Fear, Cuts, and the Fight to Keep Students First
CSUF President Ronald Rochon navigates challenging times for higher ed
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When a rumor spread across California State University, Fullerton (CSUF), in spring 2025 that Immigration and Customs Enforcement (ICE) agents had been spotted on campus, many students with immigrant backgrounds panicked. Some skipped class. Others called home to warn family members. A few reached out in fear to professors, unsure what to believe or what to do. The rumor turned out to be false, but the anxiety it unleashed was real, especially at a university with a significant number of immigrants, including undocumented students, staff, and faculty.
Like administrators at other colleges and universities around the country, leaders at CSUF have been working to understand and navigate the wave of federal immigration policies instituted since President Donald Trump returned to office. Events have moved quicky. In January 2025, the US Department of Homeland Security revoked a policy, in place since 2011, that limited ICE actions in “sensitive locations” such as schools and churches. This means ICE can now operate on college campuses, although agents need a signed judicial warrant to enter nonpublic areas such as dorms. The administration has also executed a wave of student deportations by revoking thousands of F-1 and J-1 visas—close to 1,800 in April alone, with more than 1,000 additional ones revoked by mid-May.
As CSUF contends with the implications of the Trump administration’s new immigration policies, it is simultaneously dealing with deepening financial challenges. The California State University system faces significant budget shortfalls driven by declining enrollment, rising costs, and uneven state support. At the federal level, policy shifts that place caps on some student loans and eliminate the Grad PLUS program, which helped graduate and professional students finance their education, have also raised concerns about keeping college affordable, especially for many low-income and first-generation students.
Ronald Rochon, now in his second year as CSUF’s president, describes this as a “moment of real reckoning.” For a campus community where many students are first generation, low income, or immigrants or children of immigrants, the risks of the current situation aren’t just a matter of policy; they are personal.
Rochon understands that firsthand. The son of working-class parents, he was the first in his family to graduate from college, earning his degree in animal sciences from Tuskegee University and subsequently earning a master’s degree in animal sciences and a doctorate in educational policy studies from the University of Illinois Urbana-Champaign. His educational journey continues to shape how he sees every student who walks through CSUF’s gates. He says that he knows what it feels like to be unsure of the path ahead, to need guidance, and to rely on a university not just for coursework but for a sense of belonging. As a result, he tries to root his leadership in empathy and a strong sense of responsibility, qualities possessed by the mentors who helped him succeed. He has pushed for expanded mental health resources, more flexible academic policies, and a strong student peer mentorship program.
Rochon is also attuned to the broader crisis unfolding across higher education. He has urged college and university leaders to speak publicly and collectively about the sector’s value in advancing equity, supporting democratic institutions, and preparing engaged citizens. He describes institutions like CSUF as civic engines that are central to both knowledge production and the public good.
In the following conversation with Liberal Education, Rochon reflects on the mounting pressures reshaping the higher education landscape and how institutional leaders can respond.
As a broader crisis continues to unfold in higher education, what are your main concerns for CSUF? As the institution’s president, what’s your approach and mindset in responding to these concerns?
My top priority is ensuring the physical and emotional safety of our students. I want every student to feel secure and supported so they can pursue their education without fear or disruption. Alongside that, the ongoing budget crisis weighs heavily on my mind, particularly the risk of losing federal funding and the challenge of sustaining the strong academic programs that define our institution.
My main approach is transparent communication. I often turn to this metaphor: “We all live in the same house.” Whether faculty, staff, or students, we share responsibility for keeping the lights on, the water running, and the community strong. That means everyone is pitching in, tightening belts, stewarding resources wisely, and staying in close dialogue about how we’re each rowing in the same direction. That shared effort is how we build resilience and preserve the health of our campus community.
What have your students expressed fears and anxieties about in recent months?
Detentions and deportations are urgent and deeply personal issues for many of our students. We have undocumented individuals within our campus community, and even when incidents occur off campus, the impact is felt here. Seeing images of detentions or deportations triggers real anxiety, especially for students who fear for the safety of their loved ones, whether in California or elsewhere in the country. Carrying that fear daily affects their ability to focus, feel safe, and fully engage in campus life.
Another major source of stress is financial insecurity. Many of our students are first-generation college goers. They’re eligible for aid, they’re working multiple jobs, and they’re doing everything they can to stay on track. The possibility of losing any part of that critical support causes tremendous worry, not only about staying in school but also about whether they can complete their degrees with manageable debt and enter the workforce with a fair shot at long-term success.
These are not theoretical concerns. They shape students’ lives and choices every single day. Addressing them requires not only empathy but also real policy attention and structural support.
How are you addressing concerns on your campus about deportations and detentions?
I’ve been very intentional about fostering a sense of calm and clarity within our campus community when it comes to such concerns. One of the key steps we’ve taken is providing clear, accessible guidance on what to do if someone is detained. We’ve distributed a publicly available protocol card that outlines best practices, including how to remain compliant, how to respond to questions, and how to connect with campus resources for support.
I’ve communicated this information directly and consistently, making it clear how our campus should respond if such a situation arises. Still, the level of fear is profound. I’ll be candid: There have been persistent rumors circulating within our community about immigration agents being present on campus. As of August 2025, however, we have had no confirmed presence of agents on campus grounds.
What tomorrow brings, I can’t predict, but I can assure our community that we have a plan. We are prepared, we are watching closely, and we are committed to standing with and protecting our students and colleagues.
What kinds of supports are you offering students to help them deal with this situation, including help for managing their fears?
Our faculty members have been proactive in supporting students. They’ve identified alternative instructional options such as online classes for students who may feel unsafe coming to campus, ensuring that academic progress can continue without compromising well-being.
We’ve also expanded access to counseling services and organized wellness fairs that bring in community partners to support our community’s mental health and emotional resilience. In addition, mentors and alumni have stepped up, offering meaningful connections that remind students that they are not alone.
Is CSUF collaborating with any local or national organizations to help students with immigrant backgrounds? If so, what’s the value of such partnerships?
Yes, we’ve been working to strengthen collaboration with both local and national organizations to support our immigrant students. The pandemic taught us not to work in isolation. There was no playbook in that crisis. We had to quickly learn how to lean on one another, share strategies, and build resilience together.
I’ve personally found tremendous value in connecting with leaders from other institutions. These conversations have been not only uplifting but also insightful. We’ve exchanged ideas about how to better support immigrant communities, including how to navigate legal uncertainty, protect student privacy, and expand access to services.
The value of these partnerships is clear: they offer fresh perspectives, build collective wisdom, and ensure we are not reinventing the wheel alone. By working together, we strengthen our capacity to serve students with empathy, strategy, and staying power.
Like other institutions, CSUF is facing funding cuts. Such shortfalls disproportionately affect first-generation and other underserved students. What can be done to ensure that those students continue to receive the level of financial support they need to succeed?
This is a serious challenge. Every student deserves the chance to succeed, regardless of their background or economic circumstances. Donors within our community have stepped up to support our students, especially those who are first generation or come from other underserved backgrounds. That’s helped us sustain critical scholarships and financial support in the face of looming cuts. We must continue to build strong donor relationships, advocate for public investment, and find innovative ways to close financial gaps.
What are other ways to support these student populations?
As a first-generation college graduate, I know firsthand how critical it is to have faculty and staff who provide mentorship and support. That kind of personal connection made a lasting difference in my own journey, and it’s just as essential for students today.
At CSUF, we’re gathering data from students to help us better tailor our support systems and address challenges as they emerge. We’re also trying to find more flexible ways to deliver education. That includes offering more online options, increasing evening course availability, and encouraging faculty to adjust office hours, including holding them virtually. These changes help students balance work, family, and academics without compromising their progress.
We’re also strengthening peer mentoring. Student mentors can not only share strategies that have worked for them but also help foster a sense of belonging and confidence.
Overall, what are the biggest challenges in this situation?
One of the greatest challenges we face is fear, plain and simple. Students are worried about whether they’ll complete their degrees, whether they’re meeting class requirements, and whether their financial aid, especially scholarships, will be reduced or revoked. That fear is real, and it affects how they engage with their education.
I’ve consistently urged my colleagues to approach this moment with heightened sensitivity, especially because so many of our students are first generation or transferring from two-year institutions. These students are navigating a major transition, and it’s our responsibility to ensure that they’re not only meeting expectations but doing so with a strong foundation of support.
The challenge is to create a campus environment where students feel seen, supported, and set up to succeed, despite the uncertainty. That takes commitment, coordination, and compassion across the board.
How should higher education as a sector respond to the unfolding crisis?
We must use our collective voice to reaffirm the purpose and promise of higher education, especially in times of threat. We need to speak clearly about the vital role US colleges and universities have played, not just in educating individuals but in shaping a more just and thoughtful society. That means emphasizing the value of citizenship, of civil discourse, and of fostering a diverse, multicultural democracy.
Our institutions are responsible for advancing knowledge; cultivating understanding across race, ethnicity, language, and history; and preparing students to think critically and engage constructively. At a time when fear and division threaten our campuses, we must actively work to combat hate, mistrust, and misinformation.
For me, these are not abstract goals; they are motivating imperatives. Higher education must stand as a defender of inclusion, curiosity, and intellectual rigor. We must teach students how to investigate, how to question, and how to build new knowledge. I want them to leave college more informed and also more empathetic and empowered to lead.
What’s your guidance for those in higher education who are feeling overwhelmed by the current situation?
My advice is to remember what we’ve already come through, what we’ve proved we can survive. The pandemic was deeply challenging for me because I witnessed profound human suffering. I saw death, displacement, and families lining up for food—scenes I never imagined I’d witness in my lifetime.
Living through that crisis also gave me a deeper sense of resilience and hope. It reminded me of the strength of the human spirit and the power of community. We learned that we could adapt, support one another, and persevere, even in the face of overwhelming odds.
When I look at the current moment in higher education, I see challenges, but I also see possibilities. We’ve come through adversity before by working together. We have to lean in to community, stay focused on our purpose, and keep moving forward.
Higher education is facing declining public trust. What can higher education leaders do to regain that trust?
Rebuilding public trust in higher education starts with visibility, honesty, and genuine community engagement. I’ve made it a priority to speak with as many people as possible both about the value of public education and about our role as public stewards. We must make the case for why higher education matters, and we must do it openly and often.
One way we do that at CSUF is by inviting the public onto our campus. When families walk our grounds on weekends, when children attend events here, when community members see me and my colleagues face-to-face—all of that builds relationships, it creates space for dialogue about expectations, needs, and ways we can better serve the people who support us.
Above all, we must tell the truth. Even when the news is hard, honesty is essential. We need to be transparent about the challenges we face, the limitations we’re working within, and where we need the public’s partnership. I don’t have all the answers, and neither do my colleagues, but inviting more people into the conversation is how trust is built and sustained.
What’s the value of solidarity among higher education leaders and institutions?
When higher education leaders come together to speak with clarity, purpose, and a shared commitment to service, their voices do more than deliver a message; they create a movement. A unified front grounded in truth and focused on our collective mission to educate students strengthens not only our institutions but our democracy.
This kind of solidarity underscores the essential role of higher education in shaping informed, engaged citizens. This is about the common good across all of higher education. When we stand together, we amplify our impact and reaffirm our responsibility to serve society with integrity, inclusion, and purpose.
Lead photo: Ronald Rochon, president of California State University, Fullerton (MediaNews Group/Orange County Register via Getty Images/Mindy Schauer)
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