The Journal of College and University Student Housing - Volume 43, No. 3 - 94

Amanda N. Davidson * Henoc M. Preciado

obstacles (Abrego, 2006; Contreras, 2009;
Gonzales, 2011; Gonzales & Terriquez, 2013;
Pérez et al., 2010; Perez Huber & Malagon,
2006). Although the majority of these students stop their educational trajectory upon
graduating from high school, about 13,000 undocumented students continue their education
by enrolling at colleges and universities every
year (Protopsaltis, 2005). Many of the college
and university processes, such as application,
selection, enrollment, and graduation, present
undocumented students with a number of
barriers (Abrego, 2006; Contreras, 2009;
Pérez et. al., 2010; Perez Huber & Malagon,
2006). Although undocumented students
face unique barriers, they each share similar
experiences in the pursuit of a higher education (Abrego, 2006; Contreras, 2009).
Over the past few years, the amount of research on the experiences of undocumented
college students has been on the rise (e.g., Educators for Fair Consideration, 2016; Gonzalez,
Terriquez, & Ruszczyk, 2014; In the Shadows
of the Ivory Tower, 2016). This increased attention can be attributed to undocumented
students' greater access to a college education,
due to the systemic changes in college and
university policies, state and federal policies,
state-based financial aid policies, and presidential executive actions to enhance access for
these students (Deferred Action for Childhood
Arrivals, 2014; Gonzales & Terriquez, 2013;
Hooker, McHugh, & Mathay, 2015; National
Conference of State Legislatures, 2016; Passel
& Lopez, 2012; U.S. Citizenship and Immigration Services, 2016; U.S. Department of
Homeland Security, 2012). Albeit more accessible, persisting to college graduation remains
a difficult path for undocumented students, re-

quiring specific support from the institutions
they attend.
Once on campus, higher education professionals have a responsibility to serve and
support all students in their academic and
social needs, including students who are undocumented (Gildersleeve, R.E., Rumann, C.,
& Mondragon, R., 2010). Undocumented students' social contexts are substantially intertwined with legal contexts and can be shaped
differently than their peers (Gildersleeve et.
al., 2010). Thus, supporting students who are
undocumented requires competence in legal
factors that directly impact social aspects of
their identities and translating these experiences to the collegiate environment. College
and university personnel can positively impact
the academic and social lives of undocumented students by understanding and addressing
these needs.
This article is meant to inform professionals in college and university housing about the
challenges faced by undocumented students
enrolled in higher education institutions. Research on the experiences of undocumented students living in college and university housing
is scant. There is a need to increase this body
of knowledge to educate professionals directly
involved in this functional area. This article
draws from current literature around challenges undocumented students face, and explores
the ways by which living in housing impacts
their connection to campus. The intent is such
that from this knowledge base, higher education professionals can begin to audit processes
that shape the experiences of undocumented
students living in campus housing, and then
mitigate or completely remove the barriers
these students face to provide access to equi-

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 43, No. 3

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