Undocumentation as a Global Issue

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

Abstract

Objectives
The purpose of this presentation is to challenge the myth that undocumentation is a Latino issue and demonstrate that it affects students worldwide. This presentation focuses on the growth of the issue in the Asian and Pacific Islander community in particular, and how we sought to raise awareness, initiate dialogue, and collaborate with the Asian American community through a yearly Teach-In.

Perspective(s)
Undocumentation is a global issue that not only affects Latinos, but also permeates the Asian and Pacific Islander community. Asian undergraduates make up 40-44% of the undocumented student population (2006-2007) in the University of California (UC) system (APALC, n.d.; Chan, 2008). Of these undergraduates, 60% are Korean, 14% Chinese, 10% Filipino, 7% Indian or Pakistani, and 7% are Thai or other Asian descent (APALC, n.d.). But because undocumentation is highly stigmatized in the Asian community and because of its possible consequences, undocumented students and their families rarely talk about the issue and have essentially become invisible.

Methods
Every year, Stanford University holds a teach-in on undocumented students. Each progressive year, we have had increasing participation from students and speakers in the Asian and Pacific Islander community. In the presentation, we will review the publicity and fundraising methods we have used to engage members from this ethnic community.

Evidence
We primarily use records from past teach-ins through evaluations, fundraising proposals, and reflections of event organizers as a data source for this paper.

Results/Conclusion
In light of the research on how undocumentation is affecting individuals from various ethnic backgrounds, we sought to involve the Asian and Pacific Islander student groups and community members in our annual Teach-In, both as participants and speakers. We began by contacting the Asian American student groups on campus and meeting with the leadership to speak with them about undocumentation and the Asian and Pacific Islander community. After establishing rapport with the leadership, we attended group meetings to discuss the issue with the others members. The purposes of these meetings were to raise awareness about undocumented Asian American students and to invite them to participate in the Teach-In through attendance, sponsorship, publicity, and donations. For the past two years, we have been successful in gaining support from the Asian American Graduate Student Association (AAGSA), the Korean Student Association at Stanford (KSAS), the Asian Law Caucus. We have also had representation from Asian and Pacific Islander groups on our panel of speakers.

Significance
Reports show that there are more than 1.5 million undocumented Asian and Pacific Islanders in the U.S. (Ong, 2010). Approximately 10% of the 2.1 million who qualify for the DREAM Act are Asian (Batulora & McHugh, 2010). But it was not until very recently that Asians have voiced their concerns about this issue within their community. Through efforts such as the Stanford Teach-In, Asians and other non-Latino/a students can become more visible and feel less “alone and isolated” (Chan, 2010). Teach-Ins can equip them with information and resources surrounding the issue, as well as connect them with other contacts and peers.

Author

• Diane Sookyoung Lee, Stanford University