Running Head: SEATTLE CENTRAL COLLEGE 1

Seattle Central College

Advancing Educational Equity for Dreamer and Veteran Students

Lindsey Friessnig, Kirk Heynen,

Rosie Sabaric, & Elizabeth Weaver

SDAD 5590: The American Community College

Erica K. Yamamura, Ph. D.

June 6, 2016

Name Section

Rosie Sabaric Executive Summary

Elizabeth Weaver On-Site Synthesis

Rosie Sabaric Interview Synthesis

Lindsey Friessnig Recommendations for Advancing Equity: Veteran Students

Kirk Heynen Recommendations for Advancing Equity: Dreamer Students

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Executive Summary

Our group was tasked to answer the question of how Seattle Central College can better

address the needs of veteran and Dreamer students to build an inclusive college experience. In

this report, research, knowledge, and a critical analysis and synthesis on access, equity, and

diversity are highlighted along with recommendations for improvements in these areas. As part

of the project, each group member conducted an on-site observation at different times and days

at Seattle Central College, and participated in an interview process with two different

professionals working on these issues at Seattle Central. Three themes emerged in the on-site

observations and the interviews that inform the recommendations for advancing equity,

inclusion, and diversity at Seattle Central College.

On-site observation themes:

Open door mission

Does visibility equal equity?

Intentional use of space

Interview themes:

Partnering with local community organizations

Changing laws impacting access and finances

Disbursement of institutional resources compared to student population

Recommendations for advancing equity of veteran students

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Training student affairs practitioners on policies, benefits, and current practice

Implementing transitional support

Building community

Recommendations for advancing equity of Dreamer students

Create first-year experience peer-mentoring program for Dreamers

Dedicate specific student affairs professionals to serve Dreamer students

Partner with other organizations and institutions in the area

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On-Site Synthesis

The on-site observations at Seattle Central College (SCC) were conducted at different

times of the day and on different days of the week. The four observational accounts created a

unique puzzle of pieces that, when put together, created a picture of Seattle Centrals

commitment to students. Many differences were found across the observations due to differing

times and locations of the observations, in addition to the individual lenses of personal

experience each observer brought to conducting their research. When collating the

commonalities across our different observations, three themes emerged which provide insight

into Seattle Central Colleges commitment to veteran students, diversity, and equity. The three

themes include: open door mission, visibility of services, and use of space on campus.

Open Door Mission

Seattle Central College serves a very diverse population of students. The diversity of

their student body, and the ways in which they educate them are both broad, as their mission

statement articulates: Seattle Central College promotes educational excellence in a multicultural

urban environment. We provide opportunities for academic achievement, workplace preparation,

and service to the community (Mission & Values). We observed ample evidence of this,

confirming research that links community colleges open door missions with exceptionally

diverse student demographics and inclusive campus climates (Casey & Larsen, 2015; Shannon &

Smith, 2006).

One account of living the open door mission was observed at the campus library. Library

peer mentors walked around the library checking in with students and offered services to those

who might need assistance while in the library. The observer also noted how she was never asked
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to supply student identification while in the library. All observers also commented on the ease of

entering buildings without showing student identification. As a public institution, Seattle Central

is open for non-students to enter at their leisure. This was a notable occurrence supporting the

institution's mission to serve all students actively and create an inclusive and welcoming

environment for the surrounding community.

A second account of the open door mission was highlighted across all observations with

particular consideration to the messaging and visual marketing posted within the hallways of the

institution. Posters and marketing banners provided insight into the population of students at

SCC. The displayed events targeted a variety of interests, such as Chess Club, Tai Chi Club,

Unity Fair, Veteran Services, upcoming veteran events, the 25 Annual Student of Color
th

Conference, and a Veteran Scholarship Fundraiser, to name a few. The variety of events reflect

the variety of the student body, evidence that Seattle Central, similar to other community

colleges, serves a diverse community. SCCs second-largest ethnic population after Caucasian is

Asian Pacific Islander (21%), followed by African-American (18%), Hispanic (11%), and Native

American (2%). The student body also includes 2,803 international students (Facts & Figures,

2016). Notably, SCCs overall population of students of color is above the national average at

56% (Tull, 2015). All observers made note of the apparent ethnic diversity of the students on

campus. The student makeup of SCC is a direct example of how the institution strives to serve a

varied population.

Does Visibility Equal Equity?

Observation notes captured the variety of marketing for different types of events on

campus and the area surrounding the institution, but all observers questioned whether visibility
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translated to equity. Veteran services and social events were advertised on the hallway bulletin

board, but the physical space for the Veterans Lounge left a lot to be desired. The space was

unmarked, unwelcoming, and the physical signage indicating the Veterans Lounge was not

displayed. While Seattle Central appears to be reaching out to veteran students by advertising a

VetCorps coordinator and Veteran Student Association, it also appears the institution could be

doing more to model best practices. Observers noted the difficulty in navigating the different

resources for veteran as they are split between multiple offices in different buildings, and in

some cases offered only during limited hours.

With the diverse student population at Seattle Central, visibility of services and ease of

navigation is critical for student success. Observations were split on the prominence of the

Multicultural Resource Center, a key service-provider for a wide variety of marginalized student

populations. One observer mentioned that it was the first office he encountered when entering the

main administration building, while a second observer noted that she could not easily identify the

Center or locate it on the campus map. The sample here is too small to draw upon for definitive

conclusions, but it does suggest that students unfamiliar with the campus could overlook

valuable services available to them because the physical layout of SCCs facilities may hinder

ease of access.

Perhaps the clearest observed example of SCCs passive commitment to diversity was the

student breakdancing contest. We should expect that student activities on a community college

campus will differ from those on a four-year campus due to many factors, particularly the

differing characteristics of the student body: at community colleges, often the students are older,

work full- or part-time, have dependents, are single parents, and come from the lowest income
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bracket (Cohen, Brawer, & Kisker, 2013). At Seattle Central, the breakdancing event we

observed was both poorly-attended by students and minimally-supported by staff. An estimated

40 people attended the event in the evening, after the regular operating hours of the student

center. Although the building stayed open an extra hour, an event advisor or SCC staff member

was not present for the event. This begs the question for how supported students are in their

efforts to create community when buildings must stay open past eight oclock in the evening to

have social events. Student buy-in for social events or extracurricular activities look different at a

community college due to the student population and characteristics that do not allow for free

time during the evening hours (Cohen, Brawer, & Kisker, 2013).

Intentional Use of Space

The anecdotal accounts of the campus structure were present throughout the observation

notes. The physical layout of departments is designed to be in one main area in the central

location of campus. In one corridor, students can find the Tutoring Center, Financial Aid,

Advising, the Multicultural Resource Center, Career Services, continuing education programs,

and Registrars Office. While these offices are not an exhaustive list, the departments do allow

students to get services related to enrollment in one central location. Many other student services

are available in the Broadway building, illustrating an apparent intention on SCCs part to serve

students conveniently and effieciently. Because of the variety of students, it is expected that

students use services differently, thus there is a need to provide a variety of formats to serve the

diverse population (Munsch, Valazquez, & Kowpak, 2014). While the majority of students

might be served with the model SCC has implemented, the veteran student population appears to

be underserved with the lack of cohesive services and a one-stop location.

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Research shows us that student socialization and relationship building are important

components for overall student success as well as feeling connected to the institution and their

peers (Evans, Forney, & Guido, 2010). To meet the need for informal, social community-

building, a distinct challenge for any commuter campus, SCC attempted to create an

environment where students can gather in a central location. We observed one gathering area in a

large atrium that appeared to support student socializing and studying between classes. The space

is conveniently linked to the main services corridor in the Broadway building. We also observed

many spaces in the Mitchell Activities Center designed for group fitness and recreation,

suggesting extracurricular opportunities to engage and connect are available. But no students

were present in these spaces at the time of our observation, again illustrating the different rhythm

of student life on a community college campus as compared with a residential four-year school.
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Interview Synthesis

We interviewed two individuals from Seattle Central College who work closely with

significant stakeholders in the campus community. They have considerable professional

experience working with the two disparate student populations we are focused on: Dreamer

students and veteran students. Tina Young is the Interim Chief Diversity Officer & Director for

Diversity, Equity, and Inclusion, and Antonio Diaz is the Veterans Affairs Program Coordinator.

In her interview, Tina Young provides information specific to Dreamer students whereas Antonio

Diaz provides information specific to the veteran student population. Both individuals give

insight into these particular groups of students and the way in which Seattle Central College

includes, accommodates, and supports them. Three themes emerged from the two interviews:

1. Partnering with local community organizations to reach students where they are and

strengthen identity-based connections between the student and local community,

2. Changing laws at the state and federal level directly impact how these students pay for

college.

3. Between these groups, the disbursement of institutional resources diverges from the size

of the student population.

Partnering with Local Community Organizations

In both interviews a theme emerged of Dreamer students and veteran student groups

partnering with local community organizations to reach students where they are and strengthen

the identity-based connections between the student and local community. Antonio Diaz speaks of

a two-day event entitled, Stand Down that is an effort between the Veteran Student Association
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at SCC and local community organizations to provide services ranging from dental care to

haircuts to employment assistance to veterans. Each year there are over 400 veterans who

participate in this event. Antonio Diaz states that many of the veterans who come to this event

are homeless, and all participants are given a duffle bag of clothing, a sleeping bad, and a sack

lunch. This event is a key illustration of how SCCs student services for veterans strengthen

connections to the local veteran community.

In comparison, Tina Young speaks about a recent WAFSA workshop for Dreamers that

SCCs Financial Aid office put on. In order to reach the undocumented immigrant community

more effectively, they collaborated with students, alumni, and Latino community organizations.

This collaboration proved fruitful, with over 100 people in attendance at the event and many

successfully-completed WAFSA forms following it. Ms. Young also spoke about collaboration

within SCC to better serve Dreamer students. During the 2012-2013 academic year, a small

group of faculty from the Basic and Transitional Studies and Humanities departments, along with

a number of student affairs staff members came together and had their first day-long workshop

on Dreamer students. They invited members from the Latino Education Achievement Project

(LEAP), as well as Dreamer students and alumni from SCC and UW-Bothell to have an all-

hands-on-deck summit on how SCC can better serve Dreamers. This event led to SCC faculty

and staff being sent to trainings around the state, and the formation of SCCs Dreamer Task Force.

Changing Laws Impacting Access and Finances

In the last few years there have been significant changes on both the state and national

level that directly impact Dreamer and Veteran students. Tina Youngs and Antonio Diazs

interviews both highlight why and to what extent student affairs professionals must be up-to-date
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on the specifics of legislation in order to adapt policies and practices to serve these students best.

Tina Young, without hesitation, could list several of the state and national policies that directly

impact Dreamer students. Two of these she mentioned are Washington states House Bill 1079

Real Hope Act, which grant in-state tuition and access to state financial aid for undocumented

students at public institutions (Contreras, 2013). Working in conjunction with the federal

Deferred Action for Childhood Arrivals (DACA) process, these laws can have a dramatic impact

on Dreamer students ability to both pay for college and gain legal employment graduating.

Although Antonio Diaz did not address veteran-specific laws or policies directly in the

interview, he does mention helping veteran students understand their educational benefits as

these are a part of his duties as the Veterans Affairs Program Coordinator. Veterans benefits are

subject to a complex combination of changing laws and policies as well, which student affairs

professionals must understand in order to serve these students. One of the bills that Mr. Diaz

may help Veteran students navigate is the Post-9/11 GI Bill that was signed into law on June 30,

2008 by President George W. Bush. This bill provides service members/veterans who served on

active military duty after September 11th, 2001 coverage of up to 100% of tuition and fees, a

book stipend of $1,000 and a monthly living expense (Dunklin, 2014). He may also assist

students who are in non-degree programs at Seattle Central, as President Obama signed the Post

9/11 Veterans Educational Assistance Improvement Act of 2010 into law in 2011. This

modification makes it possible for Veteran students to use GI Bill benefits towards non-college

degrees, on-the-job training, flight, and apprenticeship training programs (Dunklin, 2014). These

two national policies as well as what Tina Young mentioned significantly impact Dreamer and

Veteran students with their ability to access and afford a college education.
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Disbursement of Institutional Resources Compared to Student Population

The final theme that emerged between the two interviews is how institutional resources

are utilized in comparison to the student population. This is an area where there is more

divergence than similarity, yet in these differences the concern of the students needs and

providing support to these groups is at the core. Seattle Central College has a specific staff

contact, Antonio Diaz, who is dedicated solely to working with veteran students. SCC also has a

dedicated space for veterans to gather, the Veterans Lounge. Additionally, Mr. Diaz mentions a

psychiatrist who visits SCC once a month to work specifically with veteran students who are

having problems adjusting to life after combat, being in a college environment, or who need

guidance and support. There are also two counselors in tutorial assistance who work specifically

with veteran students. Antonio did not clarify if these two counselor positions are dedicated only

to working with veterans, but it does illustrate that intentional training and support for serving

veterans is a priority at SCC.

Conversely, Tina Young has described that currently there is not dedicated student

services professionals to serve the Dreamer student population. It is a challenge and a need that

is currently unmet, but she is hopeful that if funding becomes available, SCC will create a

position for Dreamer students to have their own campus advisor in some capacity. According to

Ms. Young, the best source of information SCC currently can offer to Dreamers is a website, and

even that was only a recent development. She hopes that positions can be created in financial aid

and/or in advising, but no plans are yet underway to do so.

Meanwhile, our interviews revealed that the population of Dreamer students at SCC is

growing, while the population of veteran students is declining. Tina Young said the exact number
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of undocumented students at SCC is not known, but she knows the number is high and expects it

will continue to grow in the coming years. Washingtons policies are among the most supportive

of any states in regard to Dreamer students access to college (Kim & Chambers, 2015), but

SCC is still working to catch its student services up to the states new standards and the needs of

this emerging student population. For veteran students, however, Mr. Diaz named many services

available, but acknowledged that the number of students at SCC utilizing these benefits is

declining. In 1975, there were over 1,200 students receiving educational benefits from Veterans

Affairs and now there only 200, he told us.

Finally, Tina Young spoke about how there has been faculty involvement and cross-

departmental collaboration to serve Dreamer students like with the workshop that was done in

the 2012-2013 academic year, the trainings across the state, and now with the Dreamer Task

Force. There is not a dedicated individual like there is for veteran students, but an effort across

disciplines and departments to ensure that Dreamer student needs are being met. In discussing

veteran student services, Antonio Diaz made no mention of faculty involvement or other

departmental involvement besides the two counselors in tutorial assistance.

Recommendations: Advancing Equity for Veteran Students

Based on our research, observations, and interviews, we propose three key

recommendations for Seattle Central College to improve access and equity for veteran students.

Training for Student Affairs Professionals and Campus Stakeholders

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The first recommendation is for SCC to create training for student services and campus

stakeholders on current practices, policies, and benefits impacting veteran students. As research

shows, The GI Bill (The Servicemens Readjustment Act of 1944), has been modified many

times and in each rendition veteran students have gained access to new educational opportunities

(Bannier, 2006). As policies change it is important that campus administrators and staff across

post-secondary education learn how to best serve and assist veteran students as they navigate

veteran benefits and a new institution. Given the complex nature of benefits for veteran students,

this support is imperative (McBain et al.,2012). During the interview with Antonio Diaz, he

discussed how the veteran student population has fluctuated over the past four decades at SCC.

However, in our conversation he never mentioned how staffing for veteran support services

changed to reflect the population of veteran students.

Consequently, literature supports the notion that many veteran students first point of

contact on community college campus is often not with a veteran center but with the Office of

the Registrar or Financial Aid (McBain et al.,2012). The Pew Research Center (2011) reported

that less than 1% of the general population has served in the military. This suggests that

institutional leadership must focus on specific training of employees to understand the unique

barriers, characteristics and strengths of veteran students. Researchers recommend that specific

training be provided to learn about appropriate discussion topics and questions to ask of student

veterans, as well as more training and ability to answer questions about veteran benefits (Miles,

2014; Osborne, 2014; Persky & Oliver, 2010; Wheeler, 2014).

Training campus stakeholders is a way to create a culture of trust and connectedness

across the campus community to promote well-being and success for veterans; ensure all
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veterans receive academic, career, and financial advice before challenges become overwhelming;

(U.S. Department of Education, 2013). Research shows that 74% of community colleges report

having veteran services offices, which has increased from 49% in 2009 (McBain et. al., 2012).

Literature also suggests institutions create a one-stop location as a best practice and found that

veteran students ranked the one-stop center as the most helpful service veteran students could

receive on campus (Ahern, Foster, and Head, 2015). It is important for student affairs

professionals to be familiar with the benefits and services provided to veteran students in order to

offer them consistent information and support as they begin college or reenter post-secondary

education.

Transitional Programming

Our second recommendation is for SCC to provide transitional programming for veteran

students. On top of their transition into the role of a student, veteran students are already

experiencing a transition out of military life and into civilian life. 44% of veteran students

described the transition to civilian life as difficult (The Pew Research Center, 2011). Veteran

students not only face the challenge of transitioning into the civilian culture, but they are more

likely to be non-traditional students with the average age of thirty-three and are also more likely

to be first generation college students who do not have historical knowledge of academic culture

(Whiteman, Barry, Mroczek, & MacDermid Wadsworth, 2013; Kim & Cole, 2013). Wheeler

(2014) found that veteran students expressed feelings of isolation from other students and felt

few people on campus understood their experience. Wheeler (2014) recommends a specific

orientation be implemented for veteran students. The orientation would include sections to cover

veterans benefits, financial aid, academic programs, and campus services. An orientation like
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this does not currently exist at SCC; we echo the recommendation of our research and suggest

SCC should implement such a program.

Building Community

Building community is our third recommendation to improve the veteran student experience at

SCC. Currently, SCC has a space designated for veteran students, however this recommendation

will provide the institution with tools on how to best utilize the veteran lounge and the Student

Veterans Association (SVA).

Heineman (2016) recommends the veterans lounge be utilized for social and academic

activities for veteran students. Partnerships across an institution, as well as partnerships with

veteran students have shown to be important for student success (Astin, 1999). Perksy and Oliver

(2010) recommend that institutions create programming and offer opportunities for veteran

students in leadership roles. The SVA student organization on campus is a great start to providing

veteran students leadership opportunities at SCC. To implement this best practice it would be

great to see the SVA student organization work with other student groups across campus to feel

invested in the campus experience. From our interactions with campus stakeholders and on-

campus observations, it is clear to see how additional resources would greatly benefit the veteran

student community at SCC.

Coordinating efforts across campus will not only provide cohesive information as veteran

students enter SCC but it will also foster a welcoming and active veteran community on campus.

Literature supports our recommendations to train student affairs practitioners, create transitional

programs, and to build community for the veteran student population.

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Recommendations: Advancing Equity for Dreamer Students

Our research, observations, and interviews led us to three key recommendations for ways

that Seattle Central College can improve equity and access for Dreamer students at their

institution.

First-Year Experience Peer-Mentoring Program for Dreamers

Our first recommendation is for SCC to establish a Dreamer student peer-mentoring

program which pays second-year Dreamer students to be leaders in an ongoing integrated first-

year-experience for fellow Dreamer students.

Looking at the research about Dreamer students, we found that they most commonly

attend community colleges part-time, and that part-time attendance is associated with low rates

of degree completion and/or transfer (Darolia & Potochnick, 2015, Conger & Chellman, 2013).

We also found that, like many students of low socioeconomic status, undocumented students

frequently enroll part-time because they have to work while in school for financial reasons

(Terriquez, 2015). For undocumented students, employment is of course a tricky proposition

because most cannot work legally (depending on DACA status), so these students may be

especially reluctant to jeopardize their jobs in order to attend school. Seattle Central College

could make a significant step toward equity for these students by offering them legal, reliable,

on-campus work-study employment. For these employed students, financial strain could be

reduced, while time on campusand corresponding sense of commitment to schoolcould

increase. Being employed by the institution would also strengthen their connection to faculty

and staff members with whom they work, which educational researchers have long known is a

critical factor in improving student success and persistence. Additionally, the prospect of
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employment in this program as a second-year-student could be an incentive for students to

persist through their first year, getting them past the 45-credit tipping point beyond which

students more frequently complete a degree.

For the first-year Dreamer mentees, this program could address many critical goals.

First, the peer mentor is a safe, caring contact at the school who understands the undocumented

immigrant student experience, something which both our research and interviews revealed as a

key priority for SCC (Orozco, Alvarez, & Gutkin, 2010). In addition, they can offer

knowledgeable guidance about SCC resources, staff, policies, programs, and services, helping

Dreamer students connect with what the college has to offer while reducing anxiety and

intimidation which these students often feel when dealing with administrative officials (Casey &

Larsen, 2015). Further, the first-year Dreamer cohort offers immediate social and cultural

community, both among the first-year students and between the mentors and mentees. This

offers a potentially transformative network of relationships for Dreamer students, affirming and

strengthening cultural identity in a time of transition, setting up shared commitments to student

success, and opening the door to leadership and involvement for students who are so often

marginalized. Because approximately 80% of undocumented students are Latino (Darolia &

Potochnick, 2015), and Latino students make up just 11% of the student body at SCC (Facts and

Figures, 2016), connecting to cultural community is a key factor in these students sense of

belonging at SCC. Research shows Latino students often perceive the institutional climate at

their community colleges to be ignorant or even hostile toward their culture, which presents a

barrier to their persistence (Contreras, 2013). As described earlier, we observed evidence of

cultural diversity programming at SCC in our site visits, but we also observed a low level of

institutional support for cultural student organizations. Formalizing a structure through which
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Dreamer students can find and share cultural community at SCC represents a significant step

toward equity for these students.

Drawing from Vanessa Calonzos presentation on effective first-year experience

programs in community colleges, we expect that in addition to fostering stronger connections

with peers and with the college, this program would also contribute to increased persistence,

higher GPAs, and better graduation and transfer rates among the Dreamer student mentees.

Following the LaGuardia Community College model (Barefoot, Arcario, & Guzman, 2011), the

peer-mentoring program would be structured as a year-long seminar class integrating orientation

activities led by the mentors with college-success skills teaching by faculty. It would also

incorporate academic advising about majors and transfer pathways, as well as career counseling

specifically-tailored to the unique realities of DACA-status employment. Like LaGuardias first

year academies organized around different academic disciplines, we recommend at least two

Dreamer cohorts: one linked to the I-BEST program geared toward students pursuing

developmental education and workforce training, and one geared toward students pursuing

professional and transfer degrees. Our recommended program, however, unlike La Guardias,

would be a required 1-credit course, ensuring maximum participation by students (Cohen, 2013)

and establishing its legitimacy at SCC as both a student life program and a core component of

the curriculum. Our interview with Tina Young revealed that SCC already has a precedent for

collaboration between student affairs and academic affairs on Dreamer student initiatives, so this

program would build upon and formalize that partnership.

Tina Young cited a lack of funding for Dreamer services as a key limitation at SCC. We

recommend a model similar to the Longhorn Dreamers Project at Univeristy of Texas at Austin,

where funding for Dreamer student services are part of the budget and scope of their
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International Student Center (Gildersleeve & Vigil, 2015). SCCs International Education

Programs office is well-established, well-resourced, and well-versed in the formalities of

immigration status, so it could be a suitable sponsor for a new Dreamer student program.

Dedicate Specific Student Affairs Professionals to Serve Dreamer Students

Our second recommendation is fairly straightforward: SCC should dedicate staff

members in admissions, in academic advising, and in financial aid to be expert resources

specifically for Dreamer students.

It is clear that with the myriad of laws affecting undocumented immigrant students both

state and federal, with changing policies and newly-emerging best practices for how to serve

them, and with a unique set of barriers hindering their access and success in college, Dreamer

students warrant support staff who are trained to work specifically with them. SCC has advisors

who work specifically with international students, as well as advisors dedicated solely to veteran

students; Dreamer students similarly require unique advising related to eligibility for financial

aid benefits, understanding immigration status and legal employment options, and making

successful transitions both into and out of college. When speaking about serving undocumented

students in the financial aid office at SCC, interviewee Tina Young said things like, Were still

trying to figure out [tuition rates for DACA-eligible out-of-state students], and Were learning

things all the time. While these efforts are admirable, research shows that financial need is the

most significant barrier to college access for undocumented students (Kim & Chambers, 2015),

so improving clarity of knowledge and accuracy of advising in the financial aid office would be a

critical improvement to access and equity for these students at SCC.

Research also shows that many Dreamer students are not well-prepared for the academic

challenges of college coursework (Teranishi, Suarez-Orozco, C., & Suarez-Orozco, M., 2011)
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(McDonald, Calderone, Bergman, & Boyd, 2016), so academic support services are critical to

retaining these students. SCC has a renowned TRiO office which provides academic support

services to low-income and first-generation students, but because it is a federally-funded

program, Dreamer students are not eligible for their services. SCC should lead the way in

uniting community colleges across Washington to lobby the state legislature to provide matching

funding for academic support staff for Washingtons Dreamer students. We know from our

research that Washington has a growing undocumented student population, and Washingtons

lawmakers have been supportive of educational opportunity for these students, granting

Dreamers in-state tuition rates and access to state financial aid in recent years. Since community

colleges enroll more Dreamer students than other higher education institutions (Valenzuela, W.

Perez, I. Perez, Montiel, & Chapparo, 2015), community colleges like SCC must advocate for

the state funding they need to properly support these students.

Ms. Young cited dedicating Dreamer-serving student affairs professionals as SCCs

number one challenge in effectively meeting these students needs. She said it would be really

wonderful if the Multicultural Services Office could have a staff person who is trained to work

specifically with Dreamers, as well as someone in the advising center and the financial aid office.

So we echo her wishes and recommend SCC make the necessary shifts in job descriptions

and/or create the new positions to put these Dreamer student services professionals in place.

Partner With Other Organizations and Institutions in the Area

Our third recommendation for SCC to improve its services to Dreamer students is to

increase and strengthen their partnerships with relevant external organizations and institutions.

Specifically, SCC should partner with Latino immigrant advocacy organizations, with local high

schools, and with local 4-year state universities.

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Writing about educational access for Dreamer students in a Washington State Board of

Community and Technical Colleges research report, Contreras notes:

The youth of Washington State have experienced an increase in political mobilization

around this issue, with the development of the Washington State Dream Coalition, among
other student groups on college campuses, holding informational conferences and
workshops on this issue to educate prospective college students and their families. (2013,
p. 39)

With such momentum and organization already in place in the community, it makes sense

for the community colleges to collaborate with these organizations in their outreach efforts to

reach Dreamer students. Gonzales & Ruiz noted a troubling lack of information about college

options for Dreamers in the Washington high schools they studied (2014), so it is imperative that

community colleges work with the high school counselors to bring these workshops and

informational resources into that setting, where prospective college students will be most likely

to connect with them. Tina Young spoke about a collaborative WASFA Workshop that SCC

hosted, which she described as a success SCC was very proud of. This is a promising start, and a

good example of how community organizations can help the college connect more effectively

with the people in its community.

We know that 61% of Washingtons Latino students in higher education are enrolled in

community colleges, and we also know that Latino students who start at a community college

transfer to four-year universities at lower rates (Contreras, 2013), so we see a need for stronger

partnerships between the community colleges and the four-year universities to improve transfer

rates. Dreamer students at SCC would be especially well-served, for example, if SCCs financial

aid counselors could help them create a financial plan which utilizes all their available state aid

for both the completion of an Associates degree as well as completion of a Bachelors degree at

the University of Washington (UW). Academic advisors at SCC also should be able to
SEATTLE CENTRAL COLLEGE GROUP 24

knowledgeably guide students toward classes that will transfer and count toward an eventual

Bachelors degree, knowledge which requires good communication with advising staff at local 4-

year schools. Because UW is the nearest 4-year state university to SCC, and because they are

well-resourced for diversity outreach efforts, it makes sense for SCC to reach out and work with

them to ensure that Dreamer students at SCC are well-informed about what options and what

support they would have at UW as transfer students. Tina Young spoke optimistically about

SCCs new president, Sheila Edwards-Lange, and how she might direct more resources toward

services for Dreamer students at SCC. Strengthening SCCs partnership with UWs Office of

Minority Affairs and Diversity would seem to be a priority she would support, and it is one that

could vastly improve educational equity for SCCs Dreamer students.

SEATTLE CENTRAL COLLEGE GROUP 25

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Appendix A: On Site Observations

Name Date/Time of Area(s)/Event(s) Observed
Observation

Elizabeth April 15, 2016; 1:15- Veterans Lounge, Financial Aid Office area
Weaver 2:15pm

Rosie Sabaric April 14, 2016 12:00- Library/Tutoring Center, Enrollment Services,
1:00pm Student Activities

Lindsey April 11, 2016 12:45- Office of Multicultural Services, Cafeteria

Friessnig 1:45pm

Kirk Heynen April 13, 2016 Broadway-Edison Building

8:00-9:00 p.m. Mitchell Activities Center
SEATTLE CENTRAL COLLEGE GROUP 31

Appendix B: Interviews
Interviewer Date/Time Interviewee Interviewee Current Position Stakeholder
Name of Interview Name Name Group
(Actual) (Pseudonym)

Lindsey May 4th, Antonio Diaz Did not chose Veterans Affairs Administrator
2016 at to list one Program
10:00 am Coordinator

Rosie May 9th, Tina Young Bamboo Interim Chief Senior

2016 at Diversity & Administrator
10:00 am Director for
Diversity, Equity,
and Inclusion