Social Justice Collaboration in Schools: A Model for Working with Undocumented Latino Students

Abstract

Undocumented Latino students raise unique challenges for school counselors and student affairs professionals. Fears of deportation, limited access to higher education, and restrictions in future opportunities for employment are common. These obstacles can be lessened in the academic setting when school counselors and student affairs professionals work collaboratively toward systemic social justice advocacy. The purpose of this article is to illuminate the challenges encountered by undocumented Latino students and to introduce an ecological model that promotes social action within a K-16 system. Reflections on individual and collaborative social action interventions for undocumented students will be included. Implementation of this model may generate insights into how to educate professionals in both school counseling and student affairs on realistic and empowering methods to facilitate opportunities for undocumented Latino students.