Background Information on Undocumented Students

• In Event: Symposium on Stanford’s Teach-In on Undocumented Students in the United States

Abstract

Objectives
The objective of this presentation is to raise awareness about the policy issues surrounding undocumented students and to dispel current myths about immigrant students. This presentation focuses on how legislative bills have affected undocumented students’ access to higher education. We describe the role that Stanford University’s Teach-In has played in communicating this information to the surrounding community.

Perspective(s)
One million eight hundred thousand undocumented children and adolescents live in the United States today (Passel, 2006). About 65,000 of these undocumented students graduate from high school each year, but only 10,000 of these students continue on to college (Passel, 2003). In 1982, the Supreme Court passed Plyler v. Doe, allowing undocumented youth to attend elementary, middle, and high school in the state to which they have immigrated. Although undocumented students may pursue higher education, many of them cannot afford to attend colleges or universities because they are required to pay out-of-state tuition. Some states have passed laws that qualify undocumented students for in-state tuition rates (National Immigration Law Center, 2011). But, undocumented students who qualify for in-state tuition still struggle to pay for their schooling because they remain ineligible for financial aid. In 2010, the DREAM (Development, Relief, and Education for Alien Minors) Act was proposed as a way for undocumented students to access higher education and become legal residents in the United States. As with earlier versions of the DREAM Act, the 2010 version was defeated later that year. The DREAM Act was re-introduced in 2011, creating renewed media coverage of undocumented students. Instead of depicting these students as criminal and unworthy of access to education and citizenship, research continues to reveal that many undocumented students are academically successful and have a strong desire to attend college (Abrego, 2006). Unfortunately, a number of these talented students are forced to abandon their dreams of higher education when faced with legal barriers due to undocumentation.

Methods
The Teach-In planning committee contacts and connects with legal, educational, and economic experts in the field of undocumentation. These sources provide information on the facts and myths surrounding undocumented students, which is later presented at the annual Teach-In.

Data sources
The planning committee uses data from the Census, the Pew Hispanic Center, the Urban Institute, scholarly articles and books, advocates, and students.

Results/conclusion
The Teach-In provides valuable information about legislative bills and resources for undocumented students and their families. Furthermore, educational researchers are made aware of the negative myths about undocumentation, the potential that lies within these students, and the immigration policies that prevent these students from achieving their dreams and contributing to society.


Significance
The struggles of undocumented students in the United States are quickly becoming issues of national concern. Contrary to popular perception, many students are academically talented, are law-abiding, and desire a quality education. Teach-Ins can help dispel negative myths, highlight the valuable resources that can be found within the undocumented population, and inspire advocates to call for the removal of the legal barriers to higher education.

Author

• Liza Renee Lizcano, Stanford University