1. The AAU and thirty-six other higher education associations composed a letter the Department of Homeland Security (DHS) that asked for a faster review and processing of DACA renewal applications as the current process has become “inequitable and unproductive” (Mitchel, 2018). The letter also offered an opportunity for the associations to meet with the DHS to discuss these issues openly (Mitchel, 2018). 

 

2. Mary Sue Coleman who is the AAU president wrote a letter to the DHS to ask for the AAU’s reestablishment into the Homeland Security Academic Advisory Council. It is her hope that be being reinstated into the HSAAC, AAU can continue its efforts in pushing for the conversation concerning “the accrual of unlawful presence and increases to student visa fees” (Coleman, 2018).

There is research to support that students from underrepresented minorities require a different forms of assistance compared to their white peers. Many researchers are pushing for a shift for initiatives that specifically support minority populations (Saenz & Ponjuan, 2016). Other research seems to believe that institutions should take into consideration the different stresses minority students encounter because of their different life experiences compared to their white and Asian peers (Johnson, Wasserman, Yildirim, Yonai, 2014). Further, political climate has also made it difficult for DREAMers and other immigrant students for gaining access to higher education (Mitchel, 2018). In short, the research suggests a rehaul of the college environment to grow with the diverse populations that are now enrolling at higher education institutions. However, to even fund these programs various institutions who primarily serve these populations are experiencing budget restrictions (Nellum & Valle, 2018). 

As the populations of minority students continue to graduate high school at higher rates and the importance of the college degree grows as well, we are obligated as educators to ensure that minority students receive the opportunity for educational equality. Until policies change, I seek to inform myself as much as I can on the issues surrounding the effect populations. In doing so, I hope to become qualified enough to guide future generations of underrepresented students out of the vicious cycles that have prevented educational equality for all. 

Johnson, D. R., Wasserman, T. H., Yildirim, N., & Yonai, B. A. (2013). Examining the Effects of Stress and Campus Climate on the Persistence of Students of Color and White Students: An Application of Bean and Eaton’s Psychological Model of Retention. Research in Higher Education,55(1), 75-100. doi:10.1007/s11162-013-9304-9

Loschert, K. (2018). Gains in High School Graduation Rates Mask Persistent Gaps in Postsecondary Education Enrollment for Students of Color. Retrieved from https://all4ed.org/gains-in-high-school-graduation-rates-mask-persistent-gaps-in-postsecondary-education-enrollment-for-students-of-color/

Mitchel, T. (2018). Higher Education Associations Call for Timely DACA Renewals [Letter written April 13, 2018 to Kirstjen M. Nielsen]. Retrieved from https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Immigration/Letter-to-DHS-on-Timely-DACA-Processing.pdf

Nellum, C., & Valle, K. (2015). Government Investment in Public Hispanic-Serving Institutions. American Council on Education. Retrieved from https://www.acenet.edu/news-room/Documents/Government-Investment-in-Public-Hispanic-Serving-Institutions.pdf.

Quintana, C. (2018). How U. of Michigan Appealed to Low-Income Students With a Colorful Invitation — and a Promise of Aid. Retrieved from https://www.chronicle.com/article/How-U-of-Michigan-Appealed-to/245294?cid=wcontentgrid_20_1

Saenz, V., & Ponjuan, L. (2016). The Texas Education Consortium for Male Students of Color: Cross-Sector Collaboration as a Model for Improving Educational Outcomes. American Council on Education. Retrieved from https://www.acenet.edu/news-room/Documents/Texas-Education-Consortium-for-Male-Students-of-Color.pdf.