IMMIGRATION REFORM: OREGON LATINO STUDENTS, FAMILIES AND ACCESS TO UO

• Lynn Stephen, Distinguished Professor of Arts and Sciences, Professor of Anthropology, Director, Center for Latino/a and Latin American Studies (CLLAS)

• Gerardo Sandoval, Assistant Professor of Public Policy, Planning, and Management, incoming Associate Director of CLLAS

• Antonio Huerta, Coordinator Oportunidades Program, Outreach Manager, Undergraduate Studies

• Stephanie González, McNair Research Scholar, Member Associated Students Presidential Advisory Council, University of Oregon '13 , Planning, Public Policy, and Management

• How will UO demonstrate its concern for and commitment to Oregon's Latino and immigrant community by encouraging administrators, faculty and students to serve the community in meeting the needs for assistance in accessing UO? This includes assistance with applications, obtaining financial aid, creating a welcome climate, and classes and experiences for students and their families from first contact to graduation.

• How will UO make space in its planning for a possible surge of new applicants--all immigrants--who gain temporary and then permanent status under Comprehensive Immigration Reform (e.g., the DREAM Act provisions as a title of CIR, offering permanent residence on an accelerated basis)--possibly two to three years after enactment)? How will UO plan for the possibility of 300-500 additional qualified Latino high school graduates who could come to UO or decide to go elsewhere?

KEY QUESTIONS RELATING TO PRESENT AND FUTURE LATINO STUDENTS AND FAMILIES AT UOWill newly qualified students go to UO or elsewhere?

How can UO be truly accessible to immigrant Latino students and families?

STEPHANIE GONZÁLEZ

ETHNIC IDENTITY OF UO STUDENTS 2012 (FROM UO WEBSITE)

Ethnic Identities NumberEthnic Minorities 4,786 (19.5%)Asian: 1,285African American: 451Hispanic: 1,639 (7.4%)Native American: 171Native Hawaii/Pacific Islander: 137Multi-racial: 1,103White, Non-Hispanic: 16,506 (74.88)International: 2,550Unknown: 749

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

2010-11 Oregon public school student enrollment by ethnicity

66.3 percent White20.5 percent Latino4.6 percent Asian/Pacific Islander4.1 percent Multiracial2.6 percent African American1.9 percent Native American/Alaskan Native

2012-2013 Oregon public school student enrollment by ethnicity

64.7percent White21.5 percent Latino4.6 percent Asian/Pacific Islander5.0 percent Multiracial2.5 percent African American1.7percent Native American/Alaskan Native

OREGON PUBLIC SCHOOL ENROLLMENTS BY RACE AND ETHNICITY 2010-2013

California Public School Enrollment 2012 Percent

African American/Black 6.5%American Indian/Alaska Native 0.7%Asian/Asian American 8.6%Filipino 2.5%Hispanic/Latino 52.0%Native Hawaiian/Pacific Islander 0.6%White 26.1%Two or More Races 2.1%

Dream ActDevelopment, Relief and Education

for Alien MinorsThe DREAM Act is a bipartisan

legislation ‒ pioneered by Sen. Orin Hatch [R-UT] and Sen. Richard Durbin [D-IL]. Under the provisions of the DREAM Act, qualifying undocumented youth would be eligible for a 6 year long conditional path to citizenship that requires completion of a college degree or two years of military service.

Does NOT include family members

Deferred ActionDeferred Action for Childhood Arrivals

(DACA)Have come to the United States under the age of

sixteen;Have continuously resided in the United States for

a least five years preceding June 15, 2012Are currently in school, have graduated from high

school, have obtained a GED certificate, or are honorably discharged veterans of the Coast Guard or Armed Forces of the United States;

Have not been convicted of a felony, a significant misdemeanor, multiple misdemeanors, or otherwise pose a threat to national security or public safety;

Are not above the age of thirty.Does NOT include family members

Oregon: 22,148 (total potential beneficiaries)

10,416 (immediate beneficiaries, ages 15-30)

6,187 (future beneficiaries, ages 4-15)

5,545 (possible beneficiaries, need GED)

An estimated 4,500 have applied so far in Oregon.

California: 539,774 (total potential beneficiaries)

298,026 (immediate beneficiares, ages 15-30),

114,533 (future beneficiares, ages 4-15),

127,215 (possible beneficiares, need GED)

128, 412 applications received so far in California (as of March 14, 2013)

Number of Students Qualified for Deferred Action Program in Oregon and California.There are roughly 1.8 million immigrants in the United States who might be, or might become, eligible for the Obama Administration’s “deferred action” initiative for unauthorized youth brought to this country as children. Roughly 936,933 immigrants between the ages of 15 and 30 might immediately meet the requirements of the deferred action initiative. They comprise 53 percent of all potential beneficiaries. Approximately 426,329 immigrants between the ages of 5 and 14 might meet the requirements of the deferred action initiative at some point in the future if the initiative remains in place. These are the dreamers.

Tuition EquityRecently passed in OregonTuition Equity allows undocumented

students to apply for admissions at Oregon’s public universities and receive in-state tuition if they meet certain criteria:

Have attended school in the country for five years

Studied at Oregon High School for three years

Graduated from an Oregon High SchoolEnroll in University within three years of

high school graduationShow intent to become LPR or USCDoes NOT include family members

Comprehensive Immigration Reform

Currently in negotiationsAn estimated 11 million people may benefit of

this reform.It is estimated that there are about 130,000 undocumented people in Oregon who would benefit.

Families live in the shadows afraid of deportationFamilies have roots in the United States through

US born childrenFamilies pay taxes and cannot access benefits

when in needProductive members of our society Includes the entire familyKey elements: border security, guest worker

program and increased visas for STEM workers, pathway to citizenship.

FIRST SURVEY OF OU LATINO STUDENTS 2010• This project focuses on a university-

wide survey of cultural and linguistic identities, ideas, and attitudes found among Latinos at the University of Oregon. Research sponsored by a grant from the Center for Latino/a and Latin American Studies (CLLAS) in 2010.

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

• Lidiana Soto speaks at the special event marking the

• Sonia González video on UO experience

• http://latinoroots.uoregon.edu/our-course/iris-bull-2/

LATINO ROOTS COURSES STUDENT VIDEOS

Lidiana Soto, student in Latino Roots classes in 2011 speaking at celebration event in Knight Library.

Ways ForwardCreate a welcoming environment for familiesHire bilingual staff campus wideMake information such as admissions

requirements, financial aid, support services, academic program descriptions, student services available in Spanish

Spatially based-recruitment strategy including outreach programs to and engagement with high schools and community colleges in areas with high percentages of Latino families

Scholarships that address basic needs including tuition, food, and housing

Partnering with community organizations that support the legalization process such as CAUSA, and others

Ways Forward Institutional review at UO to look for best

practices and areas for improvement in interacting with immigrant students and families

Build on UO institutional relationships with Latino organizations such as PCUN and the CAPACES Leadership Institute and local institutions such as Huerto de la Familia, Centro Latinoamericano and others

Provide incentives for UO faculty and administrators to participate in cultural competency training

Creative use of current UO students to mentor, outreach to potential and new students on model of Oregon Leadership Institute

Build a critical mass of Latino/a faculty and staffProvide academic and institutional legitimacy for

engaged faculty research that promotes UO-community engagement