WP3: Taking Proactive Steps to Support Undocumented Students: Why & How

Conversations about undocumented students often stress compassion and empathy more than encourage action. It’s essential to move beyond just recognizing the challenges they face and inspire real change. Addressing the systemic barriers faced by this population is crucial for supporting them effectively. By identifying the root causes of their injustices and disadvantages in pursuing education and career goals, we can create a more equitable society for all. However, before we can do this, we need to break down the language used to belittle and alienate this community.

The Department of Homeland Security defines an immigrant as an “alien” who is not an accredited diplomat or recognized by the U.S. government (DHS). This language still used in tax files and other identification forms contributes to the dehumanization and othering of immigrants. On the other hand, the most trusted and well-regarded dictionary in the U.S., the Oxford English Dictionary, defines an immigrant as “a person who has come to live permanently in a different country from the one they were born in” (OED). By virtue of this definition, we are all immigrants, and no one can deny the lengthy history of migration and conquest flowing in the United State’s blood to prove it. The first immigrants were European settlers who colonized land from Native Americans, seeking economic opportunities and freedom. Despite this, much of the discourse around immigrants today perpetuates harmful stereotypes. It portrays them as a threat to society, rather than acknowledging the role immigration played in building the country and how the values America was founded on are still sought today. We must recognize that we all share the same values of freedom and opportunity that have driven people to migrate to America throughout its history.

Migration is fruition in what it gives to survive and thrive. As anthropological author and professor at the University of South Florida, Heide Castañeda, notes, “Although migration has always been part of human behaviour, it is not natural; rather, it is a necessary response to various forms of violence and adversity” (Castañeda, 2019). Unfortunately, this is an all-too-familiar reality for a subgroup of the immigrant community. Undocumented students, also known as Dreamers, are ambitious young adults who migrated to the U.S. at a young age, making it the only home they know. This group of determined students faces the most challenging academic and career journeys due to one factor: their legal status.

In 2020, FWD.us estimated that approximately 620,000 K-12 students in the United States were undocumented, with the Higher Ed Immigration Portal finding that 427,000+ undocumented students (“At Least 600k K-12 Undocumented Students Need a Citizenship Pathway”), including DACA recipients, were enrolled in higher education (Salgado, 2021). To put this into perspective, out of the 334,233,854 people currently living in the United States, undocumented scholars make up approximately 1,047,000 of that total. Even though they make sure a large part of society, their validity, human and civil rights continue to be up for discussion. Much of the filibuster on these learners and the opportunities they are given has already been decided on by those who matter most: the people.

Research shows that 74% of Americans favor a law granting legal status to immigrants who arrived in the U.S. as children, with only 24% opposing it (FWD.us, 2021). Additionally, a survey found that 65% of Americans say the federal government is not addressing the issue of immigration, with only 33% saying the government is on the right path (Pew Research Center, 2019). Even with the evidence that shows how a majority of Americans support granting legal status to immigrants who arrived in the U.S. as children and believed that the federal government is not doing enough to address the issue of immigration, very little action is being taken to ensure that resources and support are available for the undocumented community. Educational institutions, for example, claim to be supportive of undocumented students but still limit their access to fellowships, scholarships, and internships. Despite the introduction of bills like AB 278, which aims to provide Dream Resource Centers to support undocumented youth, these bills are placed on hold. It is up to the community to recognize the urgency of implementing these proposals and to take action to ensure that the undocumented community receives the support they need. After all, these are children.

According to the Cato Institute 2021 Immigration and Identity National Survey, 72% of Americans believe immigrants come to the United States to “find jobs and improve their lives.” Only 27% think immigrants come to obtain government services and welfare. What is fascinating to see is that 69% of the public says immigration over time contributes to more economic growth. Moreover, 61% say immigration enriches American culture and values, while 58% say immigrants strengthen our country because of their hard work and talents. Additionally, 49% say immigration increases the diversity of thought, and 48% agree that the U.S. needs immigration to remain competitive in the global economy (Cato Institute, 2021). Although research shows that a majority of Americans support legal status and greater opportunities for immigrants, more needs to be done by this majority to turn this sentiment into action. For example, many post-secondary educational institutions claim to be “undocumented-student-friendly” but still limit their access to the financial aid available by requiring several legal-identification documents knowing that not all of their students can meet them. Moreover, while bills have been proposed to support undocumented students, they often need help with legislative limbo. Work-study is not an option for them because they require federal work authorization. However, these institutions have the authority to offer alternative payment methods within their own spaces. However, change can only be done if our visions are voiced first. Advocating for strategies that solve this issue is essential for immediate communities to use their power and demand that these institutions and lawmakers prioritize the necessities of undocumented students. As the Cato Institute’s 2021 Immigration and Identity National Survey shows, a majority of Americans recognize the economic and cultural contributions that immigrants make to our country. Now we need to translate that recognition into tangible support for undocumented scholars, starting with more resources and opportunities that are specifically designed for them.

Post-secondary education is expensive for most families, with 98% of families surveyed by The Princeton Review’s 2021 College Hopes & Worries survey saying they would need financial aid to pay for college (The Princeton Review, 2021). Imagine how undocumented students feel when they cannot apply for any job, regardless of how much they want to, and still be expected to afford such high amounts. While scholarships are available to support families needing financial assistance regardless of status, only some know about them or meet the requirements to receive them. In 2021, only 29% of undocumented college students who applied for financial aid through the California Dream Act Application (CADAA) ultimately enrolled in school (Hernandez, 2021). Furthermore, only 14% of California’s estimated undocumented student population in post-secondary education received state financial aid (Tao, 2021). This heavy financial burden faced by many students is due to the lack of flexibility institutions have in supporting their undocumented population. Many states do not offer government-funded scholarships for undocumented individuals, so they must rely on private, outside scholarships that are hard to find and highly competitive to earn. According to Mark Kantrowitz, the National Post-secondary Student Aid Study found that 81% of undergraduates had an average scholarship of $3,852. Furthermore, “Of all undergraduate students, only 0.1% received $25,000 or more in scholarships, with 97% of scholarship recipients receiving $2,500 or less from outside scholarships” (Kantrowitz, 2021). The struggle is real; unfortunately, this is only one of many financial struggles that discourage them from pursuing higher education and being able to afford it once there.

While being recognized for their contributions matters, immigrants are done with the pity received for their uncontrollable status. Because these students are often overlooked and undervalued, many grow up believing that their status will prevent them from pursuing further education, which is no surprise considering how programs like the Deferred Action for Childhood Arrivals (DACA) program are targeted. Since this program protects eligible immigrants from deportation and legal work authorization, it’s essential to understand that not just anyone can apply. The program’s application process is designed to be highly tedious and complex, making it easier for individuals to understand or apply for it without legal assistance, which is expensive (Nowrasteh, 2021). Eligibility is based on an individual’s arrival date (before they turned 16), at least five years of living in the U.S., and school enrollment (American Immigration Council). Despite supporting students in becoming future leaders, the DACA program has faced significant challenges since its inception. In 2017, the Trump administration attempted to end the program, arguing it was an abuse of executive power (Jordan, 2017). In 2020, the Supreme Court blocked the termination, ruling that the Trump administration had not followed proper procedures (Liptak, 2020). However, in 2022, the program was placed on hold, pausing all new applications from being processed (Bennet, 2022). Even today, the program’s future remains unstable, with Dreamers facing uncertainty and fear as their applications remain on hold (Aguilar, 2022). Out of all the programs to grow the U.S. workforce and support leaders in their educational endeavors, the one specifically designed for Dreamers is considered an abomination. Whether these children and young adults were raised in the U.S., no social security number should automatically categorize you as an alien. Imagine being an “alien” to the only home known and an outsider to the home you left behind (Rodriguez, 2020).

To address the challenges faced by Dreamers, it is crucial to establish affordable educational opportunities and resources to support their professional growth. Additionally, there is a need to raise awareness of the impact that conversations on immigration can have on the mental well-being of these students. The rise of anti-immigration ideologies during Trump’s presidency heightened this issue, making it even more important to advocate for better. According to a Pew Research Center’s American Trends Panel survey, attitudes surrounding support for undocumented students show that 74% of Americans favor providing legal status to people who came to the U.S. illegally as children, with 24% mainly from the Republican party opposing it (Pew Research Center, 2019). One might expect this positive attitude to lead to advocacy and initiatives to demand changes for these students, such as reopening the DACA program, eliminating status requirements for scholarships, or granting work-study opportunities for undocumented students. However, Dreamers face barriers to pursuing their passions to the fullest of their ability. As mentioned, unless these students are DACA recipients, they cannot legally work (National Immigration Law Center, n.d.). This makes work-study and stipends popular forms of payment in which students work on campus with minimal hours and acknowledgment that, above being workers, they are still students. This flexibility does not extend to undocumented students. In reality, they must present a work authorization form to be eligible for job opportunities on their campus, which is impossible (National Immigration Law Center, n.d.). This struggle was recognized and addressed in 2016 with the AB 206 proposal, which would have established a California DREAM Work-Study Program for undocumented students at UC, CSU, and community college campuses eligible for in-state tuition under AB 540. Unfortunately, the bill was not passed, and undocumented students continue to struggle with this financial challenge, as institutions do not want to offer solutions that extend opportunities to them (Ko, 2019). One of the biggest fears of advocating for more solutions is its legality, which is not an excuse. There are alternative solutions to paying this population money they deserve and need. For example, paying students through gift cards, using their ITIN or tax identification number, or establishing fellowship opportunities open to all students. Each of these is a viable option (Ko, 2019).

For years, this community has played a vital role in the stability and growth of the United States economy, making $330.7 billion in federal tax contributions and $161.7 trillion in state and local tax contributions (Institute on Taxation and Economic Policy, 2020). While this study was done in 2019, it only makes sense, based on recent immigration growth, that this number has substantially increased. Moreover, many people from this community work labor-intensive jobs that keep them in the low or working-class levels. Although Americans are not new to this information, it is sad that hate and discrimination against undocumented individuals exist in our society. However, with that hate, there has also come a wave of reflection and growing awareness of this population’s poor treatment. Movements like the Illinois March for Immigrant and Refugee Rights in May 2021 (Kolpack, 2021), the #EducationNotDeportation Campaign aiming to highlight the stories of undocumented students (American Civil Liberties Union, 2021), or the College for All Act, which proposed free college tuition and support for low-income students, including undocumented students (Congress.gov, 2021) all reflect the growing number of Americans who support change and advocate for undocumented individuals’ rights. While it is heartening to see hundreds of people join in solidarity and stress the urgency and importance of granting undocumented individuals their fundamental human rights, it is crucial to consider this community’s many challenges. We must move beyond empathy and sympathy toward proactive measures to support undocumented students.

Addressing undocumented students’ obstacles to higher education requires a multifaceted approach. First, states must recognize the need for federal financial aid and expand opportunities for in-state tuition support and scholarship accessibility (Krogstad & Lopez, 2020; Choi-Fitzpatrick, 2018). Moreover, educational institutions and worksites can take internal actions, such as offering stipends or gift cards to support undocumented students (Choi-Fitzpatrick, 2018). However, achieving these reforms requires the voices of immigrant allies in higher positions to advocate for change in their workspaces (Choi-Fitzpatrick, 2018). By collectively working towards these solutions, we can elevate the worth and dignity of our immigrant community members.

Works Cited

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Ballerini, V. and Feldblum, M. (2021), Immigration Status and Postsecondary Opportunity: Barriers to Affordability, Access, and Success for Undocumented Students, and Policy Solutions. Am. J. Econ. Sociol., 80: 161–186.

Muis, Q., & Reeskens, T. (2021, December 13). Are we in this together? Changes in anti-immigrant sentiments during the COVID-19 pandemic. PubMed Central (PMC). https://doi.org/10.1016/j.ijintrel.2021.12.006

National Data on Immigrant Students | Higher Ed Immigration Portal. (n.d.). Presidents’ Alliance. https://www.higheredimmigrationportal.org/national/national-data/

Emma Israel, Sarah Pierce, J. B. (2022, January 25). Four Years of Profound Change: Immigration Policy during the Trump Presidency. migrationpolicy.org. https://www.migrationpolicy.org/research/four-years-change-immigration-trump

Activists Pressure University Of California To Employ Undocumented Students Who Don’t Have Work Permits. (2023, March 3). LAist. https://laist.com/news/education/activists-pressure-university-of-california-to-employ-undocumented-students-who-dont-have-work-permits

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2023 College Hopes & Worries Survey Results Are Here! (n.d.). 2023 College Hopes & Worries Survey | the Princeton Review. https://www.princetonreview.com/college-rankings/college-hopes-worries

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