Undocumented and DACAmented Students

The ongoing dialogue concerning the access to higher education for undocumented students has garnered attention from high school guidance and college counselors, educators, and policymakers. The college application process is both challenging and overwhelming for students as they seek out information to make critical decisions about their educational paths. Often times, undocumented or DACAmented students fail to receive the proper assistance and emotional support from their high school teachers and college counselors. These students, when requesting information for a college search, are often times presented with general, rather than specific information that is most relevant and pertinent to them.

An undocumented person is not a U.S. citizen, does not hold a permanent resident visa, and has not gained entry into the country through a long-term residency or work permit. A DACAmented person is a younger individual who has been granted reprieve from deportation as established by the president’s “Deferred Action for Childhood Arrivals” (DACA) program. Immigrants who are granted DACA status receive a Social Security number and are legally permitted to work and live in the United States.

We must consider the disappointing statistics presented by The Journal of College Admission: only 25% of undocumented immigrants between the ages of 25 to 64 have matriculated into a college or have received a postsecondary degree. When compared to the 53% of documented immigrants and the 62% percent of native-born citizens of the United States, this is a huge disparity that must be addressed.

When compared to their school peers, undocumented and DACAmented students face additional obstacles due to their uncertain immigration status. When college and guidance counselors do not take students’ immigration status into account, it limits them from gaining full access to all of the educational possibilities and choices that are available. Some students may even receive inaccurate information or may leave with the impression that they are ineligible for college admission due to their citizenship status. Educators must dispel the myth that students who do not have a Social Security number cannot apply to college.

It is essential that college counselors make the effort to seek out information that is applicable to the specific needs of undocumented and DACAmented students. High school students flourish in an emotionally supportive environment, especially as they focus on the college search and the application process. Providing students with emotional support can take the form of advocating, encouraging, and investing energy into their specific academic needs.

Bolstering Support for Students

High school staff and college counselors must acknowledge the difficulties that accompany students who have undocumented and DACAmented status. High schools can take the initiative to identify and cultivate programs that provide both emotional and informational support for students when they make decisions regarding their post-high school pursuits. Irrespective of the number of undocumented or DACAmented students enrolled at a school, it is the school’s responsibility to provide the necessary support for their student population.

Counselors must learn and understand the multifaceted local, state, and federal laws that affect undocumented and DACAmented students’ access to college. They must obtain information about financial aid eligibility, postsecondary benefits, reduced in-state residence tuition, and the possibility of private scholarships. High school counselors play an integral role in providing specific information that can illuminate students to the college opportunities that are available to them.

The U.S. Education Department has released its Resource Guide on Supporting Undocumented Students in High School and College. This document is available at http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf

If you would like to read more about ways to support low-income students, undocumented, or DACAmented students, please visit http://www.nxtbook.com/ygsreprints/NACAC/nacac_jca_fall2015/