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Elizabeth Jach

Assistant Professor, SUNY at Albany
Chapter Member: New York City SSN
Areas of Expertise:

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About Elizabeth

Jach’s research examines factors facilitating better outcomes in higher education for its various constituents, including undergraduates, undocumented students, and postdoctoral scholars. Jach has been awarded a 2023-24 Richard P. Nathan Public Policy Fellow with the Rockefeller Institute of Government.

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Contributions

Change Is Overdue in Collegiate Women’s Running

Commentary,

Publications

"Evaluating the Effectiveness of UndocuAlly Trainings: A Case Example in the State of New York" (with Cynthia N. Carvajal). New Directions for Higher Education, Special Issue: Equitable and Humanizing Research, Policy, and Practice with and for Undocumented Collegians in the United States (2023): 1-15.

Evaluated the effectiveness of UndocuAlly Trainings, which focus on supporting undocumented and immigrant students attending a higher education institution. Suggests that while the training was an effective tool for education, it also emphasizes the need for accountability of greater investment toward the success of all students regardless of immigration status.

"How Postdocs Identifying as White U.S. Citizens Can Support Undocumented Students" (with Kalpana Gupta). Journal Committed to Social Change on Race and Ethnicity 9, no. 1 (2023): 155-184.

Conducted interviews with White postdoctoral scholars to evaluate their attitudes toward undocumented students. 

"Defining Applied Learning and Related Student Outcomes in Higher Education" (with Teniell L. Trolian). Applied Learning in Higher Education: Curricular and Co‐Curricular Experiences that Improve Student Learning (2019): 7-11.

Defines applied learning and considers related student outcomes.

"Understanding Views on Undocumented Students’ Access to Higher Education: A Critical Review and Call for Action" Journal of Critical Scholarship on Higher Education and Student Affairs 5, no. 1 (2019).

Examines previous literature on opinions of undocumented immigrants in the United States as well as undocumented students’ access to higher education through a consideration of the context of the current political climate, and interrogates going beyond raising consciousness towards taking action, as invoked by Freire’s (2000) liberatory praxis and postcolonial feminism.