Notice that three of them are from ucla. I would like to remind those of you at nyu that these three people used to be at nyu, and i think their presence here today is a symbol of the fact that once you are at nyu, you never really leave. It is just like a magnet coming back. We would like to congratulate them on their new roles and especially on this study. I should also say to remind you at nyu, we are now the Global Network university. So in a sense, think of ucla sort of like nyu west. As we congratulate you, we are also proud of your competence. The way we are going to proceed this morning is, im going to introduce all of our speakers and they will follow each other without further introduction. Our first speaker will be are still as torres arose go. The other comment i want to to make, because we have very distinguished speakers, for those of you not in academia is important for you to know that when someone is a high level besser professor, they have this other name they start to use. Some of our speakers have multiple names. But the name that is not their own name as the name of the person who gave a large gift to endow their position. We start again. Marcello juarez orozco is at ucla. Before joining ucla he served as a professor at new york university. He is coauthor of the awardwinning book reporting the results of his landmark study learning in a new land. He focuses on empirical problems in the areas of social psychology and anthropology, with the study in mass migration globalization, and education. Following him will be robert who is a professor of social science and education, and the morgan and helen xu holder of the endowment. We also think of him as robert. Since 2004, he has concurrently served as the senior faculty fellow at the Steinhardt Institute for Higher Education policy at nyu or he was associate presser where he was associate professor. He focused on race and the stratification of college opportunity. Following robert will be corolla suarez orozco. She is at the graduate school of education at ucla. Prior, she served as professor of globalization at new york university. She is coauthor of the book and she is editor of the journal of adolescent research. Her research focuses on mass migration, globalization, and education within your readers of cultural psychology and psychological anthropology. Now it is a special welcome to steve troy steve choi, who is bringing the voices of Network Community organizations focused on immigration in new york city. He is the executive director of the new York Education coalition , a coalition of nearly 200 members representing new yorks immigrant communities. From 2009 two 2013, he was executive director of the min kwon section for community action, which educates korean and asianamerican Community Members in new york. Prior to that, he was a staff attorney and founding director of the korean workmans project. At the Asian AmericanLegal Defense and education fund, the only project on the east coast committed to providing Legal Services to lowwage korean immigrants. Janet perez is a College Student and undocumented activist in the immigrant community. She was born in play low mexico but raised in the bronx. The bronx, new york. Janet is currently attending Lehman College at the City University and pursuing a double major in political silence science and computer imaging. She is the leader of an undocumented Youth Organization fighting for the community, and court of its mentoring program. Hiro yushikawa, the Courtney Ross professor of education at nyu and a University Professor at nyu. He is a community and developmental psychologist who studies the events and Poverty Reduction on childrens development. He conducts research in the United States, and low and middle income countries. He served also as harvards academic dean. I hope you will give our speakers a warm welcome, and marcelo will speak to report on his study. [applause] marcelo think you so much. Thank you so much. Thank you for your warm introduction. Buenos dias, it is wonderful being back at nyu, the ucla of the east. [laughter] marcelo we love nyu and miss it so much we are going to keep taking pieces of nyu back to the best coast. Thank you, and that is the kind of introduction that my father would have liked and my mother would have believed. Im really delighted to be back at nyu many of the ideas and the architecture of this, and so many other Research Initiatives we have undertaken in the field of immigration have their roots here at steinhardt, and at nyu or more broadly, i am delighted to have this opportunity to come back to steinhardt and the institute to report on our work. During the last decade of the 20th century, and the beginning of the 21st century, the undocumented immigrant population of the United States grew substantially from 3. 5 million in 1990 280peak of 12. 2 million in 2007 as the Great Recession began. It has been stable now for several years at about 11. 2 million, according to the most recent estimates by our colleagues at the pew research center. One inevitable result of having a large undocumented population over a long. Of time over a long period of time is a growing number of mixed status families. While some are citizens by birth, some authorized by law many are unauthorized, and all come in many, many families, live in a kind of increasingly intolerable limbo. After five decades of mass migration, the foreignborn population of our country includes millions of individuals who have been living in the United States for a long time, and have wellsettled households, steady employment, and deep community ties. This certainly applies to the undocumented migrant population which also has become more permanent and much more settled than in private or than in prior ways of mass migration. Close to one quarter of the population are unauthorized workers in our midst, worshipers in our churches, and also parents of american children. In a population of 11. 2 million unauthorized migrants, or than 4 million are adults with u. S. Citizen children, and as of 2012, those parents have been living in the United States for 15 years, on average. According to the most recent data by pew. As our country continues its long, now interminable pause young people brought here as children without papers, perhaps 1. 5 million or so are graduating from high school in growing numbers and attempting to go on with their lives. Hundreds of thousands of undocumented College Students are struggling to find their way in Higher Education. We recently surveyed 909 undocumented undergraduates across 34 states that immigrated to america from 55 Different Countries. They attend an array of fouryear public and private colleges that range in selectivity. The first and largest study of its kind exclusively focused on youth emerging adults in colleges. The study presents a number of findings. The new congress, scholars, activists, concerned citizens and like, and above all Community Members should be wise to ponder. Undocumented students encompass a range of immigration history language background, and religion. They are black, their white they are brown, they are asian and pacific islander. They occupied positions across the full spectrum of socioeconomic status. For them, like for many, many other young people in college today, college is a real challenge. The students are studying and working hard, and they long to be long. Two bwe to belong. 80 are First College graduates. They have limited guides to navigate through college especially in the shadows of the law. Their major of choice by far stem science, technology engineering, and mathematics which constituted 28. 5 of the reported majors. And clearly, our fields were capable and a productive workforce. It is most needed in the globalized the First Century that has given birth globalized 21st century that has given birth to the globalized network. Students live in a kind of, as of now permanent limbo. Feeling invisible overwhelmed and stressed. Data paints a new and alarming picture of what undocumented College Students live in their days. With 61. 3 percent of undocumented students coming from families living on an annual house come Household Income of 30,000 a year, 70. 4 are working while attending college, taxing heavily their ability to succeed academically. More than half 56. 7 of the students report being extremely concerned about paying for their college education. Among the students who are reporting stopping their studies temporarily, 74 of them indicated Financial Difficulties as the primary cause for their stomping out. 72 worked and reported complications from juggling long hours at work, physical commutes , and their studies. As such, many felt left out of campus life. In the 21st century globalization is the macro context for mass migration. The family is todays meso context. Immigration is above all, an ethical act of and for the family. One family starts the migration cycle and another family now reconstituted psycho socially, completes the cycle over time and across generations. It starts with one family. At the end of the process, it is a very, very different family. Family separations and longdistance family systems are normative in the 21st century american immigration. The more this topic, the more dysfunctional, the more just topic, the more dysfunctional it becomes the more separate and complicated reunifications are the Emotional Center of immigration in the 21st century. In our sample, 22 of our participants do not live with parents in the United States. 93 have at least one undocumented parent. 13 6 of them have experienced the deportation of one or both parents, and 56 of them have undocumented siblings. 3 of them have experienced the deportation of a sibling. For them, family separations deportations, and a transnationalism of the heart defines family life. For many, the fundamental psychosocial consequence of our just topic immigration system dystopic immigration system is a life akin to surviving and the guilt attached to remaining in our country when so many love ones live in fear or have experienced deportation. I am going to now invite robert to share the findings and some of the policy perspectives, and reminded us, policy is fundamental to the egos of how institutions ethos of how institutions work, do not work and how they need to be transformed. Thank you. [ [applause] prof. Teranishi good morning. It is great to be here. When i was walking here this morning, i said i think this is the earliest i have an on campus. Nyu is not a morning campus, and neither is the village. I want to begin by thanking you for hosting this important event. I want to acknowledge the steinhardt institution for educational policy. I think that there is a need for deeper different deep or discourse and debate about our education policy. You do an important job in fostering that type of Public Discourse about the importance of Higher Education policy when it comes to things like college portability, axis and equity in Higher Education, how we will train the next generation of leaders and our work force in society. For those reasons, i appreciate the opportunity to stay engaged. I want to thank our esteemed panel for joining us. To talk about of this report. I will focus my comments on the policy issues that emerged from the study. I begin by picking up on marcelos overview of our sample. It points to a few important points about what the demography of undocumented students reveals in terms of the policy concept. No college or university should assume that these issues are not relevant to their campus communities. The higher ed Community Needs to look the on stereotypes and look beyond stereotypes and false assumptions that often drive the treatment of the student population. This issue of undocumented status and access to Higher Education is not just an issue that needs education or is relevant to federal policy. We often think about things like the federal dream act and comprehensive Immigration Reform. As something that will solve the problems for the undocumented student population. While it is relevant, policy exists in multiple places. We have to think about the role of institutional policies, state policies, and its relation to federal policy. Without context, we wanted to explore how policies like dr. Daca are relevant to the experiences of undocumented students. Daca does nothing explicitly for College Students. This is more about indirect benefits. It is limitations. And where these opportunities to push the boundaries of what daca can do to expand access and opportunity in Higher Education. We found that a key benefit of daca was it afforded undocumented College Students with a work permit. As a result, recipients were more likely than nonrecipients to have in working. This resulted in greater financial wellbeing. Not only did additional income help offset the cost of college Daca Recipients said their jobs were more commensurate with their future career aspirations. We are also interested in the impact of daca on access to internships. Internship providers often have residency restrictions. This has been a barrier for undocumented College Students, who are trying to pursue particular career paths. We found that Daca Recipients were more than twice as likely to have an internship experience. Over the corners of the students with internships reported that their internships first i should explain what daca is. It is an executive action by president obama. The First Program was rolled out in 2012. It is deferred action for children deferred action for childhood arrivals. It gave temporary status that afforded undocumented youth with access to work permits and relief from deportation. So, three quarters of students with internships reported that the experiences divided skills that prepare them for work. This is important, because a number of students reported that internships were a prerequisite for careers in their fields of study. We also found that more than half of students with internships received compensation. This is important for a population facing a number of areas when it comes to college affordability. A large proportion of responders reported being commuter students. 75 . This may transportation and housing important issues when it comes to their ability to succeed academically. We found that students with daca were more likely to have drivers licenses. Shorter commute times. They spent more time on campus. And daca enable students to get access to stable housing. This is important for students in terms of not just their ability to focus and concentrate on studies, but also, we talk about issues of safety and security. The data also revealed the greater sense of optimism for life after college among Daca Recipients. One indicator was a higher proportion of Daca Recipients aspiring towards an advanced degree. It is important to also acknowledge the negative consequences of the provisional nature of daca. Again, daca is temporary relief. It is not a passport or citizenship or residency. So we have openended questions. Carola will talk more about this, but students talk about being cautiously optimistic about their futures and not being fully able to realize their aspirations. With all of these positive findings, it is important to talk about limitations. Barriers and challenges that continue to impede access to Higher Education. College affordability, for example, is a major barrier. It continues to impact undocumented students. They are dealing with ambiguous policies. A lack of information. And inconsistencies and how institutions confirm access to Financial Aid. While some states have inclusive tuition policies, others have explicit exclusionary policies. The biggest proportion of states is in the realm of on stipulated tuition policy. This issue of instate versus outofstate tuition is important. Average outofstate tuition is about double the typical instate tuition rates. Regardless of state tuition policies, there are also differences at the level of institutions. While the state can have on stipulated tuition policies or have her strip it tuition policies, institutions can have their own policies around access to state tuition. A lot of this is with regards to Public Institutions. Private also has their own way of dealing with undocumented students when it comes to admissions and access to Financial Aid. We have heard a number of instances where private institutions will treat undocumented students as International Students, for example. This presents a number of challenges for undocumented students. They are put in this position of determining who they should talk to to get information about access to information. Whether or not the information is accurate. You go to two or three different people in an institution and g