School Social Workers Should Be Paid For Their College Expenses

Approximately 200,000 to 225,000 undocumented immigrants enroll in American institutions of higher education and represent 2 percent of all students in college (Suarez-Orozco, Katsiaficas, Birchall, Alcantar, & Hernandez, 2015). Undocumented students have low rates of enrollment to programs of higher education in comparison to documented students. When undocumented students begin college, they go through struggles to adapt and assimilate to college life. As a result of feeling disconnected to the campus they attend, undocumented students may look for different options for support, such as clubs and centers offered for students. In recent years, there have been legal changes set in place to support the success of undocumented students enrolled in higher education, which include in state tuition, financial aid, and scholarship opportunities. These changes have given undocumented students more choices and access to

This paper will try to explain the variety of hardships many Mexican-American students endure in hopes to gain a higher education. Many are driven by the “American Dream”, which is the idea that individuals living in the U.S. have the equal opportunity to achieve success and prosperity through hard work, determination, and abilities. The American Dream often motivates foreigners to enter the United States illegally, hoping for that “equal opportunity” to success. However, not everyone living in the U.S. has equal opportunities, compared to native-born American citizens. This is why it can be difficult for Mexican-American students to attend colleges and universities. A higher education is difficult to obtain for Mexican-American students because of their low socioeconomic status, their differing cultural and structural characteristics, and the social and political institutions in our current society. Although this paper does not focus on the educational opportunities in Mexico, this paper will mostly focus on the educational system in the United States, particularly California State University, San Bernardino. In addition, this paper will refer to Mexican-American students as first-generation college students.

There are around 11.7 million illegal Mexican immigrants living in the United States. Today many of the teenagers of those immigrants are obtaining a free access to college education. [How are the illegals obtaining (getting) access to the free college?] On average a college education would cost a legal citizen going to a four-year college, which doesn’t include books, transport, and personal expenses can range from $107,000 to around $370,000. For example, there is a teenager named Indira Esparza, an illegal immigrant, graduated from University City in San Diego, California. She was able to secure a spot attending an expensive and exclusive private school, that is for the elite, with a full scholarship, $10,000 and other material. Esparza does not have to pay for books, transportation, and

Introduction: Identification and description of the issue: Undocumented Latina/o access to and experiences within higher education

Many of the undocumented students were brought to the United States at a very young age, not by their choice but of their parents. With great potential and willingness to succeed, many do not have the same opportunities as those of their peers. Millions of students have filed their deferred act in hope of getting an opportunity

This creates a situation where both the student and parents are unfamiliar with the enrollment process and requirements. There is also a hesitancy to allow their child to go to college and become indebted with large student loans just to get an education. This reluctance clashes with the social and economic norm of the student being an actively contributing worker to the family’s income (Tornatzky 2006). Some Latino families may not see the economic value of getting an education for four years, when they believe that their son or daughter could have spent those four years in the workforce, or supporting the family with child-care. These family priorities and demands create friction and misunderstanding in the Latino community, where parents actually encourage their children to attend local community colleges, where the quality of education may not be very good, instead of going to an out-of-state public university. These financial conditions, family obligations, and demanding STEM-related courses may prolong the degree attainment process and raise the likelihood of Latinos withdrawing from

To date, only six states (California, Minnesota, New Mexico, Oregon, Texas, and Washington) provide undocumented student with monetary assistance (NCSL). While under “title IV of the Higher Education Act of 1965” undocumented students are currently forbidden to use federal monies to fund their postsecondary education (Drachman, 2006:91). When considering that most undocumented students come from poor families, and that their situation is comparable to that of low-income, first generation college students, who often cannot afford to pay educational fees (Kaushal, 2008; Diaz-Strong,

Many of the undocumented students who have attended New York schools from kindergarten through 12th grades after graduating high school, they are unable to continuing college education because they are ineligible or do not qualify for any student aid. The

addition to the students’ loans which should ideally be coupled with an increment of private sector scholarship aids. These benefits ought to be offered on the basis of socioeconomic and racial backgrounds with the aim of promoting a diverse student body which will eventually result to diverse leaders and workers. The Congress ought to approve the so called DREAM Act which will pave way for legal immigration status and college degrees for the many undocumented students of African, Latin America and Iberia students who have shown desire and promise to improve the State (Raja,

Financial assistance is essential for me to make my dreams a reality. Scholarships will allow me to follow my academic dreams without the crushing burden of student loans or the excessive weight of having to work while taking courses. Being a young Hispanic female, and as a minority in this country, there is a great need I can help to fill. I see how many Hispanic men and women need

This paper will examine the difficulties of young Latino/as in obtaining equal opportunity for education, as well as the obstacles preventing them from becoming qualified candidates of the Dream Act. Latinos, specifically Mexicans, makes up the largest immigrant population in the United States. However, a majority of those immigrants came to the United States undocumented. Due to this status, many limited their access to resources and opportunities, such as education. The Dream Act, also known as, Development, Relief, and Education for Alien Minors was proposed for qualified undocumented immigrants in the United States to have access to higher education and permanent residency. Although the Dream Act seems to be an easy first step for young

What systems theory offers to the examination of the barriers of undocumented students to higher education includes not only information on how the systems came to function as they are but how social change could make broader impacts. For example, the neighborhoods and family systems that undocumented students are a part of could potentially be deeply impacted if unless more students had access to higher education, and of course, employment opportunities following that education, as this could have positive economic and social impacts within these systems.

Approximately 11 million undocumented immigrants are currently living in the U.S., an estimated 2.3 million undocumented students are in the U.S. K-12 system and yet only an estimated 65,000 graduate from high school (Jauregui, Slate, & Stallone Brown, 2008; Diaz-Strong, Gomez, Luna-Duarte, & Meiners, 2011). Of those 65,000 students, only 5-10% will go on to pursue any kind of postsecondary degree (Herrera, Garibay, Garcia, & Johnston, 2013). The issues and implications of these numbers clearly frame two issues surrounding access policy for postsecondary attainment: how can institutions of higher education assist this student population and can institutions of higher education ethically serve this population. These are issues that directly affect access to higher education for this population, as well as choice of institution to attend.

Our country is supposed to be the land of opportunity, its astonishing that undocumented individuals are being denied access to education. In addition to, not allowing undocumented students the right to attend state and community colleges is hindering them from a brighter future, safer environment, and the ability to achieve their american dream. According to the ULCA institute reported that “these undocumented, high-achieving students whose talents are worth nurturing, and have higher GPAs than American undergraduates as a whole.” It’s been proven that undocumented students are striving for a better future and have talents worth paying attention too. Although these high-achieving students face not only financial and legal issues, they also

American high schools produce thousands of graduates annually. According to Heckman, nearly 65,000 undocumented students graduate from high school each year in the United States (as cited in Oliverez, Chavez, Soriano, & Tierney, 2006). Between 5% and 10% of all undocumented students who graduate from high school attend college (as cited in Gonzales, 2007; National Immigration Law Center, 2009). The U.S. Department of Education (2015) reports that undocumented students are those who are defined as not being U.S. citizens, U.S. nationals, or even eligible noncitizens. Further, some are also referred to as DACA (Deferred Action for Childhood Arrivals) students. Eusebio and Mendoza (n.d.), note that Deferred Action for Childhood Arrivals is a federal policy directive established on June 15, 2012, which has created new opportunities for approximately 1.9 million undocumented youth who arrived in the U.S. before the age of 16, have lived in the U.S. continuously for at least five years, and have graduated from high school or obtained a GED. It does not, however, provide access to federal or state-based financial aid. The lack of access to financial aid has created an enormous barrier for undocumented Latino students who wish to continue their education in postsecondary institutions