In many ways the articles found regarding undocumented students and their hope to participate in higher education related to the personal responses by both Melissa Brannen and Dr. Sanchez-Samblás. Both the articles and the participant responses seemed to focus on the difficulty that undocumented students have while trying to pursue higher education, and the behavioral/personality differences between undocumented students and students with citizen status. Possibly the biggest connection between the articles and the personal responses is the difficulty that undocumented students face while pursuing higher education. Fear, from both the student and their families was the most noted difficulty that undocumented students face. Noted as a psychosocial-educational …show more content…
Both the participants and articles noted that due to the status of the students, they are not eligible to receive any sort of financial aid through the federal government. Without the financial support towards higher education, undocumented students are typically not able to afford higher education. Beyond financial aid, lies the concern of the paperwork that is often required when applying for higher education institutions. Because these students do not have the documentation that many schools ask for in the application process, many students do not know how to continue. Often times, the family is not a resource that the students can rely on. Both Mrs. Brannen and Dr. Sanchez-Samblás noted that often there is the language barrier that keeps family members from being able to assist students. One of the articles noted the language barrier as well as the unfamiliarity family members have with the process, which was something both Brannen and Sanchez-Samblás …show more content…
First, similarly to what the articles suggest, I think high school guidance counselors should be better advocates for the students and truly provide them guidance that is actually feasible for the situation. Often times when college admission time comes around, guidance counselors provide the most basic of advice and recommendations so that they can help the most people. But if counselors took the time to help undocumented students understand their status and how it affects their journey in higher education, what resources are available, and how to navigate the application process, I feel like the stress and feelings of uncertainty will
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Part Three of the book “Just Like Us” written by Helen Thorpe is comprised of illegal undocumented individuals residing in Denver Colorado. The individuals consist of a group of four Mexican young adults all with the dream of one day attending college and finally obtaining a legal status within the United States. In this portion of the readings, Yadira, Marisela, Clara, and Elissa are entering their senior year at their University and have defined the odds of successfully completing college while maintaining an illegal status. Helen Thorpe clearly demonstrates a passion in tracking individuals that are determined to become legal citizens within society; however, lack the proper advocacy and documentation to do so. Part Three of the book envelops the complexity of maintaining a legal status among society members through the lives of these four influential young ladies striving to achieve higher education in the
Immigration has been a part of American history ever since the United States was founded. American schools were built on the foundation of European traditions that have come to be problematic due to the increased number of immigrants from different regions of the world. There have been recent arguments over the quality of education migrants, legal and illegal, are receiving in secondary education. There are various differences amongst legal and illegal immigrants’ education in the United States that are controlled by environmental situations that alter achievement in the classroom. In this decade, what are school administrators doing in secondary education to prepare immigrants students to go to college, when these students are sometimes placed in environments that hold them back from receiving post-secondary education?
Educators, parents, policy makers, and institutional leaders all play a vital role in the advocacy of Latino/a students on their journey towards higher education. Access to information on how to attain higher education and practices needed to plan for the next steps, are necessary in preparing for the future. As the Latina/o population continues to grow in the United States it is important to recover what their educational outlook is in regards to higher learning. This literature review will examine the roadblocks facing Latina/o students including, parent involvement and understanding, family influence, preparation programs, and school support, and explore ways in which educators can work towards making college access a more frequent reality for Latina/o students.
The importance put on education often comes from parental involvement. Many Latinos come to this country in hopes of giving the opportunity to their children to have more open more doors to success while enjoying freedom. The freedom that some possibly do not have at home. “A number of factors contribute to the translation of a family’s social capital to schools capital, including parental income and educational attainment, English language proficiency (ELP), parental beliefs and educational aspirations for their children, and parental involvement in schools (Zambrana 62).” The need to aspire is an individual motivation, however the family structure has much to do with the ambitions. The Latino community according to the book Latinos in American Society written by Ruth Zambrana ran a study on the Average SAT Scores for Twelfth Grade Test-Taking Population, by Race and Latino Subgroup, 1996-2006. In this study, it was found that the second-generation students that are of college-educated Latino families contributed the most to the rise in the total Latino student
I never realized the seriousness about Hispanic students questioning their identity and not attending college until I experienced it in my previous course Chicano Studies. I was very fortunate enough to have a class that demonstrated how students not taking courses related to their cultural history history become less motivated to attend college expenses and lack of motivation. Being a Chicano student is very difficult because the number of Chicano students attending college is very small and causes students to lack of motivation. STEM m...
The findings and recommendations point to the conclusion that social and structural support for immigrant students should be embedded in curricula where appropriate and systematically included in school and university processes starting before the school experience, continuing through the university and extending up to higher level of education from it.
There are a great number of students who face obstacles when crossing the border into college. Unfortunately Donna Beegle was one of them. Beegle faced barriers such as poverty, lack of middle class knowledge, and multiple responsibilities. Donna Beegle was facing immense difficulties due to her poverty even after receiving welfare resources. She was not able to take good care of her children and family. As a single parent, Beegle had hard time paying rent, utilities, transportation, basic needs, and providing nutritious food for her children. Due to non-payment her lights was cut and was also evicted (Beegle 139). In acquiring knowledge, she also had her welfare
To some concerned citizens they think in-state tuition is free, but in reality it is a discount since undocumented students still have to pay tuition and tends to increase school revenue. The young immigrants are the key to the country’s ability to counteract the serious demographic challenges the country faces (Joaquin, 2014). Getting a higher education would raise the stature of the workforce to have a chance to sustain an economy. For every person who obtains a college degree and gets a professional jobs means one less person to drain social service budgets of the state, and assets in terms of payment of taxes and the attraction to the state high-wage employers seeking well-educated workers (Joaquin, 2014). Additionally, by having a higher education it allows undocumented students to figure out their interests and skills to a higher-paying jobs; they can then earn more money and began contributing more in payroll taxes. This helps revenue for support vital programs, for example, Social Security, and Medicare, even if undocumented immigrants are unable to benefit from these programs. Advocates argue that making tuition feasible would not only influence undocumented students to graduate high school, attend college, and pursue a high-paying career, which could potentially benefit U.S. citizens and the economy. For them to be able to get a college education it would encourage these students to enter the job market as tax-paying American citizens (Palmisano,
The theme of education and undocumented students has been a key issue for many decades. Undocumented students are often deprived from higher education because of their migratory status. They not only have to face discrimination and fear of deportation, but also after high school, they have to face the crude reality that their dreams of success and educational achievement are far from becoming a reality due to their lack of opportunities. Many personal stories shared in William Perez and Douglas Richard’s book “Undocumented Latino College Students: Their Socioemotional and Academic Experiences.” Relate to their fears, difficult conditions, emotional challenges, limitations, and other circumstances that multiple undocumented students live daily
It is estimated that 65,000 undocumented students graduate from High School each year, and out of these students, only less than 10 percent attend a higher education (Ibarra & Sherman, 2012). Under the Supreme Court Decision known as Plyler v. Doe, undocumented young immigrants are entitled to receive free education from Kindergarten to secondary institutions (Yates, 2004). However, as young undocumented immigrants transition from high school to college, the challenges that come with being illegal begins. Prior to 2001, college institutions classified undocumented students as international students even if they have lived in California a majority of lives (Abrego, 2008). Undocumented students were required to pay out of state tuition of approximately
Even though U.S. government offers everyone an equal opportunity to be educated, parents need to work to support their families that they do not have time to go to school. Parents would like to send their children to school because they understand how important education is. Based on the differences of language, culture, and educational system, immigrant parents have hard time to get connection with schools. They do not what they need to do to be involve in school since they do not understand the language. Some immigrant parents speak a little English, but they are not confident enough to express themselves. Parents want to know how their children do at school and help with their study. Teachers also want to help children to achieve their goals. Lareau said that teachers want parents to be involved in their children’s education, to “sign homework, help with projects” and “be positive” (Lareau, 2003). This means school-home connection is important. Parents might not be able to help children with all the homework, but mathematic that parents can check their math homework and sign. Having parents to help with the project is a way for them to involve in children’s study. Parents might not understand what the project is, but they can have their children to explain, and then give children some suggestions. In order to help parents to know more about the school
Undocumented and Stressed takes an inside look into the struggles undocumented students face while attempting to further their education. Besides the fear of failing classes or funding tuition, this group of students also faces the chance of being deported. In an attempt to finish their college careers, many students apply for the Deferred Action for Childhood Arrivals (DACA) government protection program. This program was put in place in 2012 in an attempt to protect qualified youth from being deported. From those who were granted DACA status, over 85% said it positively impacted their college careers. Aside from fear of deportation, many undocumented students often have added stressors due to the inconsistency in laws, rules, and regulations
The Graduates provides a compelling glimpse into the specific struggles and strengths of Latino youth in America’s present education system. Specifically, this film utilizes the stories of six Latino youth across America to tell a larger narrative of inequity and injustice. This film is distinct in its specific focus on the plight of Latino youth, and ultimately the problem that is revealed is that racially fueled segregation keeps all-Latino schools stagnant. In addition to this, political barriers for undocumented immigrants hinder individuals from accessing certain educational opportunities, no matter their potential or ability. The Graduates presents grassroots-level solutions such as peer juries in high schools, as well as national-level solutions that would provide clearer avenues for undocumented students to access a college education.