Supporting Undocumented Students ALIZA GILBERT PH D AGILBERTDIST
Supporting Undocumented Students ALIZA GILBERT, PH. D. AGILBERT@DIST 113. ORG CO-DEPARTMENT CHAIR OF COUNSELING HIGHLAND PARK HIGH SCHOOL
Language and Terminology § Undocumented – Lacking appropriate documentation to establish permanent residency (Green Card) § Technically DACA students are still undocumented § Unauthorized – Lacking authorization to be present and/or living in the United States § DREAMers – Youth who would benefit from enactment of the U. S. DREAM Act (controversy currently around this word) § DACAmented – undocumented students with DACA status § Generation 1. 5 – current conversations, especially in research § Illegals – Very negative; demonizes & dehumanizes
Undocumented Population in the United States 10. 5 million total 47% from Mexico (decreasing) ■ 30% other countries in Latin America & Caribbean ■ 14% from Asia (increasing) ■ 5% from Europe and Canada ■ 2. 5% from Africa ■ 1. 5% from the Middle East ■ Passel & Cohn, 2019
P-12 Context ■ 1 million of the undocumented population in the U. S. are children under the age of 18 (Passel & Cohn, 2011) ■ Approximately 725, 000 undocumented students have/had DACA status (Passel & Cohn, 2016) ■ 98, 000 undocumented students graduate high school each year (most w/o DACA) (Zong & Batalova, 2019) ■ 40% of undocumented students ages 18 -24 have not graduated from high school (Passel & Cohn, 2009) ■ 8% of all children born in the U. S. are born to at least one undocumented parent (Passel & Cohn, 2011)
The undocumented student experience The psychological impacts of immigration status: § Constant fear of deportation (whether their own deportation or deportation of loved ones) § Secrecy and trust § Higher levels of stress due to financial barriers § Anxiety about the future § Unprecedentedly high occurrences of depression, anxiety, substance use/abuse, and suicidal ideation Dra. Aurora Chang, Ph. D & Padraic Stanley, MSW Sharing The Dream Conference 2015
Hopelessness Hope Anger Despair Apathy Chan Hellman, Hope Research Center, University of Oklahoma NSCL Conference, February 2021
Influences of high school counselors & college admission professionals ■ Many undocumented students experience discrimination and prejudice from high school and college faculty and staff, either due to ignorance or personal biases (Castro-Salazar & Bagley, 2010; Pérez, Cortés et al. , 2010) ■ Teachers and counselors are often not the primary source of college information (Muñoz, 2008) However…. . ■ Students who succeed in higher education credit high school and college agents for their encouragement and guidance. (Abrego & Gonzales, 2010; Perez Huber & Malagon, 2007)
13 -16 Context ■ Fewer than 10% of undocumented students attend college immediately after high school (Gonzales, 2007) ■ Fewer than half of all undocumented adults ages 18 -24 with a high school degree have attended any college (Passel & Cohn, 2009) ■ Most undocumented students who pursue higher education will enroll in a community college due to cost (Abrego, 2006; Castro-Salazar & Bagley, 2010; Perez Huber & Malagon, 2007).
www. nilc. org
IL Public Act 93 -007 Allows undocumented students to pay in-state tuition at all Illinois public colleges and universities: ■ Graduated from an IL high school ■ Attended high school in IL for three years while living with a parent or guardian ■ Sign an affidavit stating that they will seek legal status as soon as they are eligible ■ Affidavits required for enrollment not for admission
ILLINOIS Rise Act – Retention of Illinois Students and Equity Act Alternative Application for Financial Aid Students deemed an Illinois resident for tuition purposes and not otherwise eligible to receive federal financial aid shall be eligible to apply or receive consideration for State financial aid: Scholarships & Grants (MAP) Room and board awards Tuition waivers Other in-kind assistance.
HB 3438 – Higher Ed Dream Resources Beginning with the 2022 -2023 academic year Requires each public university and community college district to designate an employee as a Dream Resource Liaison Encourages establish a Dream Resource Center on each of its campuses to offer support services Filed 2/19/21 and referred to the Rules Committee 2/22/21
Institutional measures ■ Little guidance for private colleges ■ Many admit but minimally fund ■ Most have no clear policy ■ Stakeholder influence is significant ■ Does your alma mater support undocumented students?
College search § Friendly versus unfriendly states § Travel restrictions & border states § Campus climate and support § Statement regarding support for undocumented students § Admission and financial aid information easily accessible § College costs and aid opportunities § Scholarships & grant aid
Challenges completing applications § Request for social security number § Citizenship question § Paying application fee and/or fee waivers § Dilemma regarding disclosure of undocumented status § Essays
Navigating college costs § Don’t assume a community college is the only option BUT § Talk about costs early on and have a plan B § Discuss option of attending college part-time vs. full-time § Explain payment plans
Financial aid § Lack of institutional transparency and institutional aid § State policies on aid vary § Uncertainty regarding form completion § FAFSA – not usually recommended (even if have DACA) § CSS Profile or Institutional Form are better options § Determining need and receiving aid is easier if parents pay federal income taxes § Citizens students with undocumented parents are almost always selected for verification.
Citizen students with undocumented parents § Students ARE eligible for federal and state aid § Parents without a social security number should use 00000 -0000 NOT an ITIN number § It is important that undocumented parents file taxes as most colleges will require a copy of parents’ taxes for verification § If file taxes with an ITIN, cannot use IRS Data Retrieval § FAFSA “smart” form isn’t always smart!
Individual Tax Identification Number (ITIN) 9 XX-7 X-XXXX What is an ITIN? § A tax processing number, issued by the Internal Revenue Service, for certain resident and nonresident aliens, their spouses, and their dependents. § A nine-digit number beginning with the number “ 9”, has a range of numbers from “ 70” to “ 88” for the fourth and fifth digits and is formatted like a SSN § ITINs are used for tax purposes only and are not intended to serve any other purpose. § An ITIN CANNOT be used for a FAFSA
Considerations when selecting a major § Restrictions in choosing a major were easing due to DACA, but now…. § Great deal of uncertainty § Many students without DACA § Balancing “want” with what is possible § Advising and career development support on campus
Senate BILL 3109 – effective Jan 1 2019 Amends the Department of Professional Regulation Law. Provides that the Department of Financial and Professional Regulation shall allow an applicantto provide his or her individual taxpayer identification number as an alternative to provide a social security number when applying for a license. Provides that no applicant shall be denied a license solely based on his or her immigration status or citizenship status. Amends the Pharmacy Practice Act. Removes language providing that an applicant for a registered pharmacist license shall provide evidence indicating that he or she is a United States citizen or legally admitted alien.
Identifying students Students with birth places outside of the U. S § Smart kids with poor grades who have bad attitudes toward school. Some are bitter. § High achieving students who don’t engage in the college process and ultimately never apply. Yes, these are generalizations! Tread lightly. Ask without asking?
Identifying students § Outreach to ELL teachers, other students, past grads § Create opportunities for students to self-disclose status (but don’t require it for access to information) § Revise presentations to include the terms: citizens, permanent residents, and undocumented students
Get the Message Out § § Normalize the message § Include relevant information in all printed materials (college planning handbook, financial aid handouts, college counseling website) § Address undocumented student needs in all presentations/programs Educate all high school faculty and staff that undocumented students can go to college
Lack of awareness regarding undocumented student population Q: “Tell me what you know about the undocumented population at this high school“ A: “It’s a really good question and the answer is, I don’t know. I can’t even think of ever coming across an undocumented student. I am sure that I have, but I just don’t know that piece about them. “ - Staff
Lack of awareness regarding post-secondary opportunities Q: “What postsecondary opportunities are available to an undocumented student? ” A: “My understanding is that those doors are mostly closed off to them … for example, an undocumented student wouldn’t be eligible for in state tuition or I’m not even sure if there are other regulations that would keep them from the application process. ” - Staff
Miscellaneous § Drivers Ed/Traffic Safety/Driver’s License Academic/Extra-curricular travel throughout the USA (e. g. Close-up, NHI, DECA, Model UN, Athletics) § § State traveling requirements upfront but do not discourage participation § REAL ID ACT: Compliance by Oct 2021 or travel with passport § Be careful with states close to the borders that have checkpoints
When a student reveals status Situations in which a student might disclose to you. § You are a member of his or her own ethnic/racial group § You are a trusted mentor § You or others have imposed requirements that they cannot complete without telling you of their inability to comply § You are in a position to assist with a concern § You have been referred by another student Students have no way of knowing whether your reaction will be positive or negative. Adapted from California State University (2009). AB 540 Ally Training Project Facilitator Handbook. , 20
Show support for students without documentation educationvotes. nea. org (downloadable jpeg)
Questions?
- Slides: 32