Immigrant Student National Position Paper · 2020. 10. 14. · Jesus, Saint Ignatius of Loyola,...
Transcript of Immigrant Student National Position Paper · 2020. 10. 14. · Jesus, Saint Ignatius of Loyola,...
A Study Funded by the Ford Foundation
A Study Funded by the Ford Foundation Authored by: Fairfield University, Loyola University Chicago, and Santa Clara University Legal and Social Research Teams January 2013
January 13
Immigrant Student National Position Paper
Report on Findings
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Research Acknowledgements
Specialthanksaregiventothesixpartnerschoolsfortheirparticipationintheresearch:FairfieldUniversity,LoyolaUniversityChicago,LoyolaMarymountUniversity,SaintPeter'sUniversity,SantaClaraUniversity,andUniversityofDetroitMercy.FundingwasprovidedbytheFordFoundation.ProjectleadershipwasprovidedbythefollowingfacultyandadministratorsatFairfieldUniversity,LoyolaUniversityChicago,andSantaClaraUniversity.
ProjectDirector‐Rev.RichardRyscavage,S.J.,Director,CenterforFaithandPublicLife&Professor,Sociology&Anthropology,FairfieldUniversity
ProjectManager‐MelissaQuan,AssociateDirector,CenterforFaithandPublicLife&Director,ServiceLearning,FairfieldUniversity
AdministrativeCoordinator‐MichaelCanaris,Ph.D.;AdjunctProfessor,ReligiousStudies,FairfieldUniversity
SocialResearchTeam
KurtSchlichting,Ph.D.,Professor,Sociology&Anthropology&E.GeraldCorriganChairintheHumanitiesandSocialSciences,FairfieldUniversity(ResearchDirector)
Terry‐AnnJones,Ph.D.,AssociateProfessor,Sociology&Anthropology,FairfieldUniversity
SuzannaKlaf,Ph.D.,AssociateDirector,CenterforAcademicExcellence,FairfieldUniversity
PhilipNyden,Ph.D.,Professor,SociologyandDirectorfortheCenterofUrbanResearch,LoyolaUniversityChicago
MariaGuzman,M.A.,SeniorResearcher,CenterforUrbanResearch&Learning,LoyolaUniversityChicago
LauraNichols,Ph.D.,AssociateProfessorofSociology,SantaClaraUniversityLegalResearchTeam
AnaSiscar,Esq.,FairfieldUniversity(LegalResearchCoordinator)
MaryBird,J.D.DirectorofPublicServicePrograms;Coordinator,StreetLawProgram,LoyolaUniversityChicagoSchoolofLaw
CynthiaMertens,J.D.,ProfessorofLaw,SantaClaraUniversity
AnyquestionsaboutthecontentsofthisreportshouldbedirectedtoRichardRyscavage,[email protected].
Executive Summary 3
Table of Contents
ResearchAcknowledgements...........................................................................................................2
TableofContents...................................................................................................................................3
I.Overview...............................................................................................................................................5
II.BackgroundandContext...............................................................................................................7
III.MissionandIdentityofJesuitInstitutions...........................................................................10
IV.AdmissionsProcessforUndocumentedStudents.............................................................11 StudentExperiences......................................................................................................................................11 InstitutionalPractices/Policies................................................................................................................12 LegalIssues......................................................................................................................................................12 Admission........................................................................................................................................................................12 FinancialAid..................................................................................................................................................................14
KeyFindings&Recommendations..........................................................................................................14 AFormal,CentralizedAdmissionsProcess.......................................................................................................14 ACommonFund...........................................................................................................................................................16 ClearApplicationPolicy............................................................................................................................................16
V.On‐CampusExperienceofUndocumentedStudents..........................................................17 StudentExperiences......................................................................................................................................17 InstitutionalPractices/Policies:StaffPerspectives...........................................................................19 LegalIssues......................................................................................................................................................19 Universities'DutytoProtectPrivacy...................................................................................................................19 EmploymentandTravelingAbroad.....................................................................................................................20 Driving..............................................................................................................................................................................21
KeyFindings&Recommendations..........................................................................................................22 BestPractices................................................................................................................................................................22 NeedsofUndocumentedStudents........................................................................................................................24 Go‐ToDesignatedStaff..............................................................................................................................................24 Campus‐wideAwareness.........................................................................................................................................24 LegalSupport.................................................................................................................................................................24
VI.OutgoingConcernsofUndocumentedStudents.................................................................25 StudentExperiences......................................................................................................................................25 InstitutionalPractices/Policies:StaffPerspective.............................................................................26 LegalIssues......................................................................................................................................................27 KeyFindings&Recommendations..........................................................................................................28 BestPractices................................................................................................................................................................28 SupportoftheDREAMActorComprehensiveImmigrationReform.....................................................28
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VII.SummaryofRecommendations.............................................................................................29 Mission...............................................................................................................................................................29 Admissions.......................................................................................................................................................29 FinancialAid....................................................................................................................................................29 On‐Campus........................................................................................................................................................29 CareerCounseling..........................................................................................................................................30
VIII.JesuitReflectionandMoralFramework............................................................................31 CatholicSocialTeaching..............................................................................................................................31 CommonGood.................................................................................................................................................31 HumanDignity................................................................................................................................................31 FamilyUnity.....................................................................................................................................................32 Solidarity...........................................................................................................................................................32 Subsidiarity......................................................................................................................................................32 Charity................................................................................................................................................................33
IX.ConcludingRemarks....................................................................................................................34
Endnotes.................................................................................................................................................35
Executive Summary 5
I. Overview
Everyyear,approximately65,000undocumentedstudentsgraduatefromAmericanhighschools1tofaceafutureofuncertainty.ManywerebroughttotheUnitedStatesasyoungchildrenbyparentswhoeitheroverstayedalegalvisaorenteredthecountrywithoutinspection.Havingbrokennolawthemselves,theseundocumentedstudentsfaceyoungadulthoodwithoutthebenefitofU.S.citizenshipandfacetremendouslegalbarriersinseekinglawfulimmigrationstatus.Anestimated5‐10%ofthesestudentsenterpost‐secondaryeducation.2Ahandfulatthetopoftheirgraduatingclassareawardedmerit‐basedscholarshipsorotherwisefindawaytofinanceattendanceataJesuituniversityorcollege–institutionswithastoriedhistoryofservingimmigrantsandfirst‐generationpopulations.ThisImmigrantStudentsNationalPositionPaperisastudyofthesituationofundocumentedstudentsatJesuitcollegesanduniversitiesintheUnitedStatesandtheinstitutionalpracticesthataffectthosestudents.Theresearchforthispaperwasconductedovertwoyears(2010‐2012)bylegalandsocialscienceresearchteamsatFairfieldUniversityinConnecticut,SantaClaraUniversityinCalifornia,andLoyolaUniversityinChicago.Thestudyemployedamixedmethodsresearchmodel,asfollows:1.In‐depthstructuredinterviewswithkeystaffatsixJesuitcollegesanduniversities.
Thissix‐campusstudyincludedtwoschoolsintheEasternregion,twointheMidwest,andtwointheWest.Thethreeleadinstitutions‐FairfieldUniversityinFairfield,Connecticut;LoyolaUniversityinChicago,Illinois;andSantaClaraUniversityinSantaClara,California‐eachpartneredwithanotherJesuituniversityintheirgeographicalarea.Together,thesixinstitutionsrepresentedthebreathanddepthofJesuiteducation,fromaresearchuniversitywithgraduateprograms,lawschools,andamedicalschool,toanall‐undergraduateuniversitywithalargenumberofcommuterandpart‐timestudents.Stafffromadmissions,financialaid,studentsupportservices,andcampusministryparticipated.Atotalof47interviewswerecompleted,recorded,transcribed,andthenqualitativelyanalyzedwithNVivo®software.2.Onlinestaffsurvey.
Anonlinesurveywasdesignedtoexplorepracticesandattitudestowardtheundocumentedatall28Jesuitcollegesanduniversitiesacrossthecountry.Anemaillistofapproximately200keystaff(admissions,financialaid,studentservices)fromall28institutionswascompiled,andallwereinvitedtogoonlinetocompletethesurvey;atotalof110responded.Thesurveyquestionsincludedbothfixed‐choiceanswersandopen‐endedquestions.
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3.In‐depthstructuredinterviewswithundocumentedstudents.
In‐depthpersonalinterviewswereconductedwith26undocumentedstudentswhowereattendingJesuitinstitutionsintheU.S.atthetimeofthestudy.Theinterviewsexploredthestudent’sjourneythroughtheadmissionsprocess,financialaidissues,andthenexperiencesoncampus.Thestudentswerealsoaskedtodescribetheirfamilybackgrounds.Theinterviewsweretranscribedandanalyzed.AllstudentsinterviewedwereprimarilyraisedintheUnitedStates,arrivinginthecountryfromasyoungas40daystonoolderthannineyears.ManyhadyoungersiblingswhowerebornintheU.S.andwerelegalcitizens.Allindividualinterviewinformationremainsstrictlyconfidential.Toprotecttheirconfidentiality,eachintervieweewasassignedanidentificationnumber.AllinterviewtranscriptswerestoredonasecureserverbyIDnumbersandallpersonalinformationremoved.Eachstudentsignedaconsentformbeforetheinterviewsbegan.Aneffortwasmadetoselectquotesthatcouldnotleadbacktoanyoneperson.Inaddition,shadowgraphicswererandomlypairedwiththeselectedquotesinthisreportanddonotnecessarilyrepresentthegenderofthepersonquoted.4.In‐depthstructuredinterviewswithcommunityadvocates.
Alimitednumberofinterviewswereconductedwith“communityadvocates”whooftenplayakeyroleinencouragingundocumentedstudentstoapplyandenrollatJesuitinstitutions.
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II. Background and Context
WhocouldhavepredictedwhenJohnCarrollfoundedGeorgetownUniversityin1789thatby1922,whentheU.S.beganclosingthedoortomassimmigration,therewouldbe25moreJesuitcollegesanduniversitiesintheUnitedStates?3ThehighlevelofCatholicimmigrationoverseveraldecadesattheturnofthe19thcentury–similartothelatestwaveattheturnofthe20thcentury–propelledtheJesuitstofoundtheseschoolstoensurethatfirst‐generationimmigrantstudentscouldhaveaccesstohighereducation.Thecolleges,liketheCatholicChurchitself,providedimportantavenuesfortheintegrationofimmigrantsintoAmericansociety.ThedescendantsoftheseimmigrantsgraduallybutsuccessfullyenteredtheAmericanmainstream,andthirdandfourthgenerationdescendantsofCatholicimmigrantsaretodayamongthemostaffluentgroupsinthecountry.FullyassimilatedintoAmericanlife,theysometimeshavelettheirsocialmemorysliporlaydormant.Somehavestrongopinionsaboutimmigration–especiallyillegalimmigration.Today,theissueofillegalimmigrationintheUnitedStatesinvolvesaturbulentmixofeconomic,political,demographic,security,andlegalconcernsatthelocal,state,andfederallevels.Withinthisexplosiveissuethereexistsaspecialsubsidiarysocialproblemthatbegsfortheattentionofprivatehighereducation,andespeciallytheattentionoffaith‐basedinstitutions:theplightofundocumentedstudents.ManyofthesestudentshavespenttheirmostformativeyearsintheUnitedStates,andsomedonotevenspeakthelanguageoftheirparents’countryoforigin.Itisnotunusualforthesestudentstofirstlearnoftheircitizenshipstatuswhentheystartapplyingtocollegesand,unliketheirpeersandclassmates,findouttheydonothavesocialsecuritynumbersandarebarredfromapplyingforfederalfinancialaid(FAFSA).Priortotheirhighschoolgraduation,undocumentedstudentsareguaranteedafreeK‐12publiceducationundertheEqualProtectionclauseofthe14thAmendmentpursuanttothe1982U.S.SupremeCourtdecision,Plylerv.Doe.Atthetimeofthedecision,JusticeWilliamBrennan,speakingforthemajorityoftheJustices,saidthatundocumentedstudents‐eventhosewhosepresenceinthiscountryisunlawful‐havelongbeenandweretoberecognizedas“persons”guaranteeddueprocessoflawandequalprotectionofthelawsbythe5thand14thAmendments.InrulingthattheEqualProtectionClausehasbeenviolatedbytheimpositionoftheburdenoftuitiononundocumentedstudentsinK‐12publicschools,BrennancitedanotherSupremeCourtruling(Weberv.AetnaCasualtyandSuretyCo.,406U.S.1641972):
“Imposing…condemnationontheheadofaninfantisillogicalandunjust.Moreover,imposingdisabilitiesonthe…childiscontrarytothebasicconceptofoursystemthatlegalburdensshouldbearsomerelationshiptoindividualresponsibilityorwrong‐doing.Obviously,nochildisresponsibleforhisbirth,andpenalizingthechildisanineffectual–aswellasunjust–wayofdeterringtheparent.”
ForJesuitschools,thisproblemarticulatedbytheSupremeCourtbecomesamatterofsocialjusticeandinstitutionalidentity.Educationhasbeenadefiningcharacteristicofthe
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SocietyofJesussincethel6thcentury.InclusionandaccesswereinnovativeandgroundbreakingcharacteristicsofJesuiteducationfromitsinception.TheJesuitscreatedaworldwidenetworkofcollegesanduniversitiesanchoredinahumanisticeducationandacommonconcernforthemoraldevelopmentofstudents.ThefounderoftheSocietyofJesus,SaintIgnatiusofLoyola,intendedJesuiteducationtobefreeandopentoallsocialclasses,supportedbybenefactorswhobelievedintheseprinciples.Thishopewastemperedbytherealisticdemandsforexponentialgrowthoftheeducationsystem.Itbecamequicklyimpracticaltoprovidefreeeducation.Eventoday,likeourearlyJesuitbrothers,weallstruggletoachievebalanceinprovidingtransformativeeducationacrossthesocio‐economicspectrumofsocietywhilefullyrecognizingthefinancialandsocialconstraintsthateachofourinstitutionsfacemovingforward.YettheinteresttodayofJesuitinstitutionsinundocumentedstudentsisnotonlyanhistoricalone,forCatholicSocialTeachingmakesclearthatissuesofsocialjustice,thecommongood,thedignityofeveryhumanpersonregardlessofbirthplace,andtherightofpeopletomigrateandseeksocialadvancementaredivinelyinspired.Jesuitcollegesanduniversitieshopetoinstillintheirstudents,bothcitizensandnot,thenotionofdisplayingcurapersonalis(carefortheentireperson)whichviewseducationastheholisticdevelopmentofthehumanperson,notmerelypre‐professionalcredentialing.Inaddition,allJesuitschoolstodayhavecommoncommitmentstoeducatingforjustice,helpingstudentstobecomegenerousandmagnanimous“menandwomenforothers,”andahabitofdiscerningthemagis‐a“better”wayofproceedingbasedonthemostsoundmoralprinciples.Suchacommonstandardlaysthemoralgroundworkforourschoolstocreateasignificantlymorewelcomingenvironmentfortheundocumentedyouthinoursociety.Itstandstoreason,then,thatweshouldquestionwhyeducatingimmigrantsnolongerfiguresasanexplicitpriorityformanycollegesanduniversitiesassociatedwiththeChurch,evenasimmigrationlevelshaveonceagainrisentothehistorichighlevelsfoundattheturnofthe19thcentury.Tosomedegree,Jesuithighereducationhaslostitsspecialconnectionwithimmigrantsnowthattheirstudentprofilehasdramaticallychanged,withmanymorenatural‐bornAmericansthanimmigrantsamongstitsstudents,alumni,andparents.ThisdisconnectwithourimmigrantrootsisexacerbatedwhenmanyamongthecurrentuniversityconstituentsquestionwhyinstitutionalaidshouldbeawardedtoundocumentedstudentsinsteadoftothosewithU.Scitizenship.However,inthe2010ACJUmissionandapostolatestatement,theU.S.Jesuitpresidentsreaffirmedtheircommitmentto“continuingthehistoricmissionofeducatingfirstgenerationstudents….[andto]prioritizetheeducationoftheseoftenvulnerableandunderservedstudents.”4Inaddition,withsolidarityasaguidingJesuitprinciple,wehaveaglobalandlocalresponsibilitytohelponeanotherasco‐travelersonthepathoflife.TheChurchteachesthatwehaveamoralresponsibilitytohelpothers,especiallythepoorandthemostvulnerable,andnotrestrictthatresponsibilitytoourfellowAmericancitizensbuttoextendittoallmenandwomen.Ascitizensoftheworldandmembersofthehumanfamily,wemustworktowardthegreatergoodinpracticalandmeaningfulways.Thisstudytakesanin‐depthlookatwherewearetodaywithundocumentedstudents.Whatarethepractices,attitudes,challenges,andopportunitiesinourcurrentinstitutions?
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Howdocurrentfederalandstatelawsandpracticesimpacttheundocumentedstudent'scollegeexperience?Finally,howcanwe,asamorally‐committednetworkofJesuithighereducationinstitutions,jointogethertocollaborativelysupportthehumandignityofundocumentedstudentswhofindthemselvesadriftinaworldhostiletotheirfuturebecauseofapasttheydidnotchooseforthemselves?
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III. Mission and Identity of Jesuit Institutions
ThemissionstatementsoftheJesuitcollegesanduniversitiesspecificallyaddresstheissueofsocialjustice.Implicitly,theJesuitmissionisfocusedonprovidingopportunitiesforallstudents,includingtheundocumented.Thestaffinterviewedatthesixinstitutionsandthosewhocompletedtheonlinesurveywereextremelysupportiveofhelpingtheundocumentedandviewthissupportaspartofthemissionoftheiruniversity.Staffoverwhelminglyagreedthatenrollingundocumentedstudentsiscompatiblewiththemissionoftheirinstitution,withover60%supportingtheideathateducatingundocumentedstudentsshouldbeaninstitutionalpriority.However,moststaffrecognizedthattheirinstitutionsdonotpubliclyidentifytheirsupportfortheundocumented,andfewhavespecificoutreachprogramstoencourageundocumentedstudentstoapply.StaffSurvey:UndocumentedStudents&JesuitMission
OriginalStaffSurveyStatementsoftheAboveChart:
Welcoming Ourinstitutioniswelcomingtostudentswhoareundocumented
PubliclySupport Ourinstitutionpubliclysupportsstudentswhoareundocumented
FitsMission Admitting,enrolling,andsupportingundocumentedstudentsfitswithinthemissionoftheinstitution
DoMore Institutionsshoulddomoretosupportstudentswhoareundocumented
UndocumentedFocus
EducatingundocumentedstudentsshouldbeafocusofJesuitcollegesanduniversities
OutreachPrograms
Ourinstitutionhasspecialprogramsand/oroutreachtoundocumentedstudents
Executive Summary 11
IV. Admissions Process for Undocumented Students
StudentExperiences
Ididn'tusetheelectronicapplicationbecauseIcouldn't...itwouldn'tgothrough...Mostofmygraduatingclassfromhighschool...appliedthroughelectronicapplications.Iwasbasicallytheonlyonewhoappliedonpaper,andtheywerekindofsuspiciouswhy.Ijustdidn'tsayanything.
Myfamilyhasalwaysbeenontopofmewhenitcomestoschoolandeducation.That'sourmaingoal.That'snumberone.Nothingelsebutschoolandeducation.So,Iworked[very]hard...IdideverythingIcouldhave[andthentofindout]thatIcouldn'tattendcollege,orthatIcouldn'thaveanyfinancialaidbecauseIdidn'thaveanumber‐whichisjustbasicallyanumber‐itreallyaffectedmealot,emotionallyandmentally.Itplayedsomuchwithinmyselfandwithinmyfamily,becausenowthatI'mgettingolder...Ihavetorespondformywholefamily..
Underlyingtheadmissionsprocessforundocumentedstudentsistheongoingfearofexposureoftheircitizenshipstatus‐forthemselvesandespeciallyfortheirfamilies.Fromapplicationtograduation,theyareworriedaboutwhotheycantrustandwhetherthisdetailwill"slip"andchangetheirlifeorafamilymember'sforever.Anothermajorbarriertohighereducationaccessforundocumentedstudentsisfinances,astheycannotapplyfororreceiveanyfederalaid,includingfederalwork‐studystipends,andstateaidislimitedornon‐existentforthem.Scholarshipsarethereforeessentialastheirfamiliessimplydonothavethefinancialresourcestopayforcollege.TheundocumentedstudentsatJesuituniversitiesreceiveverygenerousmerit‐basedscholarships,andthoseinterviewedwereamongthehighestacademicachieversintheirhighschools.However,evenwithsuchscholarships,undocumentedstudentsstillstrugglefinancially,withevenmodestcostssuchasbookspresentingadditionalfinancialstrain.Alloftheundocumentedstudentsinterviewedforthisstudyfoundtheadmissionsprocesschallenging.Mostwerefirst‐generationcollegestudentssotheirparentsdidnothavetheexperiencetoguidethem.Instead,theyreliedonaninformalnetworkofcommunityadvocates,highschooladvisorsandteachers,universityadmissionsstaff,communityorganizations,peers,andtheirownhardworktofindtheirwaytotheJesuituniversities.Furthermore,mostJesuituniversitiesusetheCommonApplication,whichincludesquestionsaboutcitizenshipandspacetoprovideasocialsecuritynumber.Whilemostoftheschoolsdonotrequireananswertoeitherquestion,alltheundocumentedstudentsfacedakeydilemmaregardingwhetherornottorevealtheircitizenshipstatusduringtheadmissionsprocess,andmanywereunsureofwhattodowiththespacerequestingasocialsecuritynumber.
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InstitutionalPractices/Policies
Iwishtherewasjustadefinedprocessinwhatwecando[sowecan]bemoreupfrontwithhowthesestudents
cangetsomeofthisfiguredout.Eachtimeit'sanotherconversation....anotherprocesstodoit‐andthishasbeengoingonforyears."
Ifthestudentcontactsmedirectlyorsometimesifthemainofficestaffreceivesanapplicationonastudentandtheydon'tknowifthestudentisundocumented,domestic,international‐theygenerallygivemethefile.AndthenItactfully...contact
thestudentandfindout,"AreyoubyanychanceoneofthesecategoriessoIcanbestprocessyourfile.Areyouaninternationalstudentseekingastudentvisa?AreyouaU.S.citizenoraresidentorother?"AndIkindofusetheterm"other"becauseIdon'twanttobasicallysay,"Areyouundocumented?"
Acrossthe28JesuitinstitutionsintheUnitedStates,onefindingfromourresearchisclear:thereisnoconsistentpolicyregardingundocumentedstudents.Instead,informal,ad‐hocsystemsinvolvingasmallnumberofuniversitystaffarecommonplace.Thosestaffmembersawareoftheinformalprocessdescribeitasprimarilyoneinvolvingtheadmissionsorfinancialaidoffices,withsomedescribingitas"awordofmouthnetwork"oronethatworks"undertheradar."Regardingrecruitment,fewJesuitinstitutionshaveanadmissionsoutreachprogramdirectedatundocumentedstudents,althoughsomeworkwithcommunityadvocateswhohelpthesestudentsthroughtheinitialcontactwiththeuniversity.Typicallyadmissionsstaffdonotverifycitizenshipstatus,althoughmostaretippedoffwhenthesocialsecurityquestionisleftblank.AtmostJesuitinstitutions,theonlyfinancialaidavailabletoundocumentedstudentsismerit‐basedaid,whichconstitutesalimitedinstitutionalresource.Asafiniteresource,suchmerit‐basedaidisfiercelycompetitive;applicationsarescrutinizedandranked,withonly"highachievingstudents"and"thebestofthebest,thecrèmedelacrème"selected.AfewinstitutionsusedevelopmentfundsorspecialfundingavailablethroughthePresident'sofficetosupportundocumentedstudents.Thosewhoholdtheabilitytomakesuchfundingdecisionsareusuallyabletodosocreatively(i.e.withscholarshipsspecificallyfromJesuitdonations,suchastheHurtadoScholarshipthatismanagedandmaintainedbytheJesuitCommunitylocatedatSantaClaraUniversitywhichprovidesneed‐basedaidandeducationalsupporttoundocumentedstudents);however,theresponsibilityfordecidingoninstitutionalaidforundocumentedstudentsisnotcentralizedatanysurveyeduniversity.LegalIssues
AdmissionConfusionsurroundsthelegalityofadmittingstudentsintoinstitutionsofhigherlearning,bothprivateandpublic.ThecaseofPlyleronlyguaranteestheundocumentedpopulationafreepublicK‐12educationundertheEqualProtectionClauseoftheFourteenth
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Amendment.Itdidnotaddresstheissueofaccesstohighereducation.Acategoricalstatementonthelegalityofadmissionwillinformtheactionofadmissionsstaffinproperlydealingwiththeundocumentedapplicants,andtheactionofundocumentedapplicantsinfillingtheirapplicationforms.Federallawdoesnotprohibittheadmissionofundocumentedstudentstopublicuniversitiesorcolleges;however,statesmayadmitorbarundocumentedstudentsfromenrollinginpublicpost‐secondaryinstitutionsasamatterofpolicyorthroughlegislation.Avastmajorityofstatesdonotprohibittheadmissionofundocumentedstudentstopublicinstitutions.Privateuniversitiesarefreetoadmitundocumentedstudents,regardlessofstatelaws.Currently,undocumentedstudentsdonotneedtoidentifythemselvesassuchduringthecollegeapplicationprocess.Thereisnolegalobligationonthepartofuniversitiestorequirestudentstoprovideit.TheDepartmentofHomelandSecuritydoesnotrequireacollegeeithertodetermineastudent'simmigrationstatusortoreportitifitcomestolight(exceptthatinthecaseofapersonwhocameonaninternationalstudentvisa,theschoolisrequiredtoreporttheterminationofthestudent’sacademicstatuswhichmayimpactherorhisnonimmigrantstatus).ThePrivacyActof1974statesthatpublicinstitutionsmaynotdenyabenefittoapersonwhorefusestoprovideasocialsecuritynumber.5Accordingly,thecommonapplicationformforundergraduatecollegeadmissionstatesthatasocialsecuritynumberisrequiredonlyforU.S.citizensandpermanentresidentsapplyingforfinancialaidviaFAFSA.Still,manyundocumentedstudentsareaskedabouttheirsocialsecuritynumberduringtheapplicationprocess.Hence,theyandtheirfamiliesfeartheywillbereportednonetheless,barringmanyqualifiedstudentsfromapplying.Note,however,thatanindividualwithDeferredActionstatusandemploymentauthorizationmaynowbeeligibleforasocialsecuritynumber,althoughstillnoteligibleforfederalfinancialaid.
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FinancialAid
Undocumentedstudentsdonotqualifyforfederalfinancialaidbecauseofaprohibitionunderfederallaw.However,federallawdoesnotprohibitstatesfromprovidingin‐statetuitiontoundocumentedimmigrants.In‐statetuitioneligibilityvariesfromstatetostate.Currently,14statesallowit,withmostrequiringsomecombinationofyearsinresidenceandgraduationfromanin‐statehighschool.The14statesare:
California ***Massachusetts *RhodeIslandConnecticut Nebraska TexasIllinois NewMexico UtahKansas NewYork Washington
**Maryland Oklahoma
*DecidedinaBoardofRegentsResolution**Decidedbypopularvote***DecidedinaGovernor’sdirectivetothestate’sBoardofEducation
California,Texas,andNewMexicostatelawsawardstatefinancialaidtoundocumentedstudents.Inaddition,CaliforniaandIllinoisawardDREAMActprivatescholarshipsadministeredbythestate.Ontheotherhand,Georgia,ArizonaandOhiostatelawsexplicitlyprohibitallowingundocumentedimmigrantstopayin‐statetuition.Privateuniversitiesmayofferbothmerit‐basedandotherscholarshipstoundocumentedstudents.WithintheJesuitnetwork,theJesuitcommunityatSantaClaraUniversityofferstheHurtadoScholarship,whichprovidesaidandeducationalsupporttoundocumentedstudents.Suchprivatescholarshipsarelegalandahighlyeffectiverecruitmenttoolforattractinghigh‐achievingundocumentedstudents.
KeyFindings&Recommendations
AFormal,CentralizedAdmissionsProcessAccordingtothestaffinterviews,universityadmissions'officersactasthe"frontdoor"forundocumentedstudentstoaccessJesuituniversities,workingwitheachstudent"sidebyside,""inthetrenches"tofigureout"how[to]makethiswork"fromthetimeastudentisacceptedthroughfundingtheircollegeeducationandenrollingasanundergraduatestudent.Theconsequenceofthiswidearrayofinformalproceduresisinconsistency.Often,anindividualonaparticularcampushelpsundocumentedstudentsnavigatethesedifficultseas.However,staff,faculty,andadministrationturnovercanbasicallyparalyzeoreliminateanetworksystemsolooselyconstructed.
Executive Summary 15
Whenaskedaboutformalinstitutionalpracticesthatcouldbeadaptedtoassistundocumentedstudents,varioussuggestionswereofferedduringthestaffinterviews.Mostprevalentwasthepushforacentralizedformofsupportforundocumentedstudentswithselectedstaffspecificallytrainedtoworkwiththispopulation.Theroleofthetrainedstaffwouldbetoaddresstheneedsofindividualundocumentedstudentsaswellaseducateotherfaculty,staff,andadministratorsattheuniversitytodevelopspecializedskillsandtraining.
StaffSurvey:FormalEnrollmentProcessesforUndocumentedStudents
10
47
43
All Staff Respondents
Yes
No
Not sure / don't know
11
75
14
Admission Staff
Yes
No
Not sure / don't
know
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ACommonFund
Amongthe28Jesuitinstitutionssurveyed,aswellastheFoundationthatsupportedthisresearch,thereisinterestinexploringtheideaofcreatinga"CommonFund"toraisemoneytosupportundocumentedstudentsatallJesuituniversities.ACommonFundwouldfunctionasanoutsidefundingsource.Theideareceivedsupportfrom58%ofrespondents,with37%neutral(theyneithersupportedoropposed)andonly5%disagreeingwiththeidea.However,thismaybebutoneoptionaswecontinuetoresearchvariouswaystohelpsupportstudentsfinancially.
StaffSurvey:InstitutionWouldBeInterestedina"CommonFund"forUndocumentedStudents
34
24
37
5
All Staf f Respondents
strongly agree
agree
neutral
disagree
ClearApplicationPolicyStudentsinterviewedforthisstudyrequestedthatJesuituniversitiesmaketheirpoliciesinvolvingundocumentedstudentspublicsomorewillapply.Theyalsorecommendedthatthequestionsaboutcitizenshipandasocialsecuritynumberonapplicationsbeclearlylabeled"optional."
Executive Summary 17
V. On‐Campus Experience of Undocumented Students
StudentExperiences
SometimesitreallydepressesmebecauseIfeellikeI'mnotvaluedasanindividual...likeI'mnotworthasmuchaseveryoneelse...Iwanttodostuffthateveryoneelseisdoing,andIcan't...Peoplewhohaveallthedoorsopen,arebornhere,don'tdoanythingandalltheyhavetodoismovethemselves,moveafinger.AndIamprettymuchstuckjustwaitingformychance,waitingformyopportunity.
Irememberoneday(inmyPoliticalScienceclass)wetalkedaboutimmigrationpolicy....Therewerealotofstudentsintheclasswhowerelike,"Oh,weshouldjustdeportthemall,thereshouldbesomeonetherejusttoshootthem,"orsomethinglikethat.I'dneverbeeninasituationwheretheyweretalkingaboutmeinthatway,becausefromthecommunitythatIcomefrom,everyoneisveryawareoftheissues...theyareprimarilyliberalandopen‐minded.Andoverhere,youdohavepeoplewhoaremoreconservative,andthat'ssomethingIhadtogetusedto.
Anumberofstudentsweinterviewedmentionedthattheyexperiencedcultureshockcomingtocollegebecausethecampusdemographicsweresodifferentfromwheretheycamefrom.Usuallyfirst‐generationcollegestudentsfromfamilieswithlimitedfinancialmeanshavedifficultyadjustingtocollegelifeamongaffluentfellowstudents.Theyreportedexperiencingdiscomfortinclassifthediscussionturnedtoimmigrationissues,andmosthaveencounteredhostilitytowardtheundocumentedfromtheirclassmatesandsomefaculty.However,studentsreportthattheyaremuchmorecomfortablerevealingtheirstatustotheirpeersthanuniversitystaffforfearoflegalrepercussionstothemselvesandtheirfamilies.Thisreluctancelimitstheabilityoftheuniversitytorespondappropriatelytotheirneeds.Theyalsohavefoundmanyuniversitystaffunhelpfulorunqualifiedtoprovideassistancetoovercomethechallengescreatedbythestudents'citizenshipstatus.Inaddition,financialconcernsareongoing,asundocumentedstudentscontinuouslystruggletomeetthetotalcostsofacollegeeducationbeyondtuition.Evenwithafullscholarshipfortuition,thecostsofbooks,dailylivingexpenses,andtransportationremain.Universitylifeinvolvestheclassroom,contactwithfaculty,thelibrary,thedormitory,andamyriadofotheractivitiesthatenrichtheexperiencesofmoststudents.Undocumentedstudentsfacemanychallengesbeyondfinancialthatlimittheirabilitytofullyparticipateinuniversitylife.Forexample,manyundocumentedstudentsliveathomeandcommutetocampus,somefromlongdistances.Theysimplycannotaffordthecostofroomandboard.Notlivingoncampuscutsthesestudentsofffromthefullexperienceofuniversitylife.Somealsohavefamilyobligations:workingtocoverlivingcostsortakingcareofabrotherorsister;onestudentdescribedherselfasa"secondmom"whileanotherdescribedhisneedtobehomeintheafternoonssohismothercouldgotowork.Oftenthefamilycannot
18 Immigrant Student National Position Paper
survivewithoutthisassistanceandtheundocumentedstudentsfeelthecrosspressurestobothperformacademicallyandstillsupporttheirfamilies.Otherbarriersthesestudentsfaceincludeworkingoncampus,travelingabroad(forstudyand/oralternativebreaktrips),andtakingon‐campusleadershippositionssuchasresidentassistantsorstudentgovernmentwhenpayisinvolved.Studentsalsofacelimitationstoparticipatinginresearch,attendingacademicconferences,andobtaininginternshipsandoutsideworkexperience‐especiallyiftheactivityissupportedbygovernmentfundingorrequiresabackgroundcheck.Transportation,orlackthereof,isanadditionalobstaclethatundocumentedstudentsface.Inmoststates,theyaredeniedaccesstodrivers'licensesandtheirmobilityisconsequentlylimited,particularlyinsuburbanareaswithinadequatepublictransportationsystems.Whilethestudentsinterviewedreportthatthereissupportoncampusforthem,theypointoutthatthissupportisnotadvertisedandnoonestaffmemberhasfullresponsibility.Theyfindtheiracademicadvisorsmorethanwillingtoprovideadviceaboutclasses,butnothelpfulatallregardingcitizenshipissues.Thestudentsearnestlyaskedthattheuniversityprovidelegalcounselingandassistance,and/ortrainedstaffwhoarepreparedtodealwiththeircitizenshipstatus.
Executive Summary 19
InstitutionalPractices/Policies:StaffPerspectives
Itdefinitelyhelpstohaveanawarenessof...wheretheuniversitystandson[theissueofundocumentedstudents]...What
does[ouruniversity]sayaboutthis?Whathas[ouruniversity]committedtoinresponsetotheseparticularstudents?Dowehaveasysteminplacethatrecognizesthat?"Ithinkhavingsomeclearlystateduniversitypolicywouldbevaluabletotheadministratorsandstudentadvisors.
WhenI'mtalkingtothesestudents,somuchofwhatwe'retalkingaboutisconnectedtothefactthatthey'renotlegalcitizensoftheUnitedStates.Theydon'thavethestatusthattherestofushave.Theycan'ttalkabouttheir
future...ortheirpresentwithouttalkingaboutthat.Soforme,nottoacknowledgeitinanemailisratherdifficultbecausethereisusuallysomekindofaquestionthatI'mrespondingtoregarding[theissueoftheirstatus].Idon'tknowwhat'sbeingreadbysomeoneelseoutside...anyonecouldhaveaccesstothis,youknow...Idon'twanttoberesponsibleforoutinganyone.Idon'twanttoberesponsiblefor[anyone'sfamilysplittingup]...It'sarealthreat.
WhilenearlyallJesuitschoolsoffersupportprogramsforfirstgenerationandminoritystudents,fewhaveformalprogramsinplacespecificallyforstudentswhoareundocumented.Currentsupportpracticesarenotuniform,oftenoperateinformallywithoutofficialuniversitysanction,anddependuponthecommitmentandeffortofwhoeveriscurrentlyhiredonstaff.Furthermore,wefoundthatthereisageneralawarenessamongJesuituniversitystaffthatundocumentedstudentsapplyandattendtheirschools,butnostatisticsaretrackeddetailinghowmanyapply,areaccepted,attend,andgraduate.Giventheinformalnatureoftheprocess,fewstudentservicesstaffhavereceivedtrainingaimedatundocumentedstudents.Anumberofneedswereidentified,however,including:
Continuedfinancialsupportonceenrolled Socialandemotionalassistance Beingsafeoncampusfromlawenforcement Helponcampusintegratingintobothacademicandextracurricularactivities
Inaddition,becauseundocumentedstudentsarebarredfromwork‐studyprogramsandlackthepaperworktobeemployedonoroffcampusliketheirpeers,theyexperienceagreatdealoffinancialdifficulty.Also,whileanumberofJesuituniversitieswithlawschoolsprovideundocumentedstudentswithlegalassistance,mostdonotofferanylegalcounseling.LegalIssues
Universities'DutytoProtectPrivacyBoththeprivacyofthestudent’srecordsand,ifknowntotheuniversity,thestudent’simmigrationstatus,areissuesofconcernonceastudentisaccepted.ThefederalFamilyEducationalRightsandPrivacyActof1974(FERPA)requiresthatstudents'educational
20 Immigrant Student National Position Paper
recordsbekeptprivate.6FERPAappliestoalleducationalinstitutionsthatreceivefundsfromtheSecretaryoftheU.S.DepartmentofEducation.PrivatepostsecondaryschoolsgenerallydoreceivesuchfundingandaresubjecttoFERPA.TheprimarygoalofFERPAistoprotectstudentrecords.FERPAappliesregardlessofstatus,andifstatusisknowntotheuniversity,thatinformationalsomustbeprotected.BecausemanystudentsarenowchoosingtorevealtheirstatusandbecauseoftheDepartmentofHomelandSecurity(DHS)procedureregardingtheuseofdeferredactionwithrespecttoindividualswhocametotheUnitedStatesaschildren,theprivacyissueintheuniversitiesmaydiminishinimportance.However,thetemporaryrelieffromdeportationenjoyedbythosewhoreceivedeferredactionstatusdoesnotextendtotheirdependentsandimmediaterelatives,unlessthelatterindependentlysatisfytheeligibilitycriteria.TheprivacyofrecordssubmittedintheDACAapplicationisaseparatematter(seeguidelinesathttp://uscis.gov),andonethatweighsheavilyonundocumentedstudents.EmploymentandTravelingAbroadThebarrierstoemploymentforundocumentedstudentsgreatlyhindertheirabilitytofullypartakeinthecollegeexperience.Forthelessfinanciallyable,inabilitytoobtainlegalemploymentevenimpedestheiraccesstohighereducation.Thus,theundocumentedcommunitywelcomedtheopportunitytoreceiveworkauthorizationunderthenewDeferredActionforChildhoodArrivals(DACA)programannouncedonJune15,2012.Individualswhoreceivedeferredactionfromremovalmayapplyforandobtainemploymentauthorizationfortheperiodofdeferredactioniftheycanestablishaneconomicnecessityforemployment.However,DACAonlycoversalimitedsegmentoftheundocumentedpopulationthatmeetsallthespecifiedqualifications.7Potentialbeneficiariesmust:
HavecometotheUnitedStatesundertheageof16 HavecontinuouslyresidedintheUnitedStatesforatleast5yearspreceding
June15,2012 BephysicallypresentintheUnitedStatesonJune15,2012,andatthetimeof
makingtherequestforconsiderationofdeferredactionwithUSCIS HaveenteredwithoutinspectionbeforeJune15,2012,orhadlawful
immigrationstatusthatexpiredasofJune15,2012 Becurrentlyinschool,havegraduatedfromhighschool,haveobtainedageneral
educationcertificate,orbehonorablydischargedveteransoftheCoastGuardorArmedForcesoftheUnitedStates
Havenotbeenconvictedofafelony,significantmisdemeanoroffense,multiple
misdemeanoroffenses,orotherwiseposeathreattonationalsecurityorpublicsafety
Notbeabovetheageof30byJune15,2012Forthosewhofailtomeetevenonequalification,forexamplebecausesheorheturned31onorbeforeJune15,2012,DACAreliefisnotavailable.Inaddition,undocumentedgraduatesarestillunabletoobtainprofessionalandcommerciallicenses.Therearecases
Executive Summary 21
ofundocumentedstudentsseekingtheirlicensetopracticelawpendingbeforetheSupremeCourtofCalifornia,SupremeCourtofFlorida,andacommitteeoftheNewYorkStateSupremeCourt’sAppellateDivision.Whiledecisionsarestillexpectedtobehandeddownin2013,theDOJrenderedanopinionthatthe1996federallaw(IIRIRA)denyingpublicbenefitstoillegalimmigrantsprecludesthemfromreceivingcommercialandprofessionallicenses,includingalawlicense.ItremainsuncleariftheDACAprogramwillhaveanimpactonthisissue.AnotherdevelopmentthatmayinfluencetheSupremeCourtdecisionistheguidancebytheUSCISupdatedonJanuary18,2013confirmingthatDACArecipientsareauthorizedbyDHStobeintheUnitedStates,andarethereforeconsideredtobelawfullypresentduringtheperioddeferredactionisineffect.8AnotheropportunitythathasbeenclosedtoundocumentedstudentsisstudyingabroadorjoiningmissiontripsoutsidetheU.S.ThenewDACAprogramopensupthepossibilityofinternationaltraveltogranteeswhosesubsequentapplicationforadvanceparoletraveldocumentshasbeenapproved.TheUSCISstatedthatitwillgrantadvanceparolefor“humanitarian,education,orworkpurposes”toDACAgranteeswhohaveacompellingneedtotravel.9InitsJanuary18,2013updatedguidance,USCISexplicitlystatesthateducationalpurposesincludesemester‐abroadprogramsandacademicresearch.10ThenewUSCISguidancewillincreasetheconfidenceoftheundocumentedstudentstoparticipateinstudy‐abroadprograms.However,lawyershaverefrainedfromadvisingstudentstotravelbecauseDACAisdiscretionary,andthereareunresolvedandemergingissuesabouttriggeringthethree‐orten‐yearunlawfulpresencebarthroughtravel.11Itisstronglyadvisedthatstudentsconsultwithimmigrationlawyersiftheyareconsideringfilinganapplicationforadvanceparole.Itshouldbenotedthatalladvanceparolerequestswouldbeconsideredonacase‐by‐casebasis.Thereisaspecializedprocedureforthosewhohavebeenordereddeportedorremoved,andimmigrationmattersare,ingeneral,highlycomplex.DrivingPossessionofasocialsecuritynumberandadeferredactionstatuswouldqualifystudentstoapplyforadriver'slicenseundertheREALIDActof2005,12thefederalactgoverningstatedriver’slicenseswithwhicheverystateneedstofullycomplybyJanuary15,2013.13However,theactonlyestablishesminimumstandardstowhichstatescouldaddstricterrules.Thus,staterulesandregulationswilldeterminetheeligibilityofundocumentedstudentsforadriver'slicense,promptingdivergentoutcomes.Forexample,Arizona,Michigan,Nebraska,andIowahaverefusedtoissuedriver’slicensetoDACArecipientsunder
thebeliefthatrecipientsarenot“lawfullypresent”underfederallaw.14ThispracticepromptedtheObamaAdministrationtoconfirmthatrecipientsofdeferredactionareauthorizedtobeintheUnitedStatesandthereforeconsideredtobe"lawfullypresent"underfederalimmigrationlaws.Ontheotherhand,Californiapassedalawfortheissuanceofadriver'slicensetoDACArecipients.Illinoisrecentlyenactedalawthatwillallowunauthorizedimmigrantstoapplyforadriver'slicense.EvenbeforeDACA,NewMexicoandWashingtonhaveallowedtheissuanceofdriver'slicensetoundocumentedimmigrants,whileUtahhasissuedDrivingPrivilegeCardsspecificallyforundocumentedimmigrants.
22 Immigrant Student National Position Paper
KeyFindings&RecommendationsBestPracticesAtpresent,Jesuituniversitieshaveavarietyofinitiativesandprogramstohelpundocumentedstudentsoncampus;however,therangeofpracticeillustratesthead‐hocnatureofsupport.Anumberof"bestpractices"wereidentifiedbyinterviewedstaff,primarilyfocusedonthreemainareas:
1) Providingasenseofsafetysostudentsfeltcomfortabletalkingtostaff
2) Stafftraining,includinganarticulationofuniversitypolicy
3) Formalprogramsandstudentclubs,especiallythosethataddressretention,adaptexistingprograms,andfocusonsupportandadvocacy
Executive Summary 23
StaffSurvey:SpecialProgramsforUndocumentedStudents
17
42
40
All Staff Respondents
Yes
No
Not sure / don't know
18
64
18
Admission Staff
Yes
No
Not sure / don't
know
Whenaskedtoelaborateaboutspecialprograms,staffidentifiedavarietyofefforts.Theseinclude:specialscholarshipsorinstitutionalaidtargetedforundocumentedstudents(23%);staffandfacultysupportsystems(23%);communityoutreach(16%);studentorpeermentoringprograms(16%);andacademicsupport(12%).
24 Immigrant Student National Position Paper
NeedsofUndocumentedStudents
Theundocumentedstudentsinterviewedtalkedaboutawidevarietyofspecificneeds,withfinancialassistanceatthetopofthelist:
Financialsupport(workstudyjobs,payingforbooks,etc.) 23%Socialandemotionalsupport 11%Feelingsafeoncampus 9%Familysupport 9%Environment/communityoncampus 9%Job‐placementsupport 8%Academicsupport 8%Integrationintoextra‐curricularactivities 6%Counselingsupport 3%Legalsupport 3%First‐generationcollegestudentsupport 2%Publictransportation 2%
Go‐ToDesignatedStaffStudentsreportedthatthelackofknowledgeamongfacultyandstaffabouttheneedsofstudentswhowereundocumentedwasproblematicandleftthemtryingtofigurethingsoutontheirownfrequently.Othersreportedfeelingunsafetalkingabouttheirsituationwithofficialuniversitystaff.Onestudentsuggestedhavingadesignated,knowledgeablepersononcampustowhomundocumentedstudentscanturnforadvice.Anothermentionedtheideaofstickersthatcanbeplacedonthedoorsofprofessorswhoweresafetotalktoabouttheirissues.Afewstudentsdiscussedtheneedforone‐on‐onecounselingforfirst‐yearundocumentedstudentsarrivingatJesuituniversities,andotherssuggestedthesameregardingoutboundundocumentedseniors.Campus‐wideAwarenessAnumberofstudentsdiscussedtheneedtoincreasethegeneralawarenessofundocumentedstudentsoncampus.Asonestudentputit,"Alotofpeopledon'tevenknowthatthereareundocumentedpeoplehere....Theyneedtotalktotheteachersandstudents...[create]programsforus,[andsponsor]workshopsaboutwhattodoincertainsituationswithcopsorhowtotalktolawyers."LegalSupportFromapplyingforadmission,tonotbeingeligibleforsomeinternships,toobtainingemploymentaftergraduation,undocumentedstudentsfacemanylegalchallenges.Ofthe28Jesuituniversities,14havelawschoolswhichcanbeasourceoflegalassistance,butonlyafewprovidesuchassistanceandmoststaffareunsureiflegalassistanceisavailable.Acommonthemethatpermeatedtheresponsesofstaffistheperceptionofstudents'hopelessnessregardingtheirlegalstatus,andhelplessnessonthepartofthestaffmembers.Bothstaffandstudentswouldliketoseestrongerlegalsupportfromuniversitiesthathavesuchresources.
Executive Summary 25
VI. Outgoing Concerns of Undocumented Students
StudentExperiences
Ithinkthereisahugepressureforalotofundocumentedstudentstodosomethingthatwillgetyouajob...IthinkIamgoingtoendupchoosingsomethingthatwillhelp[others],whetherthat'ssociology...communityorganizing...understandingsocialstructures...Iamverypassionateaboutpoliticsandcommunityorganizing,soIfeellikethatisprobablygoing[tobe]whatIendupdoing,regardlessofwhatpeoplesay...ButIfeellikethereisneverarightanswerandthereisneversomethingpracticalyoucando,becauseregardlessofwhatyoumajorinit'sgoingtobedifficulttogetajob.Soyoumightaswell[study]somethingthatyouarepassionateaboutwhileyouhavethisfunding.
MyvisionofbeingacounselorwouldbedifficultbecauseIknowthatI[wouldneed]aninternshipthisyear..butwhatdocumentationamIsupposedtoprovidewhentheyaskforabackgroundcheckandfingerprinting?SoIfeellikeIhavetodependonsomeone[else],whetherit'smyparents...[or]whoeverIgetmarriedtoiftheyhavepapers.Iamalwaysdependingonsomeoneelsetoprovideforme.
Interviewswithstudentsrevealedthatbeingundocumentedsometimesswayedtheirchoiceofmajor.Theyexpressedinterestincareerssuchasteaching,accounting,andhealth,butrealizedthatthosecareersrequirecertificationthattheyareunabletoapplyforbecauseoftheirstatus.Insomecasesthisalsotrickleddowntonotselectingaparticularmajorbecauseofaninternshiprequirementtheycouldnotmeet.However,notallstudentsplayeditsafe,withsomepursuingafieldtheyfeltverypassionateaboutregardlessofobstacles.Inaddition,studentsspokeabouttheDREAMActlegislationbeforetheU.S.Congress.WhiletherearemanyfactorsaffectingundocumentedstudentsatJesuitcollegesanduniversities,themostimportantoneremainstheirimmigrationstatus.Manystudentsliveday‐by‐dayinhopeforchangeinfederalimmigrationlaw.
26 Immigrant Student National Position Paper
InstitutionalPractices/Policies:StaffPerspective
SowhenIthinkthatIneedtotellanotheroneofthemthattheydon'thaveanyoptionswhentheyleavecollege...."Youknow,youhavethisgreatdegreeinelectricalengineering,butguesswhat,youhavetocleanhousesbecauseyou'regoingtoneedanincometoliveinanapartmentsomewhere.Oryou'regoingtogoback[to]yourfamilyandthere'sgoingtobeallkindsofpressureforyoutoproduce...whenreally,youcan'tproduceanythingrightnowbecausenoonecantakeyou."It'snotthatno
onewantstheirskills,it'sthatnoonecantaketheirskillslegally.
Fromthetimeundocumentedstudentsdecideonamajor,theybeginturningtouniversitystaffwithpost‐graduationconcerns.Certainacademicprogramsrequirecriminalbackgroundchecks,alongwithsocialsecuritynumbersthatundocumentedstudentscannotprovide.Challengingmajorsincludeengineering,nursing,teaching,orarchitecture,whichallrequireamandatoryco‐oporinternship.Staffunanimouslyagreedthatthelargestbarrierfacingundocumentedstudentsastheyexitedcollegewaspost‐graduationemployment,becausewithoutcitizenship,joboptionsareseverelylimitedintheUnitedStates.Manypointedoutthefutilityoftalkingtoundocumentedstudentsaboutthestandard"Ihavemydegree...nowwhat?"questiontypicalofoutward‐boundjuniorsandseniors.Onestaffmembercalledit"theelephantintheroom"thatsuddenlycomesupattheendoftheirtimeinschoolandisthesourceofagreatdealofstressforthesestudents.Acommonthemethroughouttheinterviewswastheideaof"goinghome"towork,orreturningtothecountryofcitizenship.OtherssuggestedmovingtoCanada,acountryknownforactivelyrecruitingAmericanimmigrantswithdegreestojointheirworkforce.MovingtoCanadaandworkingwiththeJesuitswereoptionsmentionedbytherespondents,yetwhenspeakingofmovingtoCanadaitseemedaharshrealitytosuggestthatthestudentsuproot,separatefromfamily,andlearnanewculturealloveragain.Graduateschoolwasalsosuggestedasanoptionforoutboundundocumentedstudents,althoughsomeacknowledgethatitwasa"stall"tacticinhopesthatcitizenshiprequirementswouldchangeduringgradschool.Staffreportedthatsomeundocumentedstudentsmightfindtheirbestopportunitiesatanon‐profitorotherorganizationthatunderstandsandadvocatesforthoseinsimilarsituations,andthatotherstrytofindajobattheiruniversityastheyfindsecurityinworkingwiththosewhoarealreadyawareoftheirsituation.Withoutquestion,allnotedthatdespitetheadditionalschooling,withoutachangeinlegislationthestudentswouldfacethesamechallengesupongraduationfromgraduateschoolastheydouponcompletingtheirundergraduateeducation.
Executive Summary 27
LegalIssues
TheDREAMActisanacronymforTheDevelopment,Relief,andEducationforAlienMinorsAct,andisanAmericanlegislativeproposalfirstintroducedintheSenatein2001.Variationsofthisbillhavebeenconsideredoverthelastdecade,withthelatestiterationfailingtomusterSenatesupportin2010.Itbeganwithbipartisansupportbuthasevolvedintoapoliticalbattle,withmostDemocratssupportingtheActandmostRepublicansopposingit.OneversionoftheDREAMActproposestocreatearoadmaptopermanentlegalresidence,followedlaterbyU.S.citizenship,toundocumentedresidentswhocametotheUnitedStateswhentheywereyoungerthan16,are29yearsoldoryoungeratthedateoftheproposedlaw’senactment,havelivedherecontinuouslyforatleastfiveyears,havenocriminalrecord,havegraduatedfromaU.S.highschool,andhavecompletedtwoyearsofeithercollegeormilitaryservice.Paymentofbacktaxesisalsorequired.UntiltheDREAMActispassed,mostundocumentedcollegestudentswillnothaveapathwaytocitizenship.Furthermore,ifthefragileDACAreliefisrescinded,collegestudentswillreverttolivingunderthedoublethreatofbeingineligibletoholdajoblawfullyandpossibleremovalfromtheUnitedStates.15However,onecaveatabouttheDREAMActisthatindividualswouldhaveverylimitedabilitytosponsorfamilymembersforU.S.citizenship.Familybreak‐upisaseriousissue.Parentsorsiblingswouldhavetowait12yearsbeforetheirDREAMActrelativecanevenstartthesponsorshipprocess.16IfthoseparentsorsiblingsenteredtheU.S.illegally,theywouldhavetoreturntotheirhomecountryfortenyears.17DREAMerscontinuetoexperiencefightingagainstthedeportationoftheirparentsandsiblings.18Theoverlayoffederalimmigrationlawandpolicy,aswellaseconomicbarriers,mayhaveanimpactonundocumentedstudents'decisionstoattendbothpublicandprivatecollegesanduniversities.ThenewDACAprogrammayofferlimitedhopetosomeofthesestudents,buttheknowledgethatthesestandardscouldbeappliedunevenly,andworse,berevokedormodifiedatanytime,instillfearanduncertainty.UnlessanduntiltheDreamActoracomprehensiveimmigrationreformispassed,andundocumentedindividualshaveapathtolegalstatuswithoutfearofbeingseparatedfromtheirfamily,thesocialstigmaandtheneedmanyfeeltobeinvisiblewillcontinuetoinfluencethedecisionsofthispopulation.Itremainstobeseenifacomprehensiveimmigrationreformwillpassthistimearound,andifitwillcovermoreundocumentedstudentsthanwhatiscurrentlycoveredunderDACA.
28 Immigrant Student National Position Paper
KeyFindings&Recommendations
BestPracticesSuggestedbestpracticesfromstaffincludeadatabaseofcareeroptionsforundocumentedstudents,contactwithalumniwhowereundocumentedatthetimeoftheircollegecareer,andone‐on‐onecareercounselingwithinformedstaffregardingpost‐graduationplans.SupportoftheDREAMActorComprehensiveImmigrationReformAccordingtoareportreleasedbytheCenterforAmericanProgressandthePartnershipforNewAmericanEconomy,passingtheDREAMActwouldaddatotalof$329billiontotheAmericaneconomyby2030;thiseconomicboostoccursbecauseadjustingthelegalstatusofyoungpeopleleadstohigherearningsandsubsequentlycreatesarippleeffectthroughouttheeconomy.19AnumberofstudentsfelttheywouldbemorecomfortableoncampusiftheuniversityopenlysupportedtheDREAMActandformedanalliancewithotherJesuitinstitutions.WithoutactiveconversationoncampusaroundtheDREAMAct,studentsareskepticalofhowstaff,faculty,ortheirpeersfeelabouttheissuessurroundingundocumentedstudents.GiventhesilenceoncampusandabsenceofprogressinCongress,thesestudents'livesremaininunsettling,demoralizinglimbo.WithPresidentObama’spromisetoactonimmigrationreformandthegrowingbipartisansupportforaddressingimmigrationissues,studentsacrossthecountryarecallingourattentiontotheneedforimmigrationreformthataccordsthoughtfulconsiderationtothestoriesandstrugglesoftheirfamiliesandcommunities.WerecognizethenumberofourJesuitpresidentswhosupportedtheACCUdocumentendorsingpassageoftheDreamAct.Itwasourintentinthisstudytosimplyexplorealloftheissuesasaresearchdocument.Therefore,wewerejudiciousinavoidinglanguagethatcouldbeinterpretedaspoliticaladvocacy.
Executive Summary 29
VII. Summary of Recommendations
Bothongoingproblemsandsuccessfulinstitutionalpracticeshavebeenunearthedthroughthisstudy,andwerecommenddevelopingacollaborativemodelofnewpracticesamongJesuitcollegesanduniversitiesthatwillsupportundocumentedstudentsintheseunsettlingandturbulenttimes.Asummaryofrecommendationsfollows.
Mission Articulateclearlyandpublicly(throughaMissionStatement,Viewbook,
catalogue,website,etc.)thattheuniversity’smissionincludesprovidingaccesstohighereducationforallstudents,includingtheundocumented.
Bepreparedtoexplainthatprovidingfinancialaidtotheundocumented,withintheparametersoftheuniversity’sresources,ispartoftheuniversity’smission.
SupportreformofU.S.immigrationlawandincludeapathtocitizenshipforundocumentedstudents.PublicizethefactthatamajorityoftheJesuitPresidentshasalreadysignedanACCUdocumentsupportingapathtocitizenship.
Admissions Designatespecificadmissionsstaffwhowillhavetheresponsibilitytoworkwith
applicantswhoareundocumented.Whenkeystaffleavetheinstitution,insurethisresponsibilityispassedontoasuccessor.
Providetrainingforalladmissionsstaffsotheyunderstandandcanhelpundocumentedstudentsthroughtheadmissionsprocess.
Modifyapplicationformstobeclearthatastudentdoesnothavetoincludeasocialsecuritynumberortheircitizenshipstatustoapply.
FinancialAid Clearlyidentifythefinancialaidthatisavailableforundocumentedstudents. Createalistofoutsidescholarshipsthatundocumentedstudentscanapplyfor,
andassistthemincompletingsuchapplications. Recognizethatthefinancialchallengesthesestudentsfacecontinuethroughout
theireducation,includingthechallengeofpayingforbooks,transportation,lunch,labfees,andmore.
Explorethecreationofa“CommonFund,”initiallywithoutsidesources,toprovidefinancialaidtoundocumentedstudentsatallJesuituniversities.
On‐Campus Trainstudentservices/supportstafftounderstandthechallenges
undocumentedandotherstudentswithlimitedfinancialresourcesface,particularlyhowtoprotecttheprivacyofundocumentedstudents.
Designspecificstafftosupportundocumentedstudentsandinsurethatthestudentsareawareofwhotheyare.
Understandthatmanyundocumentedstudentshavefamilyobligationsthatcancreatesignificantdemandsontheirtime.
30 Immigrant Student National Position Paper
Insurethatundocumentedstudents,whooftenliveathomeandcommutetocampus,canfullyparticipateinUniversitylife,bothacademicandextracurricular.
IdentifylegalresourcesattheUniversityandinthecommunitythatcanprovidecounselingforundocumentedstudents.
CareerCounseling Traincareerplacementstaffonwhatundocumentedstudentscandoafter
graduation. Createadatabaseofalumniwhowereundocumentedorwhocanassist
undocumentedstudentswiththeirpost‐graduatecareer.
Executive Summary 31
VIII. Jesuit Reflection and Moral Framework
ThesystemofJesuithighereducationinthiscountrymirrorsinmanywaysthebreadthanddiversityofprivatehighereducationintheUnitedStates.WhatsetsJesuitschoolsapartistheircollectivereputationforpromotingthecommongoodthroughtheirapproachestoservingstudentsandthecommunityandthroughtheincorporationofCatholicSocialTeachingintheireducationalprojects.AstheJesuitpresidentsputitin2010:theprimarymissionofJesuithighereducationis“theeducationandformationofourstudentsforthesakeofthekindofpersonstheybecomeandtheirwideinfluenceforgoodinsocietyintheirlives,professions,andservice.”20Intimatelyconnectedwithsuchavisionisanecessaryreflectiononcomplexsocialissuesandpotentialresponsestothemthatareformedinlightofethicalandmoraldiscussionsintheforumofpublicdiscourse.TheCatholicChurchhasauniquelywell‐developedapproachtosocial,economic,andpoliticalproblems.SinceJesuitvaluesandpedagogyaredeeplyrootedinthisCatholicintellectualtradition,itisappropriatetoframetheproblemofundocumentedstudentsinlightoftheChurch’smoralteaching.
CatholicSocialTeaching
CatholicSocialTeaching(CST)isthenamegiventoasetofprinciples,distilledfrom2000yearsofchurchreflectiononsociallife,thatprovidecriteriaforprudentialjudgmentsaboutsocialpoliciesandactions.ModernCSThasbeencodifiedandarticulatedthroughaseriesofpapalandcouncildocuments.AstheUnitedStatesConferenceofCatholicBishopshaspointedout,thedepthandrichnessofthistraditioncanbeunderstoodbestthroughadirectreadingofthesedocuments.21Yet,somecentralthemescanbearticulatedhere.AnditisimportanttonotethatthepremisesofCatholicSocialTeachingcanbeunderstoodandhaveoftenbeenappropriatedbynon‐Catholics.
CommonGood
EnhancingthecommongoodstandsasafoundationalprincipleofCatholicSocialTeaching.Thisincludesallactivitiesaimedatcreatingthesocialconditionswhereeveryoneinsocietycanflourishandreachtheirfullhumanpotential.IntheUnitedStatestodaymanybright,talented,andmotivated–butundocumented–highschoolstudentswhowerebroughttothiscountrybytheirparentsarepreventedfromdevelopingtheirfulleducationalpotentialandarethereforelimitedintheirabilitytocontributetotheciviclifeofthiscountry.Undocumentedstudentslacktherightsandresponsibilitiesofcitizens,yettheyareclearlymembersofoursocietyparticipatingincommunitylife.Institutionalpoliciesaswellasgeneralpublicpoliciesaffectingundocumentedstudentsshouldbejudgedbywhethersuchpoliciespromotenotonlytheirindividualpotentialtoflourish,butalsotheirabilitytocontributetothecommongood.
HumanDignity
RecognizingandprotectingthedignityofthehumanpersonisanotherkeyprincipleofCatholicSocialTeaching.BasichumanrightsarenotbestowedbytheStateorrestrictedtocitizensoftheState.Asisclearinourownfoundationaldocuments,weare“endowedbyourCreator”withinalienablerightsandtheyapplytoallhumanpersonsequally.Undocumentedstudentshavearighttobetreatedwithrespectanddignityeventhoughtheymayliveatthemarginsorintheshadowsofoursociety.Forabright,motivatedstudentwhoneverbrokethelaw,beingtreatedwithdignityoughttomeanbeinggiventhe
32 Immigrant Student National Position Paper
opportunityforhighereducation,achancetodevelophisorhernaturaltalentforthegoodofsociety.Rationaldiscourseaboutthedignityofeverypersonoughttotranscendthecurrenttendencytodevolveimmediatelyintopolemicalarguments.
FamilyUnity
ImmigrationpoliciesshouldneverdeliberatelyseparatefamiliesthroughthedetentionanddeportationofstudentsormothersorfatherswholivepeacefullyintheUnitedStatesandhavenotcommittedacrime.22Formanymembersofthispopulation,familyliesattheheartoftheirdailylife,theirexperiencewithinanationaland/orinternationalsocialmatrix,andtheirrolesascontributingmembersofAmericanlife.Familieswithundocumentedstudentsareusually“mixed”instatus.Thecurrentsituationerectsorsolidifiessocialboundariesthatcanlockfamiliesofparticularethnicbackgroundsintoenclavesorghettoes,instillinganatmosphereoffear,misunderstanding,anddisinformation.TheCatholicChurchdecriesanyforceddivisionordissolutionofthesanctityofthefamilyunitwhenavoidable.TheCaliforniaImmigrantPolicyCenterestimatesthat70%ofdeportationstakeplacewhennopriorcriminalrecordexists,exceptingroutinetrafficorpermitoffenses.23
Solidarity
Solidarityisthesocialprinciplereflectingtheinterdependenceandinterconnectivityofallhumanbeings.SolidarityrecognizesthatweareallpartofonehumanfamilycreatedbyGod.AstheSecondVaticanCouncilputit“Oneisthecommunityofallpeoples,onetheiroriginforGodmadethewholehumanracetoliveoverthefaceoftheearth.Onealsoistheirfinalgoal,God.”24Besidesbeingaguidingprincipleforsocialliving,solidaritywithoneanotherisalsoprimarilyamoralvirtueconnectedtothepracticeofjustice.Amoralvirtueisahabitthatcomesfromactionandrepetition,becomingsomehowincarnatedinthepractitioner.25Youbecomevirtuousbypracticingvirtue.ThatiswhyPopeJohnPaulIIsaidthatsolidarityisnota“feelingofvaguecompassionorshallowdistressatthemisfortunesofsomanypeople,bothnearandfar.Onthecontrary,itisafirmandperseveringdeterminationtocommitoneselftothecommongood;thatistosaytothegoodofallandofeachindividual,becauseweareallreallyresponsibleforall.”26Solidarityisnotmerelyempathy.Itisawayofthinkingaboutlifethatpropelsonetogetinthehabitofworkingforthecommongoodofallpeople,irrespectiveoftheirnationaloriginsorlegalstatus.Solidarityis,however,notonlyaboutthepoorandweakest.Solidaritypromotestheunionofallpeopleinawaythatenhancesthepublicdiscourse.Solidarityurgesustocreateacivildebateaboutimmigrationthatisrespectful,informed,andproblem‐solving,onethatunderstandsourcoreconnectivityasamemberoftheonehumanfamily.
Subsidiarity
ThisCatholicprinciplehasbeencalledthemostimportantprincipleofsocialphilosophybecauseitprotectspeopleandgroupsfromabusesbyhigherlevelsoflegalandsocialauthority.Weshouldneverassigntoahigherauthoritysomethingthatcanbecompetentlydonebyalowerauthority.Itsetslimitsongovernmentintervention.ItaffirmsthatindividualsandgroupsdonotexistfortheState.TheStateexiststohelpindividualsandassociationsatthelowerlevelsofsocietyreachtheirfullpotential.Subsidiaritycanalsoapplytothefederalgovernment’srelationshiptothestateorlocalauthorities.Whilethe
Executive Summary 33
federalgovernmenthasresponsibilityforthecreationandenforcementofimmigrationlaws,thestatesandlocalcommunitiesshouldbegiventhehelpandopportunitytoenforcelawsinawaythatreflectsthespecificconditionsandproblemsattheregionalandlocallevels.Somestateshavestrongerenforcementneeds;otherstatesconsistofcitiesthathavebeenissuingidentitycardsforundocumentedimmigrants.Localcivicparticipationindealingwiththeimmigrationissues,includingtheissueofundocumentedstudents,shouldneverbetakenawaybyfederalauthoritiesunlessthereisaclearviolationofhumanrights.
Charity
PopeBenedictXVIhassaidthat“charityisattheheart”oftheChurch’sSocialTeaching.27Doingjusticeistheprimarymeansofexpressingcharity,buttherealityofcharitytranscendsjusticeandcompletesit.Undocumentedstudentsshouldbetreatedwith“justice,”butthisjusticeneedstobecompatiblewithcompassionforthesestudentswho,unfairlyburdenedwiththeconsequencesoftheactionsoftheirparents,arefacedwithmanyobstaclestotheireducationandfullhumandevelopment.Asocietythatlackscompassionatepoliciestowardtheseunfortunateyoungpeopleisnotonlyasocietywithacoldheart,butonewhichisfundamentallyflawedinpunishingonegroupofpeopleforanother’sdecisions.ThispolicypaperpresentsawayofproceedingonthisissuethatinformsandhelpsshapethenationaleducationaldiscourseonthisareaofimmigrationandattemptstomakeasubstantivecontributiontothecommongoodofthenationfromaprincipledCatholicperspective.Weseethebranchesoflegalandsocialresearchasintimatelyconnectedunderamoraloverarchingframework,bothofferingtoolsforexaminingtheissuesandbarriersconfrontingundocumentedstudentsastheyattempttonavigatethecurrentsofhighereducation.Applyingthesegreatprinciplestotheconcretearenaofpolicyandlawwillundoubtedlybechallenging.CatholicSocialTeachingcanguideusinourmoralconsiderations,butitisnotintendedtopresentaspecificplanforpoliticalaction.Catholicsofgoodconsciencecananddodifferonthemostaptmeanstoachievethecommongood.AstheCompendiumoftheSocialDoctrineexplains,the“Church’sMagisteriumdoesnotwishtoexercisepoliticalpoweroreliminatethefreedomofopinionofCatholicsregardingcontingentquestions.”28Contingentquestionsinvolvingprudentialjudgmentsarehereseentoengagetransitoryandshiftingrealitiesdependentonparticularcircumstancesandone’sunderstandingofsuchsituationswhichcanchangeovertime.ItisclearthatcareforthepoorandmostvulnerableisanimmutableandundeniabledemandofChristianlife.Buthowtocareforthepoorandmarginalizedisamatterofmakinganinformedandwisedecision,ofchoosingamongnumerous,limited,andimperfectoptionsforhelpingthevulnerable.
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IX. Concluding Remarks
IfthewholeJesuitsystemofhighereducationintheUnitedStatesweretobecomefullyengagedinthechallengesandissuesofundocumentedstudents,othercollegesanduniversitiescouldbeemboldenedwiththeirownuniquesensesofmissionandidentitytoexercisenewmodelsofleadershipinthisareaofimmigration.Furthermore,throughitsresearchandbroadsupport,thisstudyhassoughttoexplainthecurrentsituationandpracticesatJesuitinstitutionsandexaminetheconcernsandperceptionsofstudents,staff,andfacultyonthiscriticalissue.Bothongoingproblemsandsuccessfulinstitutionalpracticeshavebeenunearthed,andwerecommenddevelopingacollaborativemodelofnewpracticesthatwillsupportundocumentedstudentsintheseunsettlingandturbulenttimes.Finally,wehavetriedtopresentadeeperunderstandingofthecomplexlivesofundocumentedstudents.Wehopethisstudywillgeneratemorepubliccompassionforthem.Werecognizethatsomeofthefamilyimmigrationproblemsthatundocumentedstudentsfacewillneverbesolvedwithoutsomebroaderimmigrationreform.Yet,weurgecollectivesupportforachangeofpublicpolicyandlawthatwouldpermitundocumentedstudentstoestablishalegalstatusinthiscountryandallowthemtoflourishtotheirfullhumanpotential.WestrenuouslydefendthepositionthatgivingtheseyoungpeoplelegalstatuswillenablethemtomaketheiruniquecontributionstothecommongoodoftheUnitedStates,andfulfillourJesuitandCatholicmissiontoserveimmigrantstudents–amissionrootedinourpastandcapableofenergizingourfuture.
Executive Summary 35
Endnotes 1R.G.Gonzalez,YoungLivesonHold:theCollegeDreamsofUndocumentedStudents(NewYork,NY:CollegeBoard,2009).2A.Russell.StatePoliciesRegardingUndocumentedCollegeStudents:ANarrativeofUnresolvedIssues,OngoingDebateandMissedOpportunities(WashingtonD.C.:AmericanAssociationofStateCollegesandUniversities,2011).3Inthe1920’stheUnitedStatesseverelycurtailedimmigration.Therewouldbenomassinfluxofpeoplesagainuntilthe1960’s,bywhichtimetheremainingJesuitinstitutionsofhighereducationhadbeenfounded.WhiletheseoftencateredtofirstorsecondgenerationAmericans,theywerenottechnicallyfoundedtoservespecificallyimmigrantpopulationsinthesamewaytheearlierschoolswere.4“TheJesuit,CatholicMissionofU.S.CatholicJesuitUniversities,”7.AssociationofJesuitCollegesandUniversities,WashingtonD.C.,2010.5PrivacyActof1974,Sec.7:“Itshallbeunlawfulforanyfederal,stateorlocalgovernmentagencytodenyanyindividualanyright,benefitorprivilegeprovidedbylawbecauseofsuchindividual'srefusaltodisclosehissocialsecurityaccountnumber.Anyfederal,stateorlocalgovernmentagencywhichrequestsanindividualtodisclosehissocialsecurityaccountnumbershallinformthatindividualwhetherthatdisclosureismandatoryorvoluntary,bywhatstatutoryorotherauthoritysuchnumberissolicited,andwhatuseswillbemadeofit.”5U.S.C.8552a(1974).620U.S.C.1232g:“Aschoolmaynotreleaserecordsdirectlyrelatedtoastudentwithouttheconsentofthestudent.Anyinstitutionthatprintsadirectorymustprovidepublicnoticeoftheinformationreleasedonthedirectoryandprovidesufficienttimeforstudentstoobjecttothereleaseofinformation.Socialsecuritynumbersarenotincludedinthedefinitionofdirectoryinformation.”7ForamorecompleteelucidationofDACArequirements,seeUSCISDACAFAQ.Somepertinentbulletpointswillbeoutlinedinthebodyofthistext.8USCISConsiderationofDeferredActionforChildhoodArrivalsProcess,AboutDeferredActionforChildhoodArrivals(updatedJanuary18,2013),http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=3a4dbc4b04499310VgnVCM100000082ca60aRCRD&vgnextchannel=3a4dbc4b04499310VgnVCM100000082ca60aRCRD9USCISConsiderationofDeferredActionforChildhoodArrivalsProcess,TravelRequirementsandRestrictions(updatedSeptember14,2012),http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=3a4dbc4b04499310VgnVCM100000082ca60aRCRD&vgnextchannel=3a4dbc4b04499310VgnVCM100000082ca60aRCRD10USCISConsiderationofDeferredActionforChildhoodArrivalsProcess,TravelQ3(updatedJanuary18,2013),http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=3a4dbc4b04499310VgnVCM100000082ca60aRCRD&vgnextchannel=3a4dbc4b04499310VgnVCM100000082ca60aRCRD11DanBergerandStephenYale‐Loehr,“DeferredActionforChildhoodArrivals:ShouldUndocumentedYoungPeopleApply?”2012LexisNexisEmergingIssues6632(September2012).ThisarticleclarifiesthatarecentdecisionbytheBoardofImmigrationAppealsintheMatterofArrabally,25I.&N.Dec.771(BIA2012)heldthatadeparturefromtheUnitedStateswithadvanceparolebyapendingadjustmentofstatusapplicantdoesnottriggertheunlawfulpresencebarunderINA§212(a)(9)(B)(i)(ii).However,practitionersdifferonwhethertheholdingofthatcasewillapplyintheDACAcontext.Hence,itisrecommendedthatDACAgranteeswhoreceiveadvanceparoleevaluatetheneedfortravelagainstthenthen‐currentrisksassociatedwithsuchtravelbeforeleavingtheUnitedStates.Note:Certainimmigrantswhoare“unlawfullypresent”intheUnitedStatesarebarredfrombeingreadmittedtotheUnitedStatesforthreeortenyearsdependinguponthelengthoftheirunlawfulpresence.12USCISConsiderationofDeferredActionforChildhoodArrivalsProcess,TravelRequirementsandRestrictions(updatedSeptember14,20120).
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http://www.uscis.gov/poral/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=f2ef2f19470f7310CfnCXM`00000081x60EXES&vgnextchannel=f2ef2f19470f7310VgnVCM100000082ca60aRCRD13OnJanuary15,2013,DHSannouncedthatenforcementwouldthenbeginattheearliestintheautumnof2013.14CoreyDade,“NewImmigrationBattle:Driver’sLicenses,”OregonPublicBroadcasting(December28,2012),http://www.opb.org/news/article/npr‐new‐immigration‐battle‐drivers‐licenses/15ThisthreatisoutlinedinsourcessuchasAlejandraRincon,UndocumentedImmigrantsandHigherEducation:SiSePuede(ElPaso,TX:LFBScholarlyPub.,2008)andDonaldKerwinandJillMarieGerschutz,eds.,AndYouWelcomedMe:MigrationandCatholicSocialTeaching(Lanham,MD:LexingtonBooks,2009).TobestunderstandthefragilityoftheDACAdecision,cf.MemorandumfromtheSecretaryofHomelandSecurity(June15,2012).16AndreaNillSanchez,“WillRepublicansAcceptaModifiedDREAMAct,”ThinkProgressSecurity(December1,2010),http://thinkprogress.org/security/2010/12/01/176401/dream‐act‐modification/?mobile=nc17AndreaNill,Sanchez,“WillRepublicansAcceptaModifiedDREAMAct.”18CesarVargas,“Don’twaitforPresidentObamatoactonimmigrationreform,”TheHill’sCongressBlog(January17,2013),http://thehill.com/blogs/congress‐blog/homeland‐security/277799‐dont‐wait‐for‐president‐obama‐to‐act‐on‐immigration‐reform#ixzz2IH8sF2up. 19PatrickOakford,“DREAMingofEconomicGrowth,”CenterforAmericanProgress(October12,2012),http://www.americanprogress.org/issues/immigration/news/2012/10/12/41361/dreaming‐of‐economic‐growth/20“TheJesuitCatholicMissionofU.S.CatholicJesuitUniversities,”3.21USCCB.http://www.usccb.org/beliefs‐and‐teachings/what‐we‐believe/catholic‐social‐teaching/seven‐themes‐of‐catholic‐social‐teaching.cfm22Cf.CompendiumofSocialDoctrineoftheChurch(VaticanCity:Liberia,EditriceVaticana,2004),Chapter5.23Theologically,criminaloffensescanbebrokendownintotwocategories:MaluminseandMalumprohibitum.CrimesseenasMaluminseareactsconsideredinherentlyevilandrepugnantbythecivilizedcommunity.ThoseseenasMalumprohibitumareactsthatarecrimesonlybecauseastatuteorlawsaystheyaresodefined,buttheyarenotnecessarilyintrinsicallyevil.Illegalimmigrationcasesarenormallycategorizedasmaleprohibitumandmaynotviolateuniversalmoralstandards.Enteringthecountrywithoutdocumentationmaybealegalcrimeonthepartoftheparentsofsuchstudents,butsurelythechildrenoftheseindividualsshouldnotbechargedwithacrimeorpunishedfortheirparents’decisions.24NostraAetate,1.25St.ThomasAquinas.SummaTheologica(I‐II,q.64).26JohnPaulII.SollicitudoReiSocialis,38.27Cf.CaritatisinVeritate,2.28CompendiumoftheSocialDoctrineoftheChurch,323.ThisstatementisculledfromtheCongregationoftheDoctrineoftheFaith’s2002DoctrinalNoteentitled“OnSomeQuestionsRegardingtheParticipationofCatholicsinPoliticalLife.”Themostpertinentinformationcanbefoundinsections6‐8ofthisdocument.TheCongregationatthetimewasunderthedirectionofCardinalJosephRatzinger,nowPopeBenedictXVI.