The Journal of College and University Student Housing - Volume 43, No. 3 - 100

Amanda N. Davidson * Henoc M. Preciado

Community Support
Higher education professionals can serve and
continue to demonstrate through advocacy
why it is important for them to continue their
persistence toward graduation (Gildersleeve et.
al., 2010). One way of contributing to the commitment of this community's active struggle
is by fostering what Duncan-Andrade (2009)
calls critical hope. This is achieved by acknowledging that this community of students face
experiences and realities that cannot be overcome simply by maintaining an idea that all
will work out. Professionals can provide realistic strategies and support that can prevent students from fostering enemies of hope, such as
hokey hope, mythical hope, and hope deferred
(Duncan-Andrade, 2009). Staff employed in
college and university housing should also be
transparent in any way possible to inform undocumented students about all of their responsibilities and rights on-campus. As college
students, undocumented students would
benefit by being better equipped with information that will allow them to make their own
decisions about matters that will impact their
success on campus. Providing as much information, in the most transparent way at the
onset of any process undocumented students
encounter in their pursuit to live on campus,
will help relieve students from having to ask
specific questions or disclose their status.
For example, making it clear and explicit that
undocumented students could apply for the
resident advisor position during information
sessions can make students feel safer and welcomed to applying for the position.
Undocumented students require specific
information and emotional resources relating
to their legal status, and they typically receive
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this support through networks of the undocumented peer community rather than from
higher education faculty, staff, and administrators (Enriquez, 2011). It is a recommendation
that housing staff reach out to these students
to build a community of support so students
are able to utilize the knowledge and institutional resources these staff possess. Another
recommendation is to provide specific theme
community housing options for undocumented students and/or clubs and organizations
that can be a space for students to gain peer
support. When designed well (attention to
safety and security), these communities can
provide emotional support and can foster the
exchange of campus resources within the undocumented community.
Providing such a space would make it
known to undocumented students that the
college or university has taken a public stance
in support of the success of their community. This would also provide a space for undocumented students to learn, engage, and
support one another. Additionally, working
with campus resources or offices that support
these students can create networks/webs of
individuals that undocumented students may
intentionally seek out. As an example, California State University, Fullerton, has created the
Titan Dreamers Resource Center. According to
its website, this center is "designed to provide
undocumented students with academic and
emotional support, referrals to financial assistance, information on programs and services
designed to improve retention and graduation
rates, and a comforting environment where
students can connect with one another"
(California State University, Fullerton, Titan
Dreamers Resource Center, 2016). Similar

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

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