These
are our children. They grew up in our
towns, they speak our language, they have worked and learned in our
schools. To leave them permanently
exiled within their own world is not a policy – it is an abdication.
Eric Johnson
Indeed, as the current phrase goes, these
undocumented students’ lives matter.
However, everyone has a different notion of what the American Dream
entails. For some it is the security of
a white-picket fenced home with 2.5 children, but for newer generations it is
often the opportunity to become an engineer, nurse, or even a doctor. For undocumented students or DREAMers, this
vision is often barricaded by federal and state laws that make continuing an
education beyond high school a challenge within itself.
Undocumented students are classified as
foreign-born students who came to the United States without the proper
citizenship documents or entered legally as a nonimmigrant but remained in the
United States upon completion of their terms.
Many of our undocumented students who are looking to pursue a higher
education have lived in the United States most of their lives, came to the
United States at a young age, are English speaking, attended primary and
secondary school in the United States, and have excelled in high school. Traditionally the laws have been peculiar.
The DREAM Act, known as the Development, Relief
and Education for Alien Minors, was proposed in Congress
in 2001. It has continuously been
reintroduced on the federal level but has not been passed. The mission of the bill would permit
undocumented youth to enlist in the U.S. armed forces or to pursue a higher
education. It would also work towards
permanent resident status for undocumented children who were raised in the
United States. Although the federal
DREAM Act did not pass, many states have their own version of the DREAM Act. “At least 20 states have passed tuition
equity policies for immigrant students, according to Tanya Broder, senior
attorney at National Immigration Law Center.” (2015) The state DREAM Acts are generally geared to
supporting in-state tuition or eligibility for scholarships or state financial
aid for undocumented students. However,
the qualifications are based on the state and the institution. Upward social mobility for this targeted
group would be the end result of the DREAM Act, but the legislature is
resistant to passing it. In the interim,
another policy was established to alleviate some of the hardships that DREAMers
face.
DACA, the Deferred Action for Childhood
Arrivals, a policy that was established in 2012 by President Obama, supports
deferred deportation to individuals who came to the United States under the age
of 16 and are currently under the age of 31; there are also requirements that
the individual must meet in order to qualify.
“DACA provides legal presence, but not legal status.” (2015) Legal presence permits individuals to apply
for employment, receive a Social Security number, and obtain a driver’s
license. This can increase their
mobility economically and socially. The
policy grants a two-year period; however, the individual can renew if he/she
still meets the requirements. However,
even in applying for DACA, the individual must openly expose their immigration
status and contact information to the government. Applying does not guarantee that they will be
eligible.
Laura Bohorquez contends: “The main difference
is the DREAM Act would have given the community a path to residency and
eventually citizenship… DACA is just work permit and protection from
deportation. It allows us to be able to
work and afford our school, but it’s not a path to any type of status.” (2015) Legal presence does not equate to legal
status. It is merely an acceptable way
of being present in the United States.
DACA is a band-aid solution that essentially is enabling trouble.
In Plyler v. Doe, the presence of minors in the
education system also proved to be permissible. This 1982 Supreme Court case
determined that all students in grades K-12 were guaranteed an education,
regardless of their citizenship or residency status. (Perez 2014) This
set the stage for undocumented children to have hope. “According to the ruling, denying them that
education would create a ‘lifetime of hardship’ for undocumented children and a
‘permanent underclass’ of individuals.” (Eusebio and Mendoza 4) The decision promised
an education to all students, but this did not extend to a postsecondary education,
where they could fulfill their dreams of becoming an engineer, nurse, or
doctor. Legally these students are
required to attend school in grades K-12 but barriers are immediately in place
once they work on continuing and advancing their education.
My education progressed in the Freeport School
District in Long Island from grades 1st through 12th. The district’s demographics ranged from
approximately 5% Whites, 32% Blacks, 2% Asians, and 59% Hispanics, with 17%
limited English proficient students. (Freeport School District) My graduating class
at Freeport High School was filled with what I then believed to be students who
lacked motivation because they did not continue their education beyond the high
school diploma or GED. In hindsight,
perhaps it was a much more complex situation at hand.
It is my own experience that really evokes a
distinct passion surrounding undocumented students. Through my cousin Dushan, I have witnessed
the personal struggles of an undocumented individual and the difficulties that
he had obtaining a college education.
Dushan came to the United States as a child without the proper legal
documents. Growing up he experienced a
life that was fully entangled into the American culture. His parents worked to best adapt to American
customs while encompassing our Sri Lankan heritage. Upon completion of his senior year of high
school, he, like his peers, strived towards a college degree. He began taking courses at a community
college because he was ineligible to receive financial aid. During his time at the community college he
excelled in all of his classes. His
parents were not able to keep up the college tuition expenses. Unfortunately, a college degree became out of
reach. Twenty years later, he is a
father of a high school senior. He has
high hopes of his son achieving the university diploma that he was unable to
attain. Perhaps the admission of
Dushans’ son into college will be more accessible, simply based on his
residency status.
College admission policies, tuition, and
financial aid are three areas in which there are tremendous barriers for
undocumented students. These barriers do
not make it impossible for the student but rather extremely difficult
especially for a DREAMer who is already under difficult circumstances. In respect to college admission, “there is no
federal or state law that prohibits the admission of undocumented immigrants to
U.S. college, public or private.” ("Advising Undocumented Students – Explaining Financial
Aid | Education Professionals – The College Board”) However, on
the contrary, each institution has different policies on admitting this
demographic of students. This policy can
either work in favor of the student or be a great disservice to them. Public institutions follow the guidelines of
the state laws, giving them very little leeway to provide more access if the
state does not do so. Private
institutions are autonomous and are not heavily-ruled or impacted by the
government.
Undocumented students are unable to receive
federal funding for their education, which comes in the form of federal
financial aid, work study and government loans.
They are often forced to pay out-of-state tuition rates regardless of
them being in-state students. Tuition
for full-time enrollment can range from $15,000 to $40,000 per year. More often these students are generally
classified as international students, especially at private colleges and
universities, despite any recognition of being a state resident. International students receive significantly
less aid. The Institute for
International Education (IIE) reported for the 2004-05 school year, it found
that 80.9% of international students used payments extending from personal or
family resources. (“Financial Aid for
Undergraduate International Students”) When classified as an international
student, the undocumented student competes with students worldwide to fulfill
the international quota at the institution.
Tuition at private institutions ranges from $80,000 to $200,000 over the
span of four years. Each state has
different laws pertaining to funding and tuition for
undocumented students. Twenty states
permit undocumented students to pay in-state tuition, including Florida and
Utah. States such as Alabama, South
Carolina, and certain institutions in Georgia do not even permit undocumented
students from even enrolling.
California, Hawaii, Minnesota, New Mexico, Oklahoma (certain grants),
Washington state, and Texas provide state-based aid. Illinois is the only state that has private scholarships
for this population of students. (Eusebio and Mendoza 2) Most
undocumented students rely heavily on private scholarships which are still hard
to attain due to most requiring one to be a U.S. citizen or a permanent legal
residence.
Different states providing different levels of
access to undocumented students create an uneven playing field for the
undocumented community. One student may
have a more promising future simply based on the region that they live in. States that provide in-state tuition or
state-based aid demonstrate to their residents that they are willing to deliver
more opportunities to future generations and future leaders. “In 2011, three
states passed their in-state tuition laws including Connecticut, Maryland and
Rhode Island.” (Rincon, 2016)
In addition, “both California and Illinois passed laws to permit undocumented
immigrant students’ greater access to such resources.” (Rincon 2016) California has the largest
number of undocumented immigrants, representing 25% of all. When states pass laws that are influential in
determining the success of a prospective student, it impacts not only the
student but it affects the family members, communities, the state and then the
nation as a whole. Breaking barriers to
permit greater access to undocumented students has a profound effect ultimately
on the nation. The more that is invested
into all millennials, the better equipped they are for the workforce, which
positively effects our economy.
The state of California has tuition and
financial aid policies that help undocumented students enroll at public
institutions. In addition, the costs are
affordable and reasonable to the students.
On the other hand, states such as Georgia do not permit undocumented
students to attend public institutions.
In the state of Missouri, there are constraints on tuition discounts and
aid at state universities and colleges.
The state legislature of Missouri passed a law that undocumented
students even with the DACA status were not eligible to receive scholarships
toward community college tuition. (Gordon 2016) DACA recipients who qualify for
in-state tuition increase the chance of pursuing a higher education because it
becomes more affordable. The
affordability aspect makes college more accessible. In addition, it increases the student’s
persistence in completing their degree.
One of the continuing debates surrounds the
issue of in-state versus out-of-state tuition:
Should longtime residents be charged in-state or out-of-state tuition? “In February, the Georgia Supreme Court
upheld the higher tuition when it ruled that the higher-education governing
board could not be sued by immigrant advocates.” (Gordon 2016) The PBS article (Gordon 2016), states that at
Georgia Southern University out-of-state tuition is $9,222 compared to $2,613,
the tuition dollar for in-state residents.
In addition to the tuition debate, there is another debate surrounding
DACA status for state financial aid: Should the student be eligible for state
financial aid based on their DACA status?
State decisions largely contribute to this minority group transitioning
into college. Since undocumented
students do not qualify for federal aid, when a state provides more financial
assistance, more DREAMers become qualified to advance their education.
The “Repository of Resources for Undocumented
Students” is a valuable source to students who are trying to get into a
university. (Rincon 2016) It provides
information on selected state’s college guides, financial aid, scholarships,
and support organizations. The admission
information focuses on available university guidelines and sample affidavits
that undocumented students are required to complete. The site contains information on scholarships
and it further indicates the states that do provide financial aid. Furthermore, the resource provides
associations that work towards assisting undocumented students into higher
education. As previously illustrated,
undocumented students are generally first-generation students, and therefore,
the families often are not as knowledgeable about the resources or services
available in order for these students to pursue a higher education.
Additionally, this lack of familiarity extends
to guidance counselors and support staff.
High school counselors may not be experienced in guiding undocumented
students in how they can further their education, especially with all of the
barriers that are dealt with. The
resources that are available are limited which only add to their
limitations. Educators, admission
officers, and financial aid counselors need to be more familiar with the
immigration laws. These students need
advocates as they navigate through an already perplexing system. Once they are enrolled, administrators need
to work on retaining the student.
Certain institutions have not updated their scholarship information on
their website, which can deter students from even realizing that they are
eligible to apply.
Throughout the history of higher education, each
diverse group has experienced difficulties in breaking into higher
education. College initially began as
solely geared for the elite. From there
different careers and jobs were added, which brought in and appealed to a
different group of students. This became
a pattern in higher education; certain events were a catalyst to welcoming or
embracing new students. One very
prominent time in history was the initiation of the GI Bill, which granted more
access to veterans.
Women and ethnic-minorities were once taboo in
academia. Today, institutions are filled
with minorities of different backgrounds, gender, race, and disability
status. Higher education at one point
was not an option for these groups of people; however, through time, college
became more accessible. It is with much
hope that undocumented students will be able to attain greater access in higher
education, so that they too can be just as remarkable and contribute to the
collegial education system. Obstacles
for this targeted group carry throughout their educational experience.
With so many challenges being present for
entering into college, many wonder about the challenges post-college. There are opportunities available to
undocumented students after they have obtained their degree. Options include graduate school and various
forms of legal employment which can consist of self-employed as an independent
contractor, starting a company or working abroad. In addition, in California DACA recipients
can acquire their licenses in law, medicine, nursing and pharmacy. A college degree determines and mitigates
occupational status and socioeconomic status.
This population has been raised to strive for a better life.
According to the American Psychological
Association, “There are one million children under 18 and 4.4 million under 30
living in America out of the estimated total of 11.1 million undocumented
immigrants living in America….Nearly half of undocumented adults are parents of
minors, many of whom are citizens. There
are an estimated 5.5 million children with at least one undocumented parent,
4.5 million of whom were born here making them U.S. citizens.” (“Undocumented
Americans”) One million children under the age of 18 possess exceptional
characteristics and have lived a life where they have triumphed adversity.
“Brought to this country years ago, spirited
across a border they were too young to comprehend by parents who wanted better
for them, the children are beginning to understand their outlaw status. They’ve begun to realize that our laws treat
them as indefinite accomplices to a crime committed when they were toddlers.”
(Johnson 2016) Living in a country illegally is not commended but often certain
circumstances force families to choose that alternative in hopes of attaining a
better life. Once the student is here
and has been educated through our system and adapted to our culture, how can we
now make the “American Dream” so hard for them to reach? Their family altered a certain lifestyle in
order for them to succeed in the United States, but with obstacles in place,
many of their hopes and dreams are put aside.
As Langston Hughes expressed, “what happens to a dream deferred?”
(“Harlem – Poetry Foundation”) In examining students who are undocumented, each
individual case is different. However,
many of these students come into the United States when they are younger and may
even be unaware that they are undocumented.
Ironically, their immigration status may not be a factor that they are
aware of until it is time for them to apply for college. I
hope this is not an answer to Hughe’s last line
: “Or does it explode?” (“Harlem – Poetry Foundation”)
If we turn a blind eye to these students, then
what it is to become of them? Life with
a college degree provides an entry way to a much better life; without a college
degree life is significantly harder. How
can we expect those living in poverty and receiving government assistance to
better themselves? The Pew Hispanic
Research Center, found that “nearly 30% of undocumented children live below the
poverty line.” (Navarro 2013) A college education provides a life above the
poverty level. It is an entrance way to
new opportunities, social mobility, and a better economic state. If the DREAM Act were passed, students would
be able to receive more financial assistance.
Although 30% live in poverty, that 30% would have boundless opportunities.
Consequently, the research reveals that
undocumented students face an overwhelming number of adversities including
“poverty, assimilation, language barriers, violence in their community or home
environment, lack of access to health care, and mental health issues.” (Eusebio and Mendoza 5) In facing a plethora
of adversities, the pursuit of a postsecondary education is a major
achievement. The challenges that
undocumented students face can also impede or impact their learning. It has been shown that a great deal of
undocumented students suffers from high levels of anxiety. The frustrations and fears that undocumented
students encounter on a daily basis include “isolation from their peers, the
struggle to pursue an education, fears of detention and deportation, and the
trauma of separation from family and loved ones.” (“Undocumented Americans”)
The APA (“Undocumented Americans”) article
further adds that this population is more likely to experience “racial
profiling, ongoing discrimination, exposure to gangs, immigration raids in
their communities, arbitrary stopping of family members to check their
documentation status, being forcibly taken or separated from their families,
returning home to find their families have been taken away, placement in detention
camps or the child welfare system, and deportation.” Having to deal with stressful situations on a
regular basis plays a significant role on the individual’s emotions and
behaviors.
Many undocumented students demonstrate anxiety,
fear, depression, anger, social isolation, and a lack of truly feeling as if
they belong. Undocumented individuals
that have been detained or deported have a greater likelihood of possessing
more emotionally disturbed characteristics.
“Researchers have found that they often experience in the short term,
frequent crying, withdrawal, disrupted eating and sleeping patterns, anger,
anxiety and depression. Over time, these
can lead to more sever issues like post-traumatic stress disorder, poor
identity formation, difficulty forming relationships, feelings of persecution,
distrust of institutions and authority figures, acting out behaviors and
difficulties at school.” (“Undocumented Americans”) The feelings
that these individuals have represent the traumatic real-life experiences that
they have encountered.
Mental health is a major concern and a growing
health issue with college-age students, which have been increasing over the
years. It is also linked to retention
and academic performance. (Sierup 2015) Anxiety is the number one mental health
issue amongst college students. In
addition to the previously mentioned persistent stressors that undocumented
students deal with, there is also stress in just being a student. The undocumented student is a minority and
first-generation student. There are so
many expectations and pressures to succeed tied in with financial hardship and
the traditional pressures that most students face.
Depression is the second common mental health
issue found on campuses. College
students are typically underinsured or uninsured and do not have access to
mental health providers. A psychiatric
consultation ranges from $200-$600 and a psychological consultation fee ranges
from $125-$300. (Seirup 2015) With the stress that this population already has
plus the lack of access to healthcare, it is imperative that greater support be
given to this population. For the
traditional college student, mental health is a huge issue, let alone for an
undocumented student who is already struggling financially.
The benefits of a college education are
limitless but as a nation we limit these benefits to those who fall under
certain standards. An undocumented
student should not have a surplus of barriers just to advance themselves in
society. More education equates more
opportunities. Unemployment rates for
those with less than a high school diploma are 11.2%, high school graduate
7.9%, some college 6.7%, and bachelors or higher 3.8%. (Seirup 2015)
Not only do students who graduate with a
baccalaureate degree have a higher likelihood of being employed but they also
earn more money over their lifetime. The
US Census found that the median earnings year round for full-time employment
for individuals with less than a high school diploma $25,702, high school
diploma $35,035, associate’s degree $42,419, bachelor’s degree $55,864, and
master’s degree $68,879. (Seirup 2015) Financially the earnings separate
college graduates from non-graduates but their also differences can be seen in
their career, personal life, and their community involvement. College graduates earn more money over their
lifetime, earn more promotions, and have a less inconsistent job history.
The personal life of a college graduate is
generally filled with more developed relationships with people, fewer children
on average, more involved in children’s lives, and stay married to the same
person for a longer time. College
graduates are more likely to be leaders in their community, elected to public
office, and enjoy the arts. Traits or
circumstances that college graduates are less likely to have would be
unwillingly unemployed, use tobacco products, be swindled, be imprisoned, and
become dependent on alcohol or drugs.
(Seirup 2015) The overall impact of a college education develops the
individual’s knowledge, skills, increase self-awareness, understanding of the
world of work, appreciation of lifelong learning, leadership roles, upward
social mobility, and an increase in self-confidence and wellness. (Seirup 2015)
The benefits of attaining a college degree
exceed that of not having a degree. The
positive qualities, attributes, and knowledge that is acquired during your
undergraduate studies shapes and molds better citizens and individuals,
undocumented students should not be counted out of these opportunities. There is so much potential for success in
their communities that needs to be evolved.
The lifelong effects of a postsecondary education truly cultivate an
individual. The college experience can
shape a student’s attitudes and values.
HCAS Review of Research found that college influences a student’s view
on “cultural, educational, sociopolitical, gender roles, religion, community and
civic engagement.” (Seirup 2015)
It is at the institution that students are able
to step out of their traditional element and onto new experiences. Students are exposed to an array of events,
people, and experiences which broadens their views, ideas, and actions. For example, civic engagement during these
formative years can also lead to greater community involvement
post-college. There is an increase in
multicultural perspective, which results in an “increase in positive attitudes
towards racial equality, tolerance, and preference.” (Seirup 2015) Furthermore,
there is more value placed on “job autonomy, responsibility, and opportunity to
use talents.” (Seirup 2015) The value of education is generally passed onto one
generation to the next. With undocumented
students being the first-generation, it would promote a way out of poverty and
into a more fulfilling life.
Today’s college or university places a strong
focal point on diversity. The enrollment
and retainment of minorities as a whole has increased. The Census Data has projected an increase in
minority students and decrease in non-Hispanic whites by 2050. (Seirup 2015) As minority groups increase on
campus, presumably this will add to the volume of undocumented students as
well. Future administrators who are
cognizant of trends will better prepare the institution in meeting the needs of
the students they serve. These groups of
intelligent “DREAMers” have unique needs that administrators, support staff,
and faculty members have to be willing to identify and effectively meet. Multicultural competencies at colleges are
significant; it shows the importance of being aware and knowledgeable of
different cultures. In working with
undocumented students, it is key not to generalize and to be able to communicate
amongst different cultures. Demonstrating
cultural sensitivity and appropriation brings a sense of comfort to prospective
and current undocumented students as well as their families. For many, this is the first family member to
attend college in the United States; there is much pressure and uncertainty for
both the student and the parents. There
are high expectations for the student to succeed. If the institution in its entirety maintains
a diverse culture and climate, then it will provide a better welcoming and
sense of warmth to these dreamers.
The term “DREAMers” is frequently used to
describe undocumented students. A
dreamer, deriving from the term dream, has various associations. One of the most influential and memorable
connotations is Martin Luther King Jr.’s “I Have a Dream” speech. The remarkable and thought-evoking address
describes a world in which people of all backgrounds are able to get
along. Not only does Martin Luther King
Jr. envision a world of peace for all people but he states, “I have a dream
that my four little children will one day live in a nation where they will not
be judged by the color of their skin but by the content of their character.”
(King 1963) Similarly, this notion of a dream, nonetheless the American dream,
holds strong barriers to the present day dreamers. They too are looking to attain the American
Dream.
Although the American Dream comes in different
forms and ideas, it centers on the concept of equality for all. Equality of all people shouldn’t be
contingent upon citizen status or ethnic background, rather the drive or
enthusiasm that each individual has that pushes them to greatness. “By the content of their character,” Martin
Luther King Jr., urged. (King 1963) Over fifty years later, this statement
still holds significance in the minority population. It is no irony that that joins the term
DREAMers in both of the senses but rather the connection that is shared.
It was in the fourth grade that we learned about
the terms melting pot and equality. We
were also educated on how people migrated to this country just to have equal
rights. Twenty years later, I am left
perplexed by what I learned in the education system of melting pots and
equality and how it does not seem to apply to everyone. As an American citizen, I will presumably work
on my American dream of the white-picket fence.
And for the DREAMerS, they will silently scream for equality and
silently scream for a chance in pursuing their education, while maintaining
high hopes of not being deported.
Although raised and educated in the United States, they still have not
received their piece of the American dream.
References
Advising
Undocumented Students. (n.d.). Retrieved July 31, 2016, from https://professionals.collegeboard.org/guidance/financial-aid/undocumented-students
Eusebio,
Catherine and Fermin Mendoza. The Case For Undocumented Students In Higher Education. 1st ed. 2013. Web. 31 July 2016.
Gordon,
L. (2016, April 7). Some states bypass Congress, create their own versions of
the DREAM Act. Retrieved July 31,
2016, from
King
Jr., M.L. (1963). "I have a dream.." (1st ed., p. 5).
Retrieved from https://www.archives.gov/press/exhibits/dream-speech.pdf
Navarro,
L. (2013, October 1). More universities now admitting undocumented students. Retrieved July 31, 2016, from http://money.cnn.com/2013/10/01/pf/college/undocumented-students/
Seirup,
H.J. (2015). Attitudes & Values [PowerPoint Slide]. Retrieved from www.hofstra.edu
Seirup,
H.J. (2015). Career & Economic Impact Quality of Life [PowerPoint
Slide]. Retrieved from www.hofstra.edu
Seirup,
H.J. (2015). Educational Attainment & Persistance [PowerPoint Slide]. Retrieved from www.hofstra.edu
Seirup,
H.J. (2015). Mental Health Issues: Impacting College Students [PowerPoint
Slide]. Retrieved
from www.hofstra.edu
Undocumented
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