB 540 was enacted 11 years ago, half of the Mission High School undocumented population is unaware.

1.2

Problem Statement Mission High School is a truly diverse school, however, 40% of its population is undocumented, and half of that population is unaware of the new opportunities for attending college, such as qualifying for financial aid while paying resident tuition at a Community College, California State University, and/or University of California institution.

1.3

Purpose of the Study The purpose of this study was to evaluate the existing information at Mission High School, and develop a system to increase awareness of such opportunities, enrollment and retention among undocumented students in the California Community Colleges, California State University, and/or University of California Systems.

1.4

Significance of the Study Undocumented students have and continue to face social, legal and financial barriers when pursuing a higher education. They played little to no role in their family’s decisions to emigrate to or remain in the United States without legal status and while federal law guarantees them a free public K–12 educations, they face tremendous challenges when persuading a professional career. Undocumented students are force to pay out-ofstate tuition given that they are unable to demonstrate their legal status and residency within the US. Though for many undocumented students acquiring a college degree remains a dream, many others fought for an affordable higher education eleven years ago and won the battle. AB 540 is a California state law, which grants affordable access to higher education for undocumented students who meet a specific criterion. Mission High School, located in the heart of the Mission District in San Francisco, holds 44.5% of the Latino/Hispanic population, the largest in San Francisco, but 40% is undocumented according to counselors yet half are unaware of such law.

1.5

Assumptions — At least half of the undocumented population at Mission High School knew about the AB 540. — One third of the undocumented population knew about the new CA Dream Act. — Two thirds of the faculty at Mission High School know and/or refer students to trained faculty and/or staff. — AB 540 remained an unspoken topic.

1.6

Definition of Terms AB 540

a California state law that allows qualified undocumented students to pay in-state tuition, instead of out-of-state tuition at California’s public higher education institutions. CA DREAM ACT

Two bills (AB130 and AB131) – packaged as the ‘California Dream Act’– allows qualifying AB 540 students to access state and non-state resourced funds to finance their college and graduate school educations. DEFERRED ACTION FOR CHILDHOOD ARRIVAL

is a memorandum passed on June 15, 2012. It was issued by President Obama and implemented by the Secretary of the Department Homeland Security, Janet Napolitano, which states to practice prosecutorial discretion towards certain individuals who came to the United States as children. It also provides a working permit for qualifying applicants. E4FC (EDUCATORS FOR FAIR CONSIDERATION)

Founded in 2006, Educators for Fair Consideration, is an organization, which supports undocumented students in realizing their academic and career goals and actively contributing to society. ILLEGAL

forbidden by law or statute. This term has a strong negative connotation among the Latino community, which is commonly used to address the undocumented community. UNDOCUMENTED

not having official documentation required to enter, live or work in a country

1.7

Parameters of the Problem Access to higher education for undocumented students in the US is inconsistent from state to state, region to region, and the nation at large. This inconsistency is reflected in the development of policies and legislation that either provide or limit access to an affordable higher education for undocumented students. Given the nature of the problem the research could take months if not years to develop. For this reason clear parameters were identity and stated before the any research was performed. The timeframe available for this research was four months, which limited the research to one San Francisco high school and one targeted audience. Mission High School holds the largest Hispanic/Latino population in San Francisco and also the highest among undocumented students. Although there are other undocumented ethnic groups within Mission High School, the Hispanic/Latino group is the largest, for this reason this community was chosen as the targeted audience.

1.8

Parameters of the Design To transmit information to high school students a number of considerations were considered and applied to the solution. Mission High School students only have 10 minutes from the time one class ends and the next one starts. The limit of transition limits the amount of time of their attention and focus to less than 30 seconds, for this reason any publicity created contained few words and was simple to understand. The publicity was visible enough, draw attention to it and differentiate from its surroundings. All publicity was in large format than standard size and environment resistant.

1.9

Hypothesis It was hypothesized that with the development of a comprehensive visual guide and positive visual messages to reinforce attaining a higher education will increase awareness of such possibilities, enrollment and retention among undocumented students in the California Community Colleges, California State University, and/or University of California Systems.

â&#x20AC;&#x2030;1.10

Research Procedure After preliminary research a plan was developed and executed. Several step and procedures were necessary before a solution could be drawn. Each step and procedure taken had a significant contribution to the overall research for it pointed out to new findings and sub-problems of which will be taken in future research. The steps and procedures involved were as follow: INTERVIEWS WITH PANEL OF EXPERTS Personal interviews were conducted with a key set of panel of experts to learn their point of view and study the way in which they interact with undocumented students. STUDENT SURVEYS A survey was conducted to gather direct input about student knowledge about the AB 540, CA Dream Act and the Deferred Action for Childhood Arrival from the Latino community at Mission High School. OBSERVATIONS Observations of the school grounds, the publicity available and the behavior of the students at Mission High School were as essential to understand the environment that surrounded undocumented students. LITERATURE REVIEWS A literature review was essential to evaluate the exiting information about the existing laws. Although not many books have been written about the subject, a number of journals and websites currently exits, are constantly develop and updated. PARALLEL STUDIES Parallel studies help the researcher become aware of what others are doing. Studying the work other have performed within the same subject help the researcher incorporate a portion of their findings and guided him in new directions.

â&#x20AC;&#x2030;1.11

Chapter Summary Half of Mission High School undocumented population is unaware of the emergence of new opportunities beyond AB 540 to help them succeed in college and in their careers. Every year thousands, if not millions, of undocumented students face the decision and challenge as to whether attending college or not once reached their senior level at a high school. In this chapter an introduction to the problem and the purpose of the research was presented. The researcher stated the significance of the problem and the reason for continuing analyzing AB 540 and it importance to the undocumented student population despite the years available since it was enacted. The researcher also identified clear parameters of the problem due to the limited timeframe available. Parameters of the design were also considered after preliminary observations done at Mission High School. After an in-depth analysis of the problem, the researcher drew a hypothesis identifying a potential solution. Finally a research procedure was clearly stated to lead the researcher further in the study. In the following chapter the researcher offers a summary of all his findings.

chapter

review of the research methods

2.1

Introduction to the Related Literature Access to higher education for undocumented students in the U.S. has and continues to be inconsistent from state to state, region to region, and the nation at large. This inconsistency is reflected in the development of policies and legislation that either provide or limit access to an affordable higher education for these students. The marginalization of undocumented students in accessing higher education has recently created multiply movements in hope of creating a fair immigration reforms that will not only benefit them but their families as well. The AB 540, CA Dream Act and the most recent Deferred Action for Childhood Arrival are some of the achievements by the now called Dream Warriors, who seek to create alliances with the all the undocumented and documented communities at large. Despite the amount of information available on the media, including the Internet, career centers, and even community groups, students find it hard to believe or discourage to apply because they are not aware of any students that have benefit from it. Following is a compilation of the research performed by the researcher.

2.2

2.3

2.4 Panel

of Experts

Personal interviews were conducted with a key set of panel of experts to learn their point of view and study the way in which they interact with undocumented students. is an AB 540 Advisor at the Office of Financial Aid in San Francisco State University. Nancy has worked as a bilingual, SpanishEnglish, academic advisor and transfer counselor since 1997 to increase access to higher education for underrepresented students. In 2008, Nancy also began working in the Office of Student Financial Aid at San Francisco State University to help students obtain financial aid, and scholarships to attend college. Nancy is an advisor to the SFSU’s chapter of Improving Dreams, Equity, Access and Success (IDEAS), a student-run group providing resources and support for AB 540 students. Nancy was thrilled to help the researcher, however, she had boundaries and limitation on the amount of information she was allowed to share. She explained that data, statistics and any information a student shares with a college or university is protected by federal law and cannot be shared with anyone, including immigration officials. The federal Family Educational Rights and Privacy Act (FERPA) of 1974 protect all information provided. The school legally cannot share this information with third parties including the Department of Immigration and Naturalization (INS), now the Immigration and Customs Enforcement (ICE) or even the researcher. Nancy and the researcher were able to work under the limitations. She stated that although AB 540 was enacted 11 years, schools such as SF State are slowly combining information and getting schools to include information for undocumented students in official school catalogs and brochures. Spring 2012 was the first semester the Office of Financial Aid at San Francisco State University agreed to include a section about AB 540 on the their official catalog and brochures. The spring semester was also the first semester the official SF State AB 540 went live. During the interview Nancy provided the researcher with information that Nancy along with another colleague, put together. All the information on the brochures, pamphlets, flyers and posters was taken form several different sources, one of them e4fc–Educators for Fair Consideration–, an organization who supports undocumented students in their pursuit of college, career and citizenship, she explained. Most of the information provided to the research to evaluate was poorly laid out and design. This reinforced the need for a better connection among the several sites, community groups and school counselors that provide information to undocumented students. Since rebuilding a network takes years, such problem will be taken in a future research. When she was ask nancy jodaitis

to provide a rough estimate about the percentage of Mission High School student who apply to SF State, she reply that is was about three times more than any other high school in San Francisco but still not enough. Nancy along with her colleague and other volunteers strive to do as much career presentation and provide as much information as possible to students but as she explained when it comes to undocumented students their task is more difficult. Spotting this community has always been a challenge even to those with years of experience in the field. “Once we had to do an AB 540 presentation at UC Berkeley and after all the student gathered in the auditorium for their orientation, one of the coordinators took the microphone and said, all the students without a social security can go with the folks doing the AB 540. Only a few students gather around us. It was one of the most difficult experiences by far in my career.” Most of these students handle their legal status as carefully as possible and when they are put in the spot, they are force to hide making it difficult for other people to help them. The number of Mission High School students applying to SF State is larger than any other school in San Francisco because of one key person working as the head of the career center, Joe Albano. Joe Albano is a full-time college & career counselor at the career center and a varsity football coach in his spare time at Mission High School. Albano has worked with a number of Mission High School students in their endeavor to achieve their college career goals. As the head of the career center, his main focus is to help every student including undocumented students, enroll in a 2-year college or university. He has worked at Mission High School for 14 years. Albano was the researcher senior counselor back in high school so accessing his busy schedule was easy. Joe Albano was a key figure in the research since he has continuous contact with students, especially those interested in persuading a college career. During the interview the researcher was able to get an update on the current status of the information available for undocumented students. Nowadays when an undocumented student comes to his office seeking information about college opportunities, he no longer has to close the door, as his used to do 11 year ago. “Mission High School has become an open community,” he explained, “11 years ago, when the AB 540 was first enacted, whenever a student came to me seeking college opportunities, and the student was undocumented, I had to close the doors and speak in a low tone, almost as we were whispering to each other. Now whenever a student comes for help and he or she mentions he or she is undocumented, we continue our conversation with open doors. Things have and continue to change in a positive way for this students.” The researcher also ask Albano about the current publicity all over Mission High School and whether effective or not.

When asked about if any of the publicity available increased the number of students seeking information about college, he explained that most of the publicity had almost no effect and that students came to him because they were in their senior year. He also agrees that a better network and collaboration are needed to inspire undocumented students to persuade a higher education. Albano also added that in most cases the career center at Mission High School is able to help undocumented student find financial help for their first year in college or university. He argues that after a year the student tends to go on his/her own and in many cases he or she ends up dropping out of school because they are unable to find further help to pay for school. Nancy Rodriguez is a US History teacher at Mission High School. Nancy has been a teacher of US History with San Francisco Unified School District for 17 years, 16 years at Mission High School. Originally from El Salvador, Nancy speaks Spanish and teaches immigrant students from all over the world. She is the head advisor of the current Latin-American Student Organization club known as Organizacion Latinoamericana Estudiantil (OLE) in spanish, which advocates higher education for undocumented students. She maintains good relationships with many of her students, even after they leave Mission High and go on to higher education. Nancy has run the Latin-American Student Organization for 10 years and has experience the achievements of her students. She is also the director of the annual Cinco de Mayo, a festival that celebrates Hispanic heritage. Nancy was also a key figure on development of the research as she holds the biggest Latino community class at Mission High and has close relationship with most of her students. The researcher was able to reach this community because of her. Most of the time Nancy does not have time to conduct the meetings every Tuesday during lunchtime, which is at 11:21amâ&#x20AC;&#x201C;12:00pm, so she assigns roles such as president, vice president, secretary and treasurer to help her run the organization. She also argues that by doing so, students learn to manage bigger responsibilities, an essential college skill. During the interview Nancy mentioned that most of the students in her classes are first generation and speak little to no English. Many undocumented students seek her help many of the areas they are not yet familiar with, in particular immigration. Because of her ability to communicate in both language, Spanish and English, she play a major role in their further development while at school, for such reason she has and continues to be the head advisor of the Latino organization at Mission High School. She also always welcomes and encourage student who have graduate from Mission High School to go back and inspire more student to persuade a

higher education for she believes that if high school students see results it will encourage more to follow their steps. Karla Castillo, LMFT, is the assistant program director of the Prevention Education Programs-CEASE in the Counseling & Psychological Services Center at San Francisco State University. Karla has been working at SF State since 2006 as well as interning at the Counseling Clinic and CEASE Prevention Education Program since 2004. Prior to working at SF State she worked in the Mission District of San Francisco for over 12 years with Mission Girls Services providing support groups for girls in San Francisco public middle and high schools, organizing community events, as well as coordinating arts based after school programming for young people. She is also a co-founder of Loco Bloco, a youth development organization whose mission is to promote Bay Area youth’s healthy transition into adulthood by engaging them in the creation and performance of music, dance and theater traditions reflecting the cultural diversity of the Americas. Karla helped the research taking a clearer direction, a direction many seem to ignore. Many community groups and school organizations that support undocumented students do so by providing information but in most cases, student do not read the pages and pages of information. She argues that although there is a vast number of websites, community groups and organizations, all of them provide information that overwhelms the viewer. High school students in particular have a low tolerance to reading a number of pages of dry information. She argues, “If the information presented within the first few paragraphs is not of their interest, you will lose their complete attention and chances are they will put the brochure down or throw it away, close or browse another website or completely tune out. You have to grab their attention in their first 10 seconds if you want them to listen to you.” Karla has years of experience as a clinical psychologist and has develop an effective way to communicate with her patients.

2.5

Surveys A survey was conducted to gather direct input from the Latino community at Mission High School. A small number of surveys were conducted in every meeting with the group OLE since their lunchtime period is short and the group has other tasks to take care of. During the first meeting arrangements had to be made with Nancy Rodriguez, the head advisor of the Latin American student group, in which the researcher introduced the subject and the importance of the study. Confidentiality was the main concern for Nancy Rodriguez since if the research required students information and photograph, the researcher had to develop and request school and parental approval of the entire students involved in the study. Since the surveys conducted were confidential no special approval was necessary. The survey contained 12 simple closed questions. The first question was to define the student demographic. There were 0 freshmen, Seniors [25] DEMOGRAPHICS Sophomore [5]

Juniors [20] 5 were sophomores, 20 juniors and 25 seniors. 48 of the students were planning on attending college while the other 2 declare they were not attending because college was expensive, there was no financial aid available or for other reason which were not specify. When they were ask if the knew about AB 540, half of them knew and half didnâ&#x20AC;&#x2122;t. A similar No [25]

AB 540 AWARENESS Yes [25] question was asked but this time about the CA Dream act. The results, 32 students knew while the other 18 didnâ&#x20AC;&#x2122;t. 32 students know about CA Dream act but only 25 know about AB 540. Such result was surprising since one of the major requirements of the CA Dream act was that the

N0 [18] CA DREAM ACT AWARENESS Yes [32] student applying for it had to be a qualifying AB 540 student. When they were asked about whether or not they knew about the most recent Deferred Action for Childhood Arrival (DACA), only 12 students out of 50 knew about it. Such finding was also surprising since Mission High School has No [38]

DACA AWARENESS Yes [12] hosted several free DACA conferences in their main auditorium during the month of October. It was also essential for the researcher to know if the students had any concerned or worried that something bad might happen if they decided to apply for any of the of the three. 17 students said yes, while the remaining 33 said no. It was also important to know where these students were getting their information. The students had the opportunity to choose more than one option so the number is higher than the number of student who took the survey. 10 students declared they got their information from the school counselor, 25 from a teacher, 14 from TV, HOW DID YOU HEAR ABOUT ANY OF THE ABOVE? Counselor Teacher TV Internet Other 0

10 16

WHO DO YOU FEEL MORE COMFORTABLE TALKING TO ABOUT YOUR LEGAL STATUS? Friend Counselor Teacher None Other 0

8 from the Internet and 10 from other resource. And lastly many of these student wont release their legal status to just anyone. 16 students declared they felt more comfortable talking to about their legal status with their friends, 22 with a counselor, 25 with a teacher, 7 with no one, and only 2 with someone else not listed. Through the survey the researcher was able to get an insight of the discrepancy of knowledge about the information available for undocumented students as well as who they are getting their information from and who they feel more comfortable talking about their status. 50 surveys in total were collected at the end of the last visit in which the researcher had the entire 40 minutes to present information about such opportunities, talk about life after high school, during college, tips to succeed in college and thank the participants for their time and collaboration.

2.6 Observations Observations of the school grounds, the publicity available and the behavior of the students at Mission High School were as essential as the direct interaction with them. During the initial visits to Mission High School, the researcher noticed that many offices and classrooms changed over time. New doors were added to all the levels of the school and the entire school had a make over. The inside of the school was painted with the school colors. Mission High School was also declared San Francisco Landmark No. 255 on June 7, 2006. Evaluating the existing information was one of the main objectives of the initial visits. During the first visit, the researcher went to up and down on the levels spotting any sort of information and publicity about college, especially those targeting undocumented students. Through the building there were signs of posters about persuading a higher education, yearbooks and other non-related material. Most of such posters were found on the main stairs in all the three levels. Numbers of posters were found in these areas. The sizes of the posters differ but most of them were tabloid size. Although a number of college related posters were found most of them were surrounded by many other posters creating a collage rather of posters. On the second floor by the career center, there was a board dedicated to college related material, unfortunately there was not a lot of information available on the board. During the third visit the researcher focused mainly in observing the behavior of the students. After the last bell rang, the researcher stood by the main stairs an observed the students. Many of them were eager to leave school while other were preparing for after school activities. Not many of the paid any attention to any of the publicity around the stairs. During the forth visit the researcher observed the behavior of the student attending the Latin American Student Organization club. Most of the time the students were eating and talking to themselves while the president of the club was conducting the meeting. Nancy along with another security personal had to watch over them to tell them to pay attention and listen while the president was talking.

2.7

Literature Review Literature review was essential to evaluate the exiting information. Although not many books about the current laws and legislation that benefit undocumented students, a number of journals and websites currently exits, are constantly develop and updated. First of all defining the two current laws and the legislation is required to understand what the benefits are and who is eligible. ASSEMBLY BILL 540 In 2001, California Governor Gray Davis singed the AB 540, a California state law that allows qualified undocumented students to pay in-state tuition, instead of out-of-state tuition at California’s public higher education institutions. Assembly Bill No. 540 is an act added to Section 68130.5 to the Education Code, relating to public postsecondary education and is an exemption from nonresident tuition. The eligibility criteria is as follow: • Attend a California high school for a minimum of three years; and • Graduate from a California high school and pass the California High School Proficiency Exam OR get a GED (General Equivalency Diploma or General Educational Development test); and • Enroll in an accredited California institution of higher education (CCC, CSU, or UC) • File a “Non-Resident Tuition Exemption” Affidavit with the school. In the case of students without legal immigration status, they must state that they have filed or will file an application to legalize their immigration status as soon as they are eligible to do so. AB540 applies only to public colleges and universities. At private universities, undocumented students are often treated like international students and faced with international fees. AB540 forms are worded in a way so as to protect undocumented students from having to declare their status (they are grouped with US citizens and permanent residents). No all AB 540 students are undocumented. Two groups of students potentially meet those requirements: (1) U.S. citizens who have attended and graduated from a CA high school, but don’t meet state residency requirements, and (2) undocumented students whose parents brought them to the U.S. when they were minors, and who attended and graduated from a CA high school. The affidavit says “IF” they are an “alien without lawful immigration status,” then they will pursue a means to change their immigration status when it becomes available.

It important to note that each school processes AB540 affidavits differently, so a student should contact the school to find out the exact process. It is also very important to fill out an AB540 affidavit at every school at which a student is enrolled. As of October 2011, a number of states other than California have passed laws providing in-state tuition benefits to qualified undocumented students. These include Connecticut, Illinois, Kansas, Nebraska, New Mexico, New York, Rhode Island, Texas, Utah, Washington, and Wisconsin. On November 6th, 2012 Maryland approve in-state tuition for undocumented students “after voters there overwhelmingly ratified a state law at the polls.” ASSEMBLY BILL 540 — THE MISSING MANUAL Most undocumented students regard the AB 540 as a way to release their legal status for the purpose of being grated an exception to pay for in-state tuition. Most of them ignore the fact that the AB 540 is worded in a way to protect undocumented students from having to declare their legal status. Beleza Chan, a Graduate Advisor with Educators for Fair Consideration, clarifies that the AB540 forms are worded in a unique way to protect undocumented students from having to declare their status; they are grouped with US citizens and permanent residents. The affidavit says “IF” they are an “alien without lawful immigration status,” then they will pursue a means to change their immigration status when it becomes available. (Beleza, 2012) In addition the AB 540 is known to help undocumented students persuade a higher education in California and many other states in the US. AB 540 students however are often label as undocumented but what many ignores is the fact that a higher percentage of AB 540 students are citizens of the US. In the Annual Report on AB 540 Tuition Exemptions 2005-06 Academic Year, the UCOP Student Financial Support compiled a report, which presents current and historical data regarding the University of California’s implementation of AB 540. In the report they noted that in every year, the amount of AB 540 recipients have been documented students. Documented students accounted for approximately 70% or more of the AB 540 recipients in every year since the program’s introduction. The proportion of documented students is particularly high among graduate students, where they comprise over 96% of the total in every academic year. (UCOP Student Financial Support, 2007)

UNDERGRADUATE AB 540 RECIPIENTS BY DOCUMENTATION STATUS 1,200 1,000 800 600 400 200 0

2002–03

2003–04

2004–05

2005–06

Other

118

Pot. Undocumented

167

355

380

Documented

387

496

624

716

Total AB 540

561

781

1,027

1,126

GRADUATE AB 540 RECIPIENTS BY DOCUMENTATION STATUS 400 350 300 250 200 150 100 50 0 Other

2002-03

2003-04

2004-05 2

2005-06 2

Documented

156

169

315

345

Total AB 540

161

175

322

357

Pot. undocumented

AB 540 recipients are grouped into three categories: • “Documented students” are those who are documented U.S. citizens, permanent residents, or holders of an immigrant visa. • “Potentially undocumented students” are students who appear in the Corporate Student System as neither U.S. citizens, permanent residents, nor approved petitioners, and who are not non-immigrant students as defined above. This category almost certainly overstates the true number of undocumented students at UC, since it includes students who are likely to be documented but simply have incomplete student records (for example, many students in this category appear to have a social security number). • “Other” refers to students who are approved petitioners for immigrant visas, which means they are not subject to deportation, but they are also not capable of establishing residency or receiving federal, state or institutional aid. The ethnic distribution of AB 540 recipients has been relatively stable since the program began. In each year of the program’s existence, Latinos have made up approximately 25-30% of the total, Asians between 55-60%, and Caucasians between 5-10%. The ethnic distribution of AB 540 recipients differs by documentation status, however. Among documented undergraduates, Asian students represent the largest group (over 60%), followed by Latino students (15-20%). In contrast, among undocumented undergraduates, Latino students represent the largest group (45-52%) followed by Asian students (40-44%). The distribution also differs by level. White/Caucasian students consistently represent half or more of all graduate AB 540 recipients, a far greater share than they do among undergraduate recipients. (UCOP Student Financial Support, 2007)

CALIFORNIA DREAM ACT In 2011, California Governor Jerry Brown signed two bills (AB130 and AB131)–packaged as the ‘California Dream Act’–to allow qualifying AB 540 students to access state and non-state resourced funds to ﬁnance their college and graduate school educations. AB130 will allow eligible AB540 students to apply for and receive institutional aid derived from non-state funds at all California public colleges and universities. These include scholarships funded through

private donors, alumni contributions and individual departmental efforts. Students must apply and compete for available awards as determined by their respective college or university. This bill will go into effect January 1, 2012. AB 131 will allow eligible AB540 students to access state-funded financial aid programs. This bill will go into effect January 1, 2013. Specifically, AB131 will allow AB540 students to: • Apply for the Board of Governor’s Fee Waivers at California community colleges. These BOG Fee Waivers waive the educational fees of qualifying low-income students. • Apply for, and participate in, other student aid programs administered by California’s public colleges and universities, such as institutional aid derived from tuition revenue. • Participate in any state-administered financial aid programs such as Cal Grants. However, funds for the Competitive Cal Grants A and B will not be made available to AB540 students unless funding remains available after California resident counterparts have received theirs. Given that undocumented students cannot apply for the FAFSA (Free Application for Federal Student Aid) in order to determine their income level and need, the California Student Aid Commission has developed an alternate system for AB540 students to apply for Cal Grants and other state funded assistance. (California Student Aid Commission, 2012)

DEFERRED ACTION FOR CHILDHOOD ARRIVAL June 15th, 2012, President Obama and Secretary of Homeland Security Janet Napolitano approved Deferred Action for Childhood Arrival, a new legislation that allows certain individuals, who meet specific guidelines, to request consideration of deferred action from USCIS. Individuals who receive deferred action will not be placed into removal proceedings or removed from the United States for a specified period of time unless terminated. If an individual receive deferred action, she or she may be eligible for employment authorization. An individual may request deferred action for childhood arrivals if he or she meets the following guidelines: • Were under the age of 31 as of June 15, 2012; • Came to the United States before reaching your 16th birthday; • Have continuously resided in the United States since June 15, 2007, up to the present time;

• Were physically present in the United States on June 15, 2012, and at the time of making your request for consideration of deferred action with USCIS; • Entered without inspection before June 15, 2012, or your lawful immigration status expired as of June 15, 2012; • Are currently in school, have graduated or obtained a certificate of completion from high school, have obtained a general education development (GED) certificate, or are an honorably discharged veteran of the Coast Guard or Armed Forces of the United States; and • Have not been convicted of a felony, significant misdemeanor, three or more other misdemeanors, and do not otherwise pose a threat to national security or public safety. It is important to note that not every individual is eligible for all if he or she does not meet the criteria specify by each of the above, however, the individual should consult with an expert as there might be another way around it. (USCIS, 2012)

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) Many undocumented students wonder if when applying for college or even the AB 540 their information is secure, giving that they are aware that they are releasing their legal status to public educational institutions, which receive funds from the government. Many if not all are not aware that under the Family Educational Rights and Privacy Act (FERPA), which also applies to them, their information is secure. The information a student shares with a college or university is protected by federal law and CANNOT be shared with anyone, including immigration officials. The federal Family Educational Rights and Privacy Act (FERPA) of 1974 protect student information. The school legally cannot share this information with third parties including the Department of Immigration and Naturalization (INS), now the Immigration and Customs Enforcement (ICE). (U.S. Department of Education, 1974) The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students.” Schools may disclose,

without consent, directory information such as a studentâ&#x20AC;&#x2122;s name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification whether through a special letter, inclusion in a PTA bulletin, student handbook, or newspaper article is left to the discretion of each school.

UNDOCUMENTED AND UNAFRAID Undocumented and Unafraid: Tam Tran, Cinthya Felix, and the Immigrant Youth Movement is the second book on undocumented students published by the UCLA Center for Labor Research and Education. The previous publication, Underground Undergrads: UCLA Undocumented Immigrant Students Speak Out, was the first book in the country written by and about these young undocumented people. Since then, the immigrant youth movement has developed into a significant force nationally. Undocumented and Unafraid has emerged as a slogan for the new immigrant youth movement. No longer living in the shadows, undocumented students are coming out, organizing, advocating for change in immigration policy, and building a new civil rights movement. Two of the leaders of this movement, UCLA graduates Tam Tran and Cinthya Felix, were pursuing advanced degrees at Ivy League universities at the time of their tragic deaths in a car accident. The book is a tribute to Tam and Cinthya and captures the voices of a new generation who are making history and changing our country. Debate goes on about the proposed Development, Relief and Education for Alien Minors (DREAM) Act. In presidential speeches, one-minute congressional floor statements, and intermittent media coverage, there are always passionate arguments for and against this federal legislation that would provide a path toward citizenship for hundreds of thousands of undocumented students. Absent from this debate are the real-life stories of DREAMers who have been educated and raised in this country and are now desperate to contribute. It has been a decade since the DREAM Act was first introduced. (UCLA, 2012)

ABOUT “THINGS I’LL NEVER SAY” “Things I’ll Never Say” is an online platform for undocumented youth across the country to create their own immigration narratives by boldly sharing their personal experiences through writing, video, audio, art, comics, photography and other creative media. The title of the website was inspired by a collection of stories written by students participating in E4FC’s Creative Writing Program and published in the Fall 2011 issue of the Harvard Educational Review. (E4FC, 2012)

ROLE MODELS Role models come into young people’s lives in a variety of ways. They are educators, mothers, fathers, peers, and ordinary people encountered we encounter in everyday life. Being a role model is not constrained to those with higher titles or personal wealth. In fact, in the study “What is a Role Model? Five Qualities that Matter to Young People” by Dr. Marilyn PriceMitchell, Ph.D. she stated that students were quick to state that “a true role model is not the person with the best job title, the most responsibility, or the greatest fame to his or her name” and argued that anyone can inspire a child to achieve their potential in life. The top five qualities of role models described by students in the study are listed below. Passion and Ability to Inspire Role models show passion for their work and have the capacity to infect others with their passion. Speaking of several of his teachers, one student said, “They’re so dedicated to teaching students and helping students and empowering students. That is such a meaningful gesture. They are always trying to give back to the next generation. That really inspires me.” Clear Set of Values Role models live their values in the world. Children admire people who act in ways that support their beliefs. It helps them understand how their own values are part of who they are and how they might seek fulfilling roles as adults. For example, students spoke of many people who supported causes from education to poverty to the environment. Role models helped these students understand the underlying values that motivated people to become advocates for social change and innovation. Commitment to Community Role models are other-focused as opposed to self-focused. They are usually active in their communities, freely giving of the time and talents to benefit people. Students admired people who served on local boards, reached

out to neighbors in need, voted, and were active members of community organizations. Selflessness and Acceptance of Others Related to the idea that role models show a commitment to their communities, students also admired people for their selflessness and acceptance of others who were different from them. One student spoke of her father, saying “He never saw social barriers. He saw people’s needs and acted on them, no matter what their background or circumstances. He was never afraid to get his hands dirty. His lifestyle was a type of service. My father taught me to serve.” Young people develop the skills and abilities of initiative when they learn to overcome obstacles. Not surprisingly, they admire people who show them that success is possible. Positive role models are linked to self-efficacy, the ability to believe in ourselves. In fact, the young people in the study admitted that unless they learned to believe in themselves, they would not have been capable of believing they could make a difference in the world! Role models play an important role in inspiring kids to learn, overcome obstacles, and understand that positive values can be lived each day. Whether a parent, grandparent, aunt, uncle, teacher, sports coach, afterschool program leader, or a person who just happens into a child’s life, they have the ability to inspire the youth. (Price-Mitchell, 2010) Undocumented students in higher education are role models for younger family members, friends and neighbors, many of who are legal permanent residents or US citizens. In particular, nearly 2.3 million undocumented families, about three-quarters of those who are here illegally, have at least one child who is a United States citizen, according to the Pew Hispanic Center. Nearly 400,000 of them have both citizen and noncitizen children. Through their success and determination, undocumented students inspire a whole generation of students to do well in school, think positively about their communities and neighborhoods, and become engaged, informed members of society. (Chan, 2010)

2.8

Parallel Studies THE CASE FOR UNDOCUMENTED STUDENTS IN HIGHER EDUCATION In The Case for Undocumented Students in Higher Education, Fermín Mendoza shares a number of qualities undocumented students have and hopes to encourage high school counselors, college counselors, scholarship providers and other education funders to consider the merits of these hard-working, high-achieving students. He stated that “[we] wish to show that these youth are some of the most industrious students America has to offer, that they are powerful role models in our communities, and that we can expect their complete, legal integration in society in the near future.” Mendoza was born less than two miles south of the Rio Grande in Tamaulipas, Mexico and immigrated to the United States at the age of four. He is a Public Policy major at Stanford University, and has advocated for undocumented youth through the Stanford Immigrant Rights Project and as an intern with Educators for Fair Consideration. (Chan, 2010) UNIVISION INTERVIEWS DREAMERS Univision, the largest Spanish-language television network in the United States, interviewed several undocumented students around California in response for the low levels of Dreamers applying for the Deferred Action for Childhood Arrival. The numbers according to Jorge Ramos, Univision news anchor, are low despite the reelection of President Barak Obama. At the beginning it was speculate that many dreamers, qualifying undocumented students, hesitated to apply for the Deferred Action for Childhood Arrival because of the uncertainty of outcome of the Deferred Action for Childhood Arrival if President Barak Obama was not reelected. Many feared that if they apply pre-election and President Barak Obama was not reelected the Deferred Action for Childhood Arrival will be terminated and everyone that had applied could be deported. USCIS official numbers speculates that there is at least 1.7 million that could benefit from Deferred Action for Childhood Arrival but as of November 2012 only 308,935 applications have been received and only 298,834 applications have been approved. Reporter Erika Flores interviewed several dreamers and in her interviews she stated that many dreamers such as Ana Gonzalesz, hesitate to apply because they are waiting to see if the Deferred Action for Childhood Arrival actually works. Gonzales stated, “I have waited to apply because first of all I want to know what would happen to those that have already apply.” In several interviews, wanting to know what happened to others before me, was a common answers among the interviewees.

2.9 Chapter

Summary

In this chapter the researcher compiled the result of a series of different research methods used in order to understand where the undocumented community stand in terms of knowledge about the AB 540, CA Dream Act and the Deferred Action for Childhood Arrival. Through the usage of personal interviews with key figures, surveys, environment observations, reviewing past and current literature and analyzing parallel studies the researcher was able to identify the discrepancies among the current networks that server the undocumented community and pint point the key reason undocumented students hesitate to apply to any benefit.

chapter

What they ignore is not their fault

3.1

Introduction to Chapter Three Part of what makes a design successful is often the methodology and the research conducted and applied. The purpose of a research is to inform action, in other words, the steps that need to be taken in order to accomplish the desire result within the targeted audience. The studies performed seek to conceptualize its findings in simple yet informative narrative. There are relative quite a few informative site regarding AB 540 and further help for immigrant students, however, few if not all fail in one way or another to fully informed the viewer of its intended purpose. Out of the 10 different sites evaluated 9 bombarded the viewer with text after text. Many of such articles were written in an advanced political language, which is hard to translate for many students without the help of an expert. For such reason many students get discourage, avoid reading the smallcomplicated language and the majority donâ&#x20AC;&#x2122;t even bother reading it. In this chapter the major things students tend to ignore and lawmakers fail to communicate effectively are emphasizes and also used as main drivers for the solution.

3.2

3.3

3.4

Parameters of the Design To transmit information to High School students a number of considerations had to be taken and applied to the potential solution. Mission High students only have 10 minutes from the time one class ends and the next one starts. The limit of transition limits the amount of time of their attention and focus to less than 30 seconds, for this reason any publicity created had to contain few words and had to be simple yet informative. The publicity had to be visible enough, draw attention to it and differentiate from its surroundings. All publicity had to be bigger than standard size and environment resistant.

3.5

Rational With the continues and growing demand for a better skill set in the workforce, student often are required to persuade and acquired a Bachelors Degree in an area of focus. Many are able to do so while other wonder if itâ&#x20AC;&#x2122;s even possible for them to qualify for a higher education. Although three major opportunities exits and are available in most public schools, the majority of information lacks proper interpretation and continues to be inconsistent from school to school and whole education system at large. The research was conducted in order to inform and encourage more undocumented students to apply for a public and accessible higher education.

3.6

3.7

Key Design Drivers Simple Comprehensive Influential Incite Curiosity

3.8

Research Procedure FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) Many undocumented students wonder if when applying for college or even the AB 540 their information is secure, giving that they are aware that they are releasing their legal status to public educational institutions, which receive funds from the government. Many if not all are not aware that under Family Educational Rights and Privacy Act (FERPA), which also applies to them, their information is secure. The information a student shares with a college or university is protected by federal law and CANNOT be shared with anyone, including immigration officials. The federal Family Educational Rights and Privacy Act (FERPA) of 1974 protect student information. The school legally cannot share this information with third parties including the Department of Immigration and Naturalization (INS), now the Immigration and Customs Enforcement (ICE). (U.S. Department of Education) AB 540 — THE MISSING MANUAL Most undocumented students regard the AB 540 as a way to release their legal status for the purpose of being grated an exception to pay for in-state tuition. Most of them ignore that the AB 540 is worded in a way to protect undocumented students from having to declare their legal status. Beleza Chan, a Graduate Advisor with Educators for Fair Consideration, states, AB540 forms are worded in a way so as to protect undocumented students from having to declare their status (they are grouped with US citizens and permanent residents). The affidavit says “IF” they are an “alien without lawful immigration status,” then they will pursue a means to change their immigration status when it becomes available. (Beleza, 2012)

In addition the AB 540 is known to help undocumented students persuade a higher education in California and many other states in the US. AB 540 students however are often label as undocumented but what many if not everybody ignores is the fact that a higher percentage of AB 540 students are citizens of the US. In the Annual Report on AB 540 Tuition Exemptions 2005-06 Academic Year, the UCOP Student Financial Support compiled a report, which presents current and historical data regarding the University of California’s implementation of AB 540. In the report they noted that in every year, the amount of AB 540 recipients have been documented students. Documented students accounted for approximately 70% or more of the AB 540 recipients in every year since the program’s introduction. The proportion of documented students is particularly high among graduate students, where they comprise over 96% of the total in every academic year. (UCOP Student Financial Support, 2007) ABOUT DEFERRED ACTION FOR CHILDHOOD ARRIVALS (DACA) Deferred action is a discretionary determination to defer removal action of an individual as an act of prosecutorial discretion. Deferred action does not confer lawful status upon an individual. In addition, although an individual whose case is deferred will not be considered to be accruing unlawful presence in the United States during the period deferred action is in effect, deferred action does not excuse individuals of any previous or subsequent periods of unlawful presence. Under existing regulations, an individual whose case has been deferred is eligible to receive employment authorization for the period of deferred action, provided he or she can demonstrate “an economic necessity for employment.” DHS can terminate or renew deferred action at any time at the agency’s discretion. On June 15, 2012, the Secretary of Homeland Security announced that certain people who came to the United States as children and meet several key guidelines may request consideration of deferred action for a period of two years, subject to renewal, and would then be eligible for work authorization. Individuals who can demonstrate through verifiable documentation that they meet these guidelines will be considered for deferred action. Determinations will be made on a case-by-case basis under the guidelines set forth in the Secretary of Homeland Security’s memorandum.

MISSION HIGH SCHOOL Career Center Counselor, AB 540 and Dreamer Awaken student group Mission High School, located in the heart of the Mission District, is known for its high volume of Latino student population many of whom are potentially undocumented. According to Nancy Jodaitis, an AB 540 Advisor at the Office of Financial Aid in San Francisco State University stated that the number of Mission High School students applying as AB 540 to SF State is larger than any other school in San Francisco. Interviews, surveys and observations were conducted to investigate the how Mission High has accomplish such high numbers. Following is a summary of the finding. The remaining can be found on the previous chapter. Students at Mission High School are high involved in the subject as they have created, with the help of other faculty, unique student groups regarding AB 540 and the current trends involving the undocumented community. The AB 540 group meets every Tuesday during lunchtime to expand the word, how to apply for college, what undocumented students need to do, the forms they have to submit and discuss questions and concerns. Two out three-faculty member are member of the E4FC. The head career center counselor also pointed out that at Mission High School the subject about AB 540 and undocumented students is more open than it use to be when it was first enacted. The students at Mission High have created an open community in which they welcome the entire school community to get involved. ROLE MODELS Undocumented students in higher education are role models for younger family members, friends and neighbors, many of who are legal permanent residents or US citizens. In particular, nearly 2.3 million undocumented families, about three-quarters of those who are here illegally, have at least one child who is a United States citizen, according to the Pew Hispanic Center. Nearly 400,000 of them have both citizen and noncitizen children. Through their success and determination, undocumented students inspire a whole generation of students to do well in school, think positively about their communities and neighborhoods, and become engaged, informed members of society.

3.9

The Solution/Mock-up

Yuyin Sanchez AA, Cosmetology 2010 College of San Mateo

“The Deferred Action for Childhood Arrival opened many new doors. Now I’m able to continue with my career”

Mission High School, 07

I AM AB540 i a m a dr e a m wa r r ior

Contact your local Career Center for more information.

Jorge Caceres AA, Sound Recording 2010 City College of San Francisco

“I was able to continue my dream thanks to the California Dream Act”

Mission High School, 05

I AM AB540 i a m a dr e a m wa r r ior

Contact your local Career Center for more information.

Robin Whitmore BA, Biology & Psychology 2011 Ph.D. candidate, Cognitive Neuroscience University of California, Berkeley

â&#x20AC;&#x153;Out-of-state tuition is way expensive. AB540 allowed me to continue my dreamâ&#x20AC;?

Mission High School, 07

I AM AB540 i a m a dr e a m wa r r ior

Contact your local Career Center for more information.

Jorge Pacheco BS, Business Administration: Information Systems 2012 San Francisco State University

â&#x20AC;&#x153;The information you share with a college or university is protected by federal law and CANNOT be shared with anyone, including immigration officialsâ&#x20AC;?

Mission High School, 06

I AM AB540 i a m a dr e a m wa r r ior

Contact your local Career Center for more information.

Yuyin Sanchez AA, Cosmetology 2010 College of San Mateo

Deferred Action for Childhood Arrival

“The Deferred Action for Childhood Arrival opened many new doors. Now I’m able to continue with my career”

On June 15th, 2012, President Obama and the Secretary of Homeland Security announced that qualifying undocumented people who came to the United States as children and meet several key guidelines may request consideration of deferred action for a period of two years, subject to renewal, and would then be eligible for work authorization. This new legislation is known as Deferred Action for Childhood Arrival a.k.a. DACA.

Mission High School, 07

I AM AB540 I AM a drea m warrior

Contact your local Career Center for more information.

Jorge Pacheco BS, Business Administration: Information Systems 2012 San Francisco State University

Family Educational Rights and Privacy Act The information a student shares with a college or university is protected by federal law and CANNOT be shared with anyone, including immigration officials.

“The information you share with a college or university is protected by federal law and CANNOT be shared with anyone, including immigration officials”

The federal Family Educational Rights and Privacy Act (FERPA) of 1974 protect student information. The school legally cannot share this information with third parties including the Department of Immigration and Naturalization (INS), now the Immigration and Customs Enforcement (ICE).

Mission High School, 06

I AM AB540

Contact your local Career Center for more information.

I AM a drea m warrior

Contact your local Career Center for more information.

Robin Whitmore BA, Biology & Psychology 2011 Ph.D. candidate, Cognitive Neuroscience University of California, Berkeley

Assembly Bill 540 The Missing Manual

“Out-of-state tuition is way expensive. AB540 allowed me to continue my dream”

AB540 forms are worded in a unique way to protect an individual from having to declare his/her status (they are grouped with US citizens and permanent residents). Not all AB 540 students are undocumented and many are legal residents. According to an Annual Report on AB 540 from the University of California Financial Aid Office, documented students accounted for approximately 70% or more of the AB 540 recipients in every year since the program’s introduction.

Mission High School, 07

I AM AB540 I AM a drea m warrior

Contact your local Career Center for more information.

California Dream Act Jorge Caceres

In 2011, California Governor Jerry Brown signed two bills (AB130 and AB131)–packaged as the ‘California Dream Act’– to allow qualifying AB 540 students to access state and non-state resourced funds to ﬁnance their college and graduate school educations.

AA, Sound Recording 2010 City College of San Francisco

CA Institutional Financial Aid: AB130 AB130 will allow eligible AB540 students* to apply for and receive institutional aid derived from nonstate funds at all California public colleges and universities. These include scholarships funded through private donors, alumni contributions and individual departmental efforts. Students must apply and compete for available awards as determined by their respective college or university. This bill will go into effect January 1, 2012.

“I was able to continue my dream thanks to the California Dream Act”

CA State Financial Aid: AB131 AB 131 will allow eligible AB540 students* to access state-funded financial aid programs. This bill will go into effect January 1, 2013. Mission High School, 05

I AM AB540

Contact your local Career Center for more information.

I AM a drea m warrior

Contact your local Career Center for more information.

3.10

Specifications HALL LARGE POSTER • 24x36 inches • Vynil

CLASSROOM POSTER • 11x17 inches • Coated Stock

POSTCARDS (POCKET SIZE) • 4x6 inches • Card Coated Stock

3.11 Design

Rational

“I AM AB540” is a campaign created for the purpose of raising awareness about existing benefits for undocumented students at Mission High School. The title “I AM AB540” emerged from the discoveries found from all the research performed by the researched. “I AM AB540” goes beyond what is currently know and encourage students to question why the students in the posters have come out to present themselves as AB 540. AB 540 is known to be a solution used by only undocumented student to persuade an affordable public higher education when in reality not all of AB 540 students are undocumented. Each different scenario addresses different possible scenarios in a student life. Each speaks to different student and encourages them to act upon what the scenario’s problem and solution suggest. The students in the poster presented his/her obstacles as well as achievements and the solution to over come it. These students also encourage and welcomes the community to be part of the solution by joining the camping to increase awareness of all the benefits for undocumented students. Although the solution is targeted to the undocumented community at Mission High School, other students from different high school can relate to them. The headline I AM A DREAM WARRIOR underneath I AM AB 540 makes a strong references to the 2012 movements DREAMERS for a Fair Immigration Reform and DREAM WARRIOS which were funded by United We Dream organization. The organization encourage every undocumented student to share his/her story so the congress can hear their voice and encourage them to pass the DREAM ACT, not yet enacted, a path to citizenship for all undocumented students.

â&#x20AC;&#x2030;3.12

Branding

I AM AB540 I A M a dr e a m war r ior

Trajan Pro: Bold Rich Black C=50 M=40 Y=40 K=100

3.13 Color

& Type Study

The color for the camping was selected because of it brightness, eyecatching effect, noticeable from a far distance and It also pertains to the warm and inviting section in the color wheel. The color has a strong connotation to the public signage especially to the caution signs. This was taken under considerations in order to grab student attention. The typeface was chosen because of its legibility and readability from a far distance. This typeface also makes a strong reference to the origins of the typeface, which was in the 1st century AD. Trajanâ&#x20AC;&#x2122;s Column letters would go on to influence the development of the Roman alphabet, and later typeface design, for the next 2,000 years.

Trajan Pro: Bold

ABCDEFGHIJKLMNOPQRSTUVWXYZ 1234567890!@#$%^&*()

Logo

i AM AB540

Scala: Regular, Bold & Italic

ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890!@#$%^&*()

Copy

Mission High School, 05

Color

Rich Black C=50 M=40 Y=40 K=100 PANTONE DS 1-1 C

â&#x20AC;&#x2030;3.14

Inspiration

â&#x20AC;&#x2030;3.15

Sketches / Ideation

â&#x20AC;&#x2030;3.16

Chapter Summary In this chapter the researcher combined the result of his research to mockup a potential solution to the existing problem. The researcher included his rational, the reasons why, and key strategies used for the design of the campaign. This chapter also included the potential solution and the rational behind such radical approach.

chapter

Summary, Conclusions and Recommendations of the Study

4.1

Introduction Despite the vast amount information available on the media regarding benefits for undocumented students, the majority is still unaware and/or completely ignores them due to the misunderstanding and the low visibility of others. Following is a summary of the study, a conclusion and further recommendation.

4.2 Problem

Statement

Mission High School is a truly diverse school, however, 40% of its population is undocumented, and half of that population is unaware of the new opportunities for attending college, such as qualifying for financial aid while paying resident tuition at a Community College, California State University, and/or University of California institution.

4.3

4.4 Hypothesis It was hypothesized that with the development of a comprehensive visual guide and positive visual messages to reinforce attaining a higher education will increase awareness of such possibilities, enrollment and retention among undocumented students in the California Community Colleges, California State University, and/or University of California Systems.

4.5

Summary & Conclusions The undocumented community is slowly emerging from the shadows they have lived for years. The researcher brought forth an in-depth analysis of the past and current laws that have and are benefitting undocumented students. Through the analysis of each the researcher was able to understand what each of the three benefits entitle each qualifying undocumented student. Understanding the base of each helped the researcher build the basic foundations of research driven solution. It was hypothesized that with the development of positive visual messages to reinforce attaining a higher education increase awareness of all the benefits available for undocumented students. Through the analysis of all the data gathered the researcher came to a conclusion that it was essential to gran the student attention first, incite curiosity in them and then provide the necessary information rather than offering a comprehensive visual guide since high school students do not read long pages of information regardless of how comprehensive it is.

4.6 Recommendation Although through out the study some sub-problems emerged, those will be taken into consideration in future research projects. Further research is recommended as the researcher only covered a specific target audience at a specific location. California is known for constantly helping the undocumented community and has become a bit more open when it comes to immigration. The solution proposed by the researcher might not work for other cities, or states and should carefully be implemented as appropriate. It is recommended to do a full research of every school careen center to find out if the staff in charged has been properly trained to help undocumented students.

bibliogr aphy

Abrego, L. (2008). Legitimacy, social identity, and the mobilization of law: The effects of assembly bill 540 on undocumented students in california. Law & Social Inquiry, p709-734, 26p. Retrieved from ebscohost.com Alban, C. (2011, March 14). Lifestyle I Was Undocumented on “Sesame Street”. Fox News Latino. Retrieved from http://latino.foxnews.com/latino/ lifestyle/2011/03/14/memoir-illegal-sesame-street/ Berger, J. (2009, December 29). An undocumented princetonian . The New York Times. Retrieved from http://www.nytimes.com/2010/01/03/education/ edlife/03alien-t.html?_r=0 Chan, Beleza (2010). The Case for Undocumented Students in Higher Education. Retrieved from http://www.e4fc.org/images/E4FC_TheCase.pdf Choi, C., Ocampo, C., & Yungsuhn, P. (2010). Shining a spotlight on the invisible: How an amicus brief helped organize the asian american community to support undocumented asian students. Asian Pacific American Law Journal, 15(1), p4351, 9p. Retrieved from ebscohost.com Day Jr., P. R. (2007). Undocumented Students in California. Presidency, 10(3), p2727. Retrieved from ebscohost.com E4FC. (2012). Things I’ll never say. Retrieved from http://www.thingsillneversay. org/ Educators for Fair Consideration (E4FC). (2010). 2012-2013 Financial Aid Guide For Undocumented Students. Retrieved from http://www.e4fc.org/images/ E4FC_FinAidGuide.pdf Educators for Fair Consideration (E4FC). (2010). Immigrant Role Models. Retrieved from http://www.e4fc.org/resources/immigrantrolemodels.html Educators for Fair Consideration (E4FC). (2012). California dream act (ab 130/ab 131). Retrieved from http://www.e4fc.org/resources/californiadreamact.html Gonzales, R. G. (2009). Young lives on hold: The college dreams of undocumented students. College Board Advocacy: Retrieved from www.collegeboard.com/ advocacypubs Jeffrey, T. P. (2002). Simon favors in-state tuition for some illegal aliens. Human Events, 58(32), p4, 1/2p. Retrieved from ebscohost.com Mendoza, V. P. (2008). Fostering an inclusive environment. Diverse: Issues in Higher Education, 25(8), p9-9, 1p. Retrieved from ebscohost.com

Passel, J. S. (2005). Unauthorized immigrants: Numbers and characteristics. The Pew Hispanic Center, Retrieved from http://www.pewhispanic.org/files/ reports/61.pdf Passel, J. S., Capps, R., & Fix, M. E. (2004). Undocumented immigrants: Facts and figures. Urban Institute, Retrieved from http://www.urban.org/url. cfm?ID=1000587 Planas, R. (2012, September 27). Jose antonio vargas restarts ‘illegal’ v. ‘undocumented’ debate, highlighting role of latino media. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2012/09/27/jose-antoniovargas-illegal-undocumented_n_1918631.html Sacchetti, M. (2012, Novermber 19). Mass. to widen tuition breaks at state colleges. The Boston Globe. Retrieved from http://www.bostonglobe.com/ metro/2012/11/19/state-widen-tuition-breaks-include-immigrants/ WJZ5PXhXlufZI6HCdqEWVP/story.html?camp=newsletter The California State University. (2012, November 16). College year reports for 20112012. Retrieved from http://www.calstate.edu/as/cyr/cyr11-12/index.shtml UCLA, I. (2008). Underground undergrads. (1st ed. ed.). Los Angeles: UCLA Center for Labor Research and Education. UCLA, I. (2012). Undocumented and unafraid. (1st ed. ed.). Los Angeles: UCLA Center for Labor Research and Education. UCOP Student Financial Support. (November 21, 2006). Annual Report on AB 540 Tuition Exemptions 2005-06 Academic Year. Retrieved from http://www. ab540.ucla.edu/documents/AB540ANNUALREPORT2009_000.pdf Vargas, O. A. (2012, June 25). Not legal not leaving. Time Magazine, Retrieved from http://www.time.com/time/magazine/article/0,9171,2117243,00. html?pcd=pw-hp Weller, K. (2007, May 06). Farmworker to surgeon: Immigrant lives dream. NPR : National Public Radio. Retrieved from http://www.npr.org/templates/story/ story.php?storyId=10013111

appendices

Appendix A — Panel Of Experts NANCY JODAITIS Counselor/Scholarship Specialist Office of Student Finacial Aid San Francisco State University 1600 Holloway Avenue, SSB 205 San Francisco, California 94132

Nancy Jodaitis has worked as a bilingual (Spanish-English) academic advisor and transfer counselor since 1997 to increase access to higher education for underrepresented students. In 2008, Nancy also began working in the Office of Student Financial Aid at San Francisco State University to help students obtain financial aid and scholarships to attend college. Nancy is an advisor to SFSU’s chapter of Improving Dreams, Equity, Access and Success (IDEAS), a student-run group providing resources and support for AB540 students.

KARLA CASTILLO, LMFT Assistant Program Director Prevention Education Programs—CEASE Counseling & Psychological Services San Francisco State University 1600 Holloway Avenue, SSB 205 San Francisco, California 94132

Karla has been working SF State since 2006 as well as interning at the Counseling Clinic and CEASE Prevention Education Programs since 2004. Prior to working at SF State she worked in the Mission District of San Francisco for over 12 years with Mission Girls Services providing support groups for girls in San Francisco public middle and high schools, organizing community events, as well as coordinating arts based after school programming for young people. She is also a co-founder of Loco Bloco, a youth development organization whose mission is to promote Bay Area youth’s healthy transition into adulthood by engaging them in the creation and performance of music, dance and theater traditions reflecting the cultural diversity of the Americas.

JOE ALBANO Career Counselor Mission High School 3750 18th Street San Francisco, CA 94114

Joe Albano is a full-time college & career counselor at the career center and a varsity football coach in his spare time at Mission High School. Albano has worked with a number of Mission High School students in their endeavor to achieve their college career goals. As the head of the career center, his main focus is to help every student including undocumented students, enroll in a 2-year college or university. He has worked at Mission High School for 14 years.

NANCY RODRIGUEZ US History teacher Mission High School 3750 18th Street San Francisco, CA 94114

Nancy has been a teacher of US History with San Francisco Unified School District for 10 years, 8 years at Mission High School. Originally from El Salvador, Nancy speaks Spanish and teaches immigrant students from all over the world. She is the head advisor of the current Organizacion Latinoamericana Estudiantil (OLE) club, which advocates higher eduction for undocumented students. She also maintains good relationships with many of her students, even after they leave Mission and go on to higher education.

Appendix B â&#x20AC;&#x201D; Panel Of Experts Resumes NANCY JODAITIS 720 Lake St. #5 San Francisco, CA 94118 (415) 387-7643 nancyj@sfsu.edu Highly committed, responsible, motivated employee with extensive experience in academic counseling, coordinating educational collaboratives & student retention. Excellent written and oral communication skills; Bilingual English/Spanish. Well developed interpersonal, organizational and student service delivery skills. Dynamic trainer and public speaker. Employment October 2007â&#x20AC;&#x201C;present, San Francisco State University, Office of Student Financial Aid Counselor/Scholarship Specialist Counsel undergraduate and graduate students regarding application, eligibility and disbursement of financial aid and scholarships. Identify pathways and provide support to AB-540/undocumented students. Use financial aid as a recruitment & retention tool, especially for students historically underrepresented in college. Create educational materials and participate in community outreach events in Spanish & English. Train students to successfully complete financial aid and scholarship applicationa. Coordinate SF State hosting of 2012 CA Forum for Diversity in Graduate Education. 2006-2007 San Francisco State University. Student Outreach Services, S.F.CA. Coordinator, Community College Outreach Provide comprehensive preadmission academic advising to prospective transfer students at Bay Area community colleges and statewide. Conduct higher education workshops in Spanish & English. Increase transfer yield through targeted outreach activities. Identify challenges faced by students transferring to SF State and develop tools, raise awareness, and strengthen relationships with educational partners to address these gaps. Interpret administrative policies and procedures to students, counselors and faculty. Selection, training and supervision of Student Assistants for community college outreach project. Serve on Transfer Advisory Boards. Conduct workshops to help students correctly fill out the CSUmentor applications for admission.

2002-2004 Community Health Works/City College of San Francisco, S.F., CA. Associate Director, Drug & Alcohol Certificate Program Facilitate student recruitment & retention by providing pre-admission & academic advising for culturally diverse student body seeking vocational certification. Identify and promote pipeline towards Associates and Bachelors degrees. Strengthen relationships between academic departments & community based agencies. Program development, evaluation & report. Research and approach new funding sources. Organize educational fairs, community events & trainings. Provide educational workshops to students. Prepare reports as necessary. Supervise interns and student assistants and facilitate fieldwork placement sites. 1999-2002 Worcester Latino Coalition/UMASS Medical School Office of Community Programs, Worcester, MA. Coordinator, Next Step Initiative. Facilitate collaboration among academic institutions, community partners, students & employers. Build consensus among key stakeholders for best strategies to recruit and retain minority and academically disadvantaged health care providers in 2 year and 4 year universities. Recruit and provide comprehensive academic advising for entering and continuing students. Support the transfer of skills and transition into a college setting for nontraditional, first generation students. Co-teach college level “Community Development” course. Prepare grants, progress reports and fiscal documents to funders. 1997-1999 Comité Hondureño de Acción Por la Paz (COHAPAZ), Tegucigalpa, Honduras. Worked as grant recipient/full-time volunteer (San Carlos Foundation) with grassroots organizing efforts in poor urban barrios. Coordinated and led workshops to facilitate transfer of skills in leadership development, project administration, grantwriting and conflict resolution, as well as specific public health projects including: organic community gardening, constructing adobe stoves, organizing health promotion, popular education and peace & justice activities. Extensive translation & interpretation. Active participant in Reconstruction efforts following “Hurricane Mitch” including intensive fundraising, community building, and project administration.

1993-1996 Worcester Latino Coalition, Worcester, MA. Coordinator, Public Health Initiative. Support and promotion of Latino Health Advocacy Program. Facilitation of cultural competency trainings for health care & mental health providers. Quantify current educational levels and goals for experienced health care and human service providers through needs assessments and focus groups. Production of Spanish health radio program and development of library of Spanish PSAs. Coordination of student scholarships to diversity public health workforce. Proctorship of UMASS Public Health graduate students. Volunteer Work 2004-present En Marcha: Increasing Success in Higher Education, San Francisco, CA. Academic Advisor & Research Associate. Provide comprehensive academic advising to Latino students and other underrepresented populations in higher education. Conduct qualitative research on the recruitment and retention of non-traditional Latino students in higher education. Identify funding sources to support educational equity in higher education. 2003-2005 Instituto Laboral de la Raza, San Francisco, CA. Legal Aide. Began as a volunteer and recruited to become part-time staff. Work with documented and undocumented laborers in San Francisco county to increase their knowledge about workers’ rights. Maintain active caseload and represent clients in wage claims before CA State Labor Commissioner. Negotiate with employers to settle individual cases and increase compliance with state labor codes. Translate and/or interpret for lawyers and clients. Provide information and referrals regarding community resources. Education Bachelors of Art in History 1990 Masters in Education; Adult Education 2006 Phi Beta Kappa, Summa Cum Laude San Francisco State University Dean’s List every semester. San Francisco City College 1984-1986

KARLA CASTILLO, LMFT 130 Winchester Street Daly City, CA 94014 (415) 452-4191 karlac@sfsu.edu Professional Education • Masters of Science in Counseling, specialization in Marriage Family and Child Counseling, San Francisco State University (SFSU), 2006 • Bachelors of Science in Health Sciences, concentration in Community Health Education, SFSU, 1994 • Bachelors of Arts in La Raza Studies, concentration in Behavioral and Social Sciences, SFSU, 1994 Professional License and Certifications Mental Health First Aid Responder Certificate, June 2012

Licensed Marriage and Family Therapist # 51415, since April 2012

Certified Crisis Intervention Counselor, trained by San Francisco Women Against Rape, February 2008

Domestic Violence Certification, trained by Women Inc., March 2007

Nationally Certified Counselor, Certification #211973, since October 2006

Certified TIPS Trainer, #45406, September 2006

Honors and Awards Recognized by San Francisco Commission on the Status of Women in City Hall, acknowledging for “Preventing sexual violence on our college campus”, April 2010

Recognized by Loco Bloco Drum and Dance Ensemble for “Movers and Shakers: Community Leader Award”, May 2008

Recognized by Mission Neighborhood Centers at “Young Queens Honoring Women Event”, May 2007

Professional Positions Assistant Program Director, Prevention Education Programs, 8/2011- present Development and implementation of prevention and awareness programming in the area of alcohol and other drugs and sexual violence and related topics.

Coordinator, Prevention Education Programsâ&#x20AC;&#x2122; The SAFE Place 4/2009- 8/2011 Develop trainings, presentations, outreach activities and events on campus Train peer educators using a diversity/ anti oppression framework to address violence prevention, substance abuse and other related topics that impact college students Lecturer, SFSU Department of Counseling, Counseling 605, Peer Counseling Seminar, 8/2006- present Develop Course Syllabus, lecture on course topics, facilitate class discussions and supervise graduate interns to facilitate a group process in this course. Co instructor, SFSU Department of Counseling, Counseling 606, Peer Counseling and Education Skills, 8/2006- present Update class schedule, readings, and lecture on course topics, facilitate class discussions and facilitate a group of peer educators in developing prevention programming on the topic sexual violence prevention education. MFT Intern, Instituto Familiar de la Raza- Family Resource System 2/2010-5/2011 Provided counseling services for children and families using sand tray, play therapy, and family therapy Advocate for children in SST and IEP meetings Case management and crisis intervention Maintained case files/ notes Prevention Education Specialist, SFSU The SAFE Place/ CEASE 7/ 2006- 3/2009 Coordinate and implement alcohol/ drug prevention and intervention programs, sexual violence prevention and intervention programs and crisis counseling for survivors of sexual violence and domestic violence. Provide clinical counseling to SFSU students and supervision of MFT trainees teaching Counseling 605 class. Co- teach Counseling 606 class. Relief Counselor, Edgewood Center for Children and Families, S.F. 3/ 2006- 7/ 2006 Therapeutically manage children ages 6-16 in activities of daily living. Collaborate in the development of a treatment plan for assigned children Implementation of treatment plans for children.

Appendix B — Student Surveys ACCESS TO HIGHER EDUCATION FOR UNDOCUMENTED STUDENTS {Please circle one} 1. Are you a) Freshman b) Sophomore c) Junior d) Senior 2. Are you planning on attending college? a) Yes b) No 3. If No, why? a) Expensive b) No Financial Aid available c) Don’t qualify 4. Do you know about the AB 540? a) Yes b) No 5. Do you know about the CA Dream Act? a) Yes b) No 6. Do you know about the DACA? a) Yes b) No 7. Are you worry that something bad might happen if you apply for any of the above? a) Yes b) No 8. How did you hear about any of the above? a) Counselor b) Teacher c) TV d) Internet e) Other 9. Are resources visible enough? a) Yes b) No 10. In your opinion, is there enough information available for undocumented students? a) Yes b) No 11. Do you think there should be more? a) Yes b) No 12. Who do you feel more comfortable talking to about your legal status? a) Friend b) Counselor c) Teacher d) None 13. Any questions, comments or concerns?

ACCESO A LA EDUCACIÓN SUPERIOR PARA LO ESTUDIANTES INDOCUMENTADOS {Por favor selecciona una opcion} 1. Eres a) Freshman b) Sophomore c) Junior d) Senior 2. ¿Planeas atender a el colegio o universidad? a) Si b) No 3. ¿Si No, por que? a) Demasiado caro b) No hay ayuda financiera c) No califico d) Otro 4. ¿Esta enterado acerca del AB 540? a) Si b) No 5. ¿Esta enterado acerca del CA Dream Act? a) Si b) No 6. ¿Esta enterado acerca del DACA? a) Si b) No 7. ¿Te preocupa que algo malo pase si aplicas a cualquiera de las mencionadas? a) Si b) No 8. ¿Como escuchaste acerca de las mencionadas? a) Consejero b) Maestro c) TV d) Internet e) Otro 9. ¿En tu opinión, los recursos mencionados son lo suficientemente visibles? a) Si b) No 10. ¿En tu opinión, existe suficiente información disponible para estudiantes indocumentados? a) Si b) No 11. ¿Crees que podría haber mas? a) Si b) No 12. ¿Con quien te sientes mas cómodo hablar acerca de tus estado migratorio? a) Amigo b) Consejero c) Maestro d) Nadie 13. ¿Alguna pregunta, comentario o preocupación?

Appendix C â&#x20AC;&#x201D; Interview Questions

In your opinion how effective are all the advertisements around school?

Do you get more students because of the available publicity?

Do students mention any of the publicity when they meet you for counseling?

Were they influence or inspire by it to come see you?

What about undocumented students?

6. Do they bring the subject when going over college application or you have to ask? 7.

According to Mission High Accountability Report Card School Year 2010-11, 44% of Mission high population are Hispanic or Latino students and also according to a SF State Financial and AB 540 advisor, three times more AB 540 students, compare to all other high school, come from Mission high. What percentage in your opinion seeks help when it comes to college?

When a student comes for advising/counseling and she/he reveals his/her legal status as undocumented, what is your advice to them? What kind of information do you provide?

9. In your opinion what is working? Whatâ&#x20AC;&#x2122;s not? What could be improved? 10. Do any of the available publicity in the school encourage them to seek help? 11. Is there something in particular that you detect from these students that is keeping them from even trying to apply for college, such as family issues, or deportation fear? 12. Have you ever refer any of these students to psychological counseling? 13. In your opinion, do you think this kind of students need psychological counseling? 14. Is there anything else that you would like to share?

ÂŠ cesar sanchez