Research Guides
Research Guides
Brandon Rodriguez, Vicky Fuentes, & Juanita Navas
Date: 4/3/25
Interviewer(s): Vanessa Lopez, April Kusnier
On April 3rd, we interviewed members of Drew University’s ARIEL Club—Brandon Rodriguez, Vicky Fuentes, and Juanita Navas—who shared insights on how their Latinx cultural society engages with immigration issues. While ARIEL was originally founded to celebrate and preserve Latinx culture through food, music, and community events, members acknowledged that immigration has become a more recent and important topic in their conversations. They described a workshop the club hosted to educate students about their rights if approached by ICE, distributing “red cards” and reviewing legal protections under U.S. constitutional amendments.
The emotional toll of immigration policies on students and their families was also discussed, particularly concerns about undocumented status, international student struggles, and the fear of ICE—especially for students like Juanita, who is here on a student visa. They noted that Drew, while small and not a direct target of immigration enforcement, can still feel isolating for immigrant students due to legal, financial, and social barriers. INTO students, for instance, face language challenges and often struggle to integrate due to cultural gaps and lack of structured support.
The club pointed out the limited visibility and awareness around DACA and undocumented students on campus, despite Drew’s claims of support, and called for more transparency and communication. Additionally, they highlighted the need for better cultural orientation and protection of student voices, especially in politically tense times.
ARIEL hopes to foster solidarity and educate others about the unique but shared experiences within the Latinx immigrant community, emphasizing the economic and social contributions of immigrants. They also mentioned that BRAVA, the outside cleaning company used by Drew, offers some immigration legal pathways to its workers—an example of support happening outside of the university itself
Date: 3/25/25
Interviewer(s): Ann Marie De Jesus, Priscilla Quinteros
Dr. Esteban Loustaunau, a professor at Assumption University specializing in Spanish and Latin American literature and history, shared his extensive experiences working with undocumented students and how he integrates their realities into the classroom. Though he has not received formal training on how to support undocumented students, he expressed openness to it and a strong personal commitment to creating a supportive, humanizing learning environment.
Dr. Loustaunau noted that universities often don’t disclose students' undocumented status, making it hard for professors to know who they are serving. However, when students do share their status, he responds with empathy and encourages them to reflect, gather information, and make empowered decisions based on their circumstances. One example involved advising a student seeking asylum not to travel abroad during a study abroad program due to legal risk, highlighting his commitment to student safety.
He uses literature, film, and testimonies, like Solito by Javier Zamora and the documentary abUSed—to center the stories of undocumented individuals in his courses. He believes these works validate students’ experiences and help build solidarity and empathy among all students. He emphasizes the importance of community and the shared humanity of undocumented people, drawing on his own background and professional work with immigrant youth and refugees.
Dr. Loustaunau also discussed broader systemic challenges: the mental health impact of fear and trauma, the harmful pressure to assimilate, and the silencing effects of misinformation and stigma. He has worked on community-based projects like photo exhibits with refugee minors, helping them express their stories through visual media. This work underlines his belief that undocumented students, especially minors, need to be reminded of their worth and that their voices matter.
He also reflected on his own experiences with discrimination and the importance of language and cultural pride, sharing how he uses Spanish with custodial and food service workers to build a sense of belonging and respect.
He believes that professors and staff must be intentional in building trust and being present for undocumented students, not by prying, but by making it clear that their well-being matters. Universities should focus not only on grades but on the whole person, providing safe spaces and fostering students’ self-worth and potential.
Date: 3/21/25
Interviewer: Eliot Vishnevsky
Carolina Curbelo, a highly experienced immigration and real estate lawyer and founder of the Curbelo Firm, shared her insights on the challenges undocumented students face in the U.S. educational system. She emphasized the lack of institutional support and the damaging stigma surrounding undocumented students, which significantly affects their mental health and academic success. Many of these students have endured trauma during their journey to the U.S., such as being smuggled or losing family members, leading to serious mental health issues like hypertension and hyper-anxiety.
Curbelo noted that the ambiguity in defining "undocumented students" allows federal policies, such as the potential revocation of DACA, to be weaponized against them, increasing their risk of deportation. She also discussed how immigration lawyers are often untrained in addressing the educational needs of undocumented students and are emotionally impacted by their clients’ suffering, so much so that many left the profession during Trump’s first term.
To safeguard undocumented students, she recommended practical steps Drew University could take, including offering “Know Your Rights” sessions and promoting the ACLU's app that educates individuals on their legal rights in case of arrest. Curbelo also pointed out that opponents of supporting undocumented students focus solely on the legality of their presence, ignoring their humanity and educational potential
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