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Overcoming Barriers: Enhancing Practitioner Skills for Undocumented Students

Overcoming Barriers: Enhancing Practitioner Skills for Undocumented Students

Introduction

In the field of speech-language pathology, practitioners are often tasked with supporting diverse populations, including undocumented students who face unique challenges in educational settings. The research article "Dreams Delayed: Barriers to Degree Completion among Undocumented Community College Students" by Veronica Terriquez offers valuable insights that can inform practitioners in enhancing their skills to better support these students. By understanding the barriers faced by undocumented students, practitioners can develop strategies to help mitigate these challenges and improve educational outcomes.

Understanding the Challenges

According to Terriquez's research, undocumented students face significant barriers that impact their ability to maintain continuous enrollment in community colleges. These barriers include financial hardships, sub-standard employment options, and excessive stress due to their precarious legal status. The study highlights that undocumented students are more likely to "stop out" or temporarily withdraw from college, which negatively affects their chances of degree completion.

Data-Driven Insights

The study employs a mixed-methods approach, utilizing survey data and semi-structured interviews to explore the non-continuous enrollment patterns of undocumented students. Logistic regression analysis reveals that undocumented students have disproportionately high rates of stopping out compared to their peers. This data-driven insight underscores the importance of addressing the unique challenges faced by this population to improve their educational outcomes.

Strategies for Practitioners

Practitioners can leverage the findings from this study to enhance their support for undocumented students. Here are some strategies to consider:

Encouraging Further Research

While Terriquez's study provides valuable insights, there is a need for further research to explore the long-term impacts of legal status on educational outcomes. Practitioners are encouraged to engage in research initiatives that examine the effectiveness of interventions designed to support undocumented students. By contributing to the body of knowledge, practitioners can help shape policies and practices that promote equity and access to education for all students.

Conclusion

Undocumented students face numerous barriers that hinder their educational success. By understanding these challenges and implementing data-driven strategies, practitioners can play a crucial role in supporting these students and improving their educational outcomes. To read the original research paper, please follow this link: Dreams Delayed: Barriers to Degree Completion among Undocumented Community College Students.


Citation: Terriquez, V. (2014). Dreams Delayed: Barriers to Degree Completion among Undocumented Community College Students. Journal of Ethnic and Migration Studies, 41(8), 1302-1323. https://doi.org/10.1080/1369183X.2014.968534
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

Apply Today

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Apply Today

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in online therapy apply today!

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