Beyond the Border: Documenting the Undocumented

Northern Illinois University

HESA 509: Campus Environments and Student Subcultures

Dr. Quortne R. Hutchings

December 7, 2022
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Table of Contents

Introduction 2
History of Undocumented Students in Higher Education 2
Plyer v. Doe 3
Understanding a Reality 4
Literature Review 6
Undocumented Students' Experiences in Higher Education 6
Financial Challenges 7
Sanctuary Campus Environments for Undocumented Students 8
Through My Lens 9
Implications 9
They Stay Dreaming 10
Fear is Winning 11
Recommendations 12
Not Just Latinos/Hispanics 12
We are Everywhere 12
Practitioners Count 13
My Final Reflection 14
Reference 16
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Introduction

One border, two borders, three borders, four… it is just their beginning there are still

many more. The work of the undocumented student is never complete. Their aspirations for an

American Dream come with battles unique to them and those that support them. Historically, the

undocumented student was denied an opportunity to complete K-12 education. With time,

opportunities have been created to support undocumented students, but gaps remain in how

students can be supported.

In this writing, knowledge is first understood through a historical lens. In this perspective,

a timeline is created to see the work created since the Plyer v. Doe case to provide undocumented

students the chance to proceed with their education beyond high school graduation. This

transitions into a literature review that brings to light the current works for undocumented

students and briefly introduces the type of support they need.

To conclude this piece of writing, a personal lens is introduced. From this personal

perspective, an implication is acquired from the work collected in relation to undocumented

students. This transitions into recommendations for the reader and those who work with

undocumented students, emphasizing a critical approach that contributes to a brighter future. To

understand the perception of the author, there must be an understanding of what history looks

like for the undocumented student population.

History of Undocumented Students in Higher Education

There are an estimated 11.3 million undocumented immigrants that reside in the United

States (Krogstad et al., 2017). Of this large number, there are individuals in need of post-

secondary education. Some find the means of pursuing their aspirations, and others remain
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dreaming… hoping that one-day institutions or states will establish friendly immigrant

policies/laws that expand beyond Plyer v. Doe (1982).

Plyer v. Doe

Plyer v. Doe (1982) was an imperative case, creating historical motions that continue to

flourish as extensions of this decision. In this case, the United States Supreme Court overturned

the lower court ruling. In this motion, Justice Brennan made an argument that the price

undocumented students pay is not theirs to pay… it is unjust to hold them accountable for actions

committed by their parents (Access to Education - Rule of Law | United States Courts, n.d.).

Furthermore, it was shared that denying this student population an opportunity to pursue higher

education was a great detriment to upward social mobility. Justice Brennan added that granting

undocumented students the right to earn a college degree is essential for the political and

economic contributions of society (Yates, 2004).

Plyer v. Doe addressed the issue of education studied pre-college. Within the next

decade, the Supreme Court was addressing issues related to undocumented immigrants in higher

education. Years later, the federal government made into action the Federal Illegal Immigration

Reform and Immigrant Responsibility Act (IIRIRA) in the year 1996. This law has been a table

topic, creating a large debate on the interpretation of the law.

With the IIRIRA, states were able to find loopholes that allowed the development of

legislation that granted benefits to undocumented immigrants while remaining compliant with

federal law (Drachman, 2006). Some states enacted legislation that authorized undocumented

students' eligibility for in-state tuition if they met their written requirements. Other states barred

or tried to bar undocumented students from these opportunities.

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Understanding a Reality

In 2012, former president Barack Obama signed the executive order known as Deferred

Action for Childhood Arrival (DACA) (Venegas et al., 2017). It did not promise a pathway to

citizenship, and it did not provide a permanent legal solution for undocumented immigrants, but

it does provide temporary relief from deportation. Those protected by DACA are provided

authorization to work in the U.S. While this order may have taken effect, undocumented

immigrants remain opted out of financial opportunities, but it did emphasize a greater need for

the creation of financial sources to support these students in their endeavors (Mendoza, 2013).

With versatile opportunities across the country, students face challenges as they attempt

to pursue higher education. It starts with the state they are attending school in. With some states

offering financial help and others more friendly laws… undocumented students have to weigh

their pros and cons for future decisions. As the population of undocumented students continues

to grow, institutions are facing new demands and requirements, and they are needing to find

ways to support these individuals. Similar to the “traditional” college student, undocumented

students must learn to navigate the transition to a new space, new community, and new way of

life.

The perspectives of undocumented immigrants stand on a wide spectrum. Strong beliefs

can start from these individuals being great perpetrators to the U.S. economy…cheating the

system out for their advantage. Others can believe that these individuals are one of the greatest

assets this country has and that a greater opportunity (i.e., a pathway to citizenship) should be in

existence to better the country (Harmon et al, 2010). Political figures and their legal motions are

vital to the perception of the undocumented community.

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Morey (2018) discusses the impact anti-immigrant rhetoric and political movements have

on the undocumented community. Specifically, the author focused on the notions before, during,

and after the 2016 presidential election. It is within this time frame that xenophobic attitudes

were amplified by unfounded claims. The use of terminologies like “crime”, “economic

instability”, and “terrorism” fueled these ideologies. Furthermore, the speech and politics utilized

during this time provided assumptions that criminalized and perpetrated the progression of

people of color (who are stereotyped to be the only source of undocumented individuals).

During the Trump administration, executive orders were placed that limited the rights of

immigrants and discouraged immigration. According to Morey (2018), these “anti-immigrant

policies and rhetoric are a direct result of societal stigmatization of immigrants” (p. 460) This

community often being labeled as “outsiders”, “aliens”, or “foreigners” call for stereotypes that

provide criminalized assumptions. Furthermore, it encourages division that results in the

placement of the undocumented population far lower than that of the “elite” White Americans.

In connection to our undocumented students, efforts must be made to support them in

their endeavors with greater efforts. Briefly mentioned, but the struggles these students face are

beyond explanation. These students have a predestined plan based on societal standards, but their

efforts to break stigma and stereotypes are imperative to their success. Being often first-

generation, they have to be wise with their institutional selection. Undocumented students must

account for financial, emotional, and physical factors that will affect them in the long run. The

commencement of their academic career calls for emotional and mental battles that institutions

are underprepared to handle. Being 2022, some institutions have yet to table the topic of their

undocumented students and it demonstrates in their retention efforts. The work for

undocumented success is in the works, but it is far from complete. It takes proper training and
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the act of identifying the needs of the students to create a unique plan that retains, directs, and

supports these students.

Literature Review

They are present in our spaces. They have voices, they have smiles, they have journeys,

but most importantly they have stories. The only difference between you and them is a document

stating legal status. Like us, they have dreams and aspirations. We don’t know about them until

they take a step forward… coming out of the shadows. They are undocumented students, and as

states make changes to their laws and policies that take a toll on their future, it is important we

document their experiences. From coast to coast, undocumented students come from different

shapes and sizes. Statistics show a prominent face… but the media presents a stigma that these

are enemies from the southern border. In the end, a common struggle is shared but they all aspire

to be someone in life.

Within this next section, there will be an opportunity to see the tip of the iceberg. With so

much uncertainty about what truly happens behind shadows, researchers share their significant

findings. This literature review brings light through a conversation of the experiences, obstacles,

and needs students have gracefully shared with researchers.

Undocumented Students' Experiences in Higher Education

The experiences of undocumented students are unique. These experiences depend on the

state, and they can look differently at a local level (Enriquez et. al, 2019). States like Arizona

utilize laws that further criminalize undocumented status. In comparison to states like California,

pro-immigration laws were implemented… ones that even create opportunities for

undocumented college students to put their dreams into action (Enriquez et. al, 2019).
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Undocumented students face the unknown in higher education. Student affairs

professionals have become attentive to the needs of the students, and they have also become

attentive to the stories they have (Suárez-Orozco et al., 2015) Some emotions commonly found

among these students source from imposter syndrome, shame, marginalization, and uncertainty

(Dozier, 1993). First-generation college students face numerous challenges, but for

undocumented students, this intensifies.

Financial Challenges

The pursuit of a degree for undocumented students comes with a larger price compared to

their counterparts. Unlike their counterparts, undocumented students face greater financial

concerns because they do not qualify or have very limited access to financial aid. Oftentimes,

these students are juggling multiple jobs in order to finance their college careers (Contreras,

2009). Students like Laura shared with Huber and Malagon (2007),” … I can’t go to any of the

UC’s because I won’t be eligible for financial aid since I don’t have the proper requirements for

that… so I was pretty bummed. I kind of felt like my world collapsed.” (p. 853).

In addition to the financial struggles, undocumented students face a lack of support and

institutional neglect too (Huber & Malagon, 2007). With the lack of resources for undocumented

students on campus, students feel like their institutions do not acknowledge their

presence/existence on campus. Because legal status is stereotypically associated with certain

ethnicities/nationalities, ideologies like racist nativism become real. These circumstances are

why practitioners like Canedo Sanchez and Meng (2015) advocate for professionals that have

worked with undocumented students privately.

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Sanctuary Campus Environments for Undocumented Students

In recent years, these practitioners that work privately began taking steps forward to

amplify the voices of their students… reminding politicians that their undocumented students

exist too, and they cannot be forgotten. Students need representation, but most importantly they

want supporters that can provide legal advice to them as laws and executive actions continue to

evolve. In Suárez-Orozco et al. (2015), a female student shared, “I would appreciate it if there

was someone on campus who knew a lot about undocumented laws and could provide me with

support on the subject that would be very beneficial for me” (p. 453). Aside from the people,

spaces are needed for students.

Participants in Suárez-Orozco et al. (2015) noted the importance of safe spaces. These

kinds of spaces provide refuge in an unsafe world. Anonymously shared, “it would be great if

campuses could have a place where students can feel safe and are not targeted” (Suárez-Orozco

et al, 2015). If spaces are not created, students shared that their next recommendation would be a

campus staff member who would be trained or certified to support undocumented students.

Students in the Suárez-Orozco et al. (2015) study suggested that a symbol of solidarity could be

utilized across campus too. They extended that individuals on campus could post this outside out

of their office or in the actual office that they work in, demonstrating to undocumented that there

is a safe space inside or a person they can confide in. A student shared, “I would feel safe if there

were signs or maybe even a poster showing their support for students who are undocumented…”

(Suárez-Orozco et al., 2015).

The list of concerns for undocumented students is ongoing, and they take a toll on the

mental health of these students too. In Perez et al. (2010), testimonials are shared from

undocumented students. We learn that students like Irene sense anxiety, rejection, and
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hopelessness. Sharing with the author, Irene states, “I do get depressed, and I get disappointed

that, you know, I am doing all this work, and for me to graduate and not be able to work in the

field that I want” (p. 38).

Not only are these emotions specific to the undocumented student, but it plays an impact

on the family of the student. Under some circumstances, undocumented students could be part of

a mixed-status family. A younger brother of Andres, an undocumented student, shared, “it makes

me feel really bad, guilty because he deserves it as much as I do… but I’m the only one who gets

to go [to college]” (Abrego, 2006, p. 222). Ernesto shared with Abrego (2006), “I kind of envy

people who are legal, who qualified for a four-year” (p. 223). Students like Ernesto experience

disillusionment, seeing those around them advance and pursue their dreams but for a majority of

undocumented students… must put a pause or continue dreaming of a reality they cannot

experience due to their legal status.

In conclusion, the experiences of undocumented students have is one that is recently

being shared. In years past, their existence on campuses was unheard of. Because of political

shifts, the undocumented student population has been highlighted. Their stories are true and

because their status is undocumented, it does not mean we can fail to document their existence.

There is a long battle ahead of us, but until then we cannot stop dreaming.

Through My Lens

Implications

The stories of undocumented students go beyond them. These efforts do not only take a

toll on them, but it makes an impact on the individuals that are around them. The efforts these

students must take to achieve a dream are beyond a definition.

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Through this process, I had an opportunity to extend my knowledge. There were

opportunities in which curiosity took me down a rabbit hole. There were documentaries seen and

conversations held that reminded me of the privilege I had to be with legal status. This work

granted me the chance to see things in different ways, and through the research, I was able to

make some implications that relate to undocumented students.

They Stay Dreaming

In the work completed, there were opportunities for researchers to demonstrate some of

the greatest obstacles undocumented students face in the spaces of higher learning. In Suárez-

Orozco et al. (2015), researchers were able to calculate some of the greatest factors that

contributed to the holdback of undocumented students pursuing their academic degrees. Some of

these factors reported consist of time constraints, affordability, and family characteristics

(Suárez-Orozco et al., 2015).

Reading through these findings granted me the chance to connect the dots that these

factors go hand in hand… creating a never-ending cycle. In this project, these students reported

affordability to be their greatest concern. Because it is their greatest concern, they oftentimes

have to acquire methods to earn a source of income (given that they also do not have a social to

report).

With students trying to afford their academics, they could be receiving little to no support

from their families. Oftentimes, undocumented students come from low-income families

(Suárez-Orozco et al., 2015). If they are receiving support, students share that their

parents/guardians are acquiring a second or third job to support their student (Abrego, 2006).

Had they received greater support with affordability, students would probably have a larger

portion of their time dedicated to their academics and supporting their families as needed. These
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factors are dependent on each other, and they continue a toxic cycle that reminds undocumented

students to just keep dreaming.

Fear is Winning

Throughout the readings of these articles, it was evident that the privacy of these students

was prioritized. Those students that provided names or parts of their identity took a great step

forward, placing themselves at potential risk.

In the Suárez-Orozco et al. (2015) report, it was common to read testimonies from current

students at the time. To provide some sort of identification, students were identified as “male” or

“female”. The work of Perez et al. (2010) had opportunities for students to identify themselves

by name so that a piece of recognition be awarded to the students who came forward to share

their experiences.

The lack of identification in these reports made me think that there is a strong sense of

fear existing for these students. It could be for privacy, or it could be for legal reasons, but even

for nationally recognized figures like Yosimar Reyes… it is important that they watch what they

say or how they present their work to the public out of precaution.

Because of this state/mentality, researchers are not able to gather well-rounded

information from undocumented students. These students may have a concern with trust and

because they do not trust the confidentiality of this process, we may not collect information that

can be trusted.

In the recommendation section, I emphasize the greater need for representation in who is

being recognized in these research projects. This recommendation is extended to the researchers,

who should take legal precautions when surveying students too… ensuring that the data collected

remains anonymous before, during, and after research.

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Recommendations

The work of this project brought moments that provided a wide range of emotions. For

instance, I was excited to see efforts made at institutions to meet the needs of their students.

Some moments created fury to read the anti-immigrant actions states would take to put a halt on

an opportunity. However, there are some recommendations to make in hopes that the future will

be brighter for undocumented students.

Not Just Latinos/Hispanics

My first recommendation would relate to representation. In the reading research, there

was a lack of representation in the demographics of undocumented students. Initiatives were

made to look for diversity in race, ethnicity, and/or nationalities among the undocumented

students, but it was not present in the research. In addition to that, other components of

intersectionality were sought to seek a greater range of perspectives. The responses come

predominantly from Latino/Hispanic students and the legal status goes beyond this population.

Not representing the greater picture of identities takes away the true colors of this

situation. By not providing representation, individuals and institutions continue to take away

voices from students and families that could receive greater support had they been

acknowledged. Persisting with demographic will continue to add to the stereotype and stigma

that undocumented students come in one shape and one color. In incidents that negatively impact

the community, one face will be shown, and all the blame will be appointed.

We are Everywhere

The second recommendation would encourage researchers to account for undocumented

students at different types of institutions. There is little work found for undocumented students
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attending private institutions. In addition to the private institutions, it would be a great asset to

understand the experiences students are enduring in states that have an anti-immigrant

government. Even if the state does not provide an ideal situation, undocumented students may

have to compromise their comfort to achieve this goal of theirs.

Undocumented students are in all states of this country. For those that pursued an

education, their voices need to feel empowered even if they are the only ones in a room full of

thousands. How schools are structured sway the experiences undocumented students have. Just

because they attend a private school, it does not mean we keep their voices private.

Practitioners Count

In the reading of articles, there were anonymous student affairs practitioners that came

forward to talk about the support they provided to undocumented students. Some shared with

researchers that their efforts were made incognito, trying to help a student without any

disciplinary actions being taken against them. This is a great concern because they feel as if their

place of work will retaliate against them for doing their work and helping students.

Because of this understanding, my third recommendation would be for researchers to

survey practitioners. Their direction of research can be in any direction, but it is great to have a

general understanding of what practitioners know about their students and if they are aware of

this student population. To continue, it would be great to know how schools could be of support

to practitioners that extend aid to their students (e.g., providing legal support to practitioners who

provide legal support to their students without fearing legal matters will take place against them).
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My Final Reflection

The work of this paper takes a piece of it, and I take a piece of it. Learning and hearing

testimonials in person was hard for me to hear. As previously mentioned in other papers,

learning through this process reminded me often of my parents. In addition to my parents, it

reminded me of my peers and friends I have encountered throughout my journey in school.

There is much more I can learn from these students and there is more for me to

understand at an institutional, state, and federal level. The amount of uncertainty that exists is

dangerous, and the acts politicians execute have a dense ripple in the way we work. The anti-

immigrant rhetoric adds to the supercilious supremacist. Not recognizing undocumented students

on campus is like saying they do not exist.

As an incoming practitioner, the work needed to support undocumented students inspires

me to be a figure like Dr. Sandy López. The work and advocacy she has made along with other

practitioners, elected officials, and students are phenomenal. In efforts made from figures from

NIU, NIU has become a model institution that has set the example, and now other schools have

to meet because of HB3438.

Because of HB 3438, there will be new employment opportunities that will be required

by the state at public and community colleges. I would be interested in moving forward with

employment opportunities like this, but I do feel intimidated to take that step forward because it

requires an immense amount of work and a great amount of advocacy. I ask myself if I am

prepared to be that person, I need and want to be confident when it comes to dealing with a lot of

uncertainty.

Despite the insecurities, I must recognize that I can remain an ally, advocate, and

amplifier. I hope I have opportunities to serve as an advocate in a workplace to remind them of

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friendly initiatives to support our undocumented friends too. It is not just the students that exist,

but there are practitioners in the workspace too that need representation and require

accountability so that they feel supported and seen.

This is no longer a choice of whether I want to or not, and it never has been a choice.

Being a daughter of immigrants, I have to advocate for them. Being a fiance to an immigrant, I

have to advocate for him. Being a friend and family to immigrants, I have to advocate for them

too. Because if I do not do it for them today, then who will tomorrow?
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