This pilot study uses a mixed-method convergent design to explore what formal policy and informal practices exist at Hispanic-serving institutions (HSIs) and emerging Hispanic-serving institutions (eHSIs) in states with restrictive, ambiguous, or no undocumented student legislation. These policies and practices can be used to increase equity access in a biased political environment. Data was collected in two phases. Student-facing staff and administration at HSIs and eHSIs in states with restrictive/ambiguous or no policies completed a mixed-methods survey. Individuals could then choose to participate in a semi-structured interview. Initial results reveal that formal policies are limited to clarifying federal or state legislation. In contrast, informal practices provide ways to provide information and support, professional development, or ways to manage student disclosure of status. Of special interest are “don’t ask, don’t tell” practices that exist when a student’s status is disclosed and the number of respondents who believe no undocumented students are enrolled at their institution. Recommendations include policy and professional development considerations.
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