Running head: STRUCTURED ABSTRACT #5 1

Structured Abstract #5

Fernando Villalpando

June 17, 2017

California State University, San Bernardino

EDUC 790
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Structured Abstract #5

Background

In this article, Surez-Orozco, Katsiaficas, Birchall, Alcantar, Hernndez, Garca,

Michikyan, Cerda & Teranishi (2015) investigate the experiences of undocumented

undergraduate students and attempt to find ways to improve their experiences nationwide.

Purpose

The purpose of this study is to fill the gaps in previous studies about the experiences of

undocumented students. There have been many other studies that are based on individual

campuses or a small group. Also, the previous literature has been mainly a qualitative research

base. Surez-Orozco et. al., (2015) attempt to accomplish this via a national survey of a diverse

sample of undocumented students who attend an array of campuses across the United States (p.

428).

Setting

The study was conducted via surveys. The researchers contacted different advisory

boards on issues of undocumented students. After meeting with them and IRB, the survey was

advertised on social media with a link to a Qualtrics survey (Surez-Orozco et. al., 2015).

Subjects

In order to be eligible for the survey the participants had to be born outside the United

States and self-identify as undocumented. It focused on participants between the ages of 18 and

30 who were at the time of the survey enrolled in a public or private 2- or 4-year university, and

did not include graduate students. The total of survey received from the nationwide campaign

was 909 valid. The age range has a mean of 21.4. Of the total valid surveys, 54% were from

female students. Thirty-three languages were reported spoken by the participants with the
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majority being Spanish, as well as the majority of the participants (88.7%) being Latino/a

(Surez-Orozco et. al., 2015).

Intervention

The survey represented 264 higher education institutions, including 121 community

colleges, 98 4-year public universities, and 45 private 4-year universities. The breakdown of the

locations of the different colleges represented the different regions of origin of the

undocumented students (Surez-Orozco et. al., 2015).

Research Design

Surez-Orozco et. al., (2015) utilized a mixed-methods approach to complete this study.

The study utilized an ecological approach anchored in a Bronfenbrennerian perspective to see the

interrelations within this student population (Surez-Orozco et. al., 2015).

Data Collection and Analysis

The data collected from the surveys was analyzed in order to gather qualitative and

quantitative results. The 1st and 2nd questions were intended to provide quantitative results.

These results were analyzed using SPSS with ANOVA to see the differences between campuses,

and chi-square for categorical variables (Surez-Orozco et. al., 2015). The 3rd question of the

survey was an open-ended question asking for their recommendations for the benefit of future

undocumented students. An inductive thematic analysis was done with the recommendations

and themes were coded (Surez-Orozco et. al., 2015).

Findings

Surez-Orozco et. al. (2015) where able to find important factors that affect all

undocumented students, but also their great level of resilience to keep moving forward. Some of

the areas of concern found were: family characteristics, time constraints, deportation concerns,
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anxiety, college affordability, and discrimination. While some areas of strength were: academic

resilience, civic engagement, undocufriendly campus reputation, safe spaces, peer support, and

institutional agent support. Some of the recommendations given by the students in the surveys

were: to understand the students and educate the staff, provide help, and public endorsement.

Conclusion

Surez-Orozco et. al. (2015) were able to present results that prove that undocumented

students face many different challenges, but continue to demonstrate their resiliency to continue

moving forward. Through this mixed-methods study, the qualitative results from previous

studies gained more validation with the quantitative results from the array of campuses across the

United States. This study makes even more valid what other researchers have reported.
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Reference

Surez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C., Hernndez, E., Garca, Y.,

Michikyan, M., Cerda, J., & Teranishi, R. (2015). Undocumented Undergraduates on

College Campuses: Understanding Their Challenges and Assets and What It Takes to

Make an Undocufriendly Campus. Harvard Educational Review, (85)3, 427-463.