Immigrant Student National Position Paper Report on Findings

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

2 Immigrant Student National Position Paper

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


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.


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.

Executive Summary 7

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


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?

Executive Summary 9

Howdocurrentfederalandstatelawsandpracticesimpacttheundocumentedstudent'scollegeexperience?Finally,howcanwe,asamorally‐committednetworkofJesuithighereducationinstitutions,jointogethertocollaborativelysupportthehumandignityofundocumentedstudentswhofindthemselvesadriftinaworldhostiletotheirfuturebecauseofapasttheydidnotchooseforthemselves?


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.


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


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.


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.


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


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."


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


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.


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


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


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.


KeyFindings&RecommendationsBestPracticesAtpresent,Jesuituniversitieshaveavarietyofinitiativesandprogramstohelpundocumentedstudentsoncampus;however,therangeofpracticeillustratesthead‐hocnatureofsupport.Anumberof"bestpractices"wereidentifiedbyinterviewedstaff,primarilyfocusedonthreemainareas:

1) Providingasenseofsafetysostudentsfeltcomfortabletalkingtostaff

2) Stafftraining,includinganarticulationofuniversitypolicy

3) Formalprogramsandstudentclubs,especiallythosethataddressretention,adaptexistingprograms,andfocusonsupportandadvocacy


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%).


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.


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.


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.


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.


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.


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.


Insurethatundocumentedstudents,whooftenliveathomeandcommutetocampus,canfullyparticipateinUniversitylife,bothacademicandextracurricular.

IdentifylegalresourcesattheUniversityandinthecommunitythatcanprovidecounselingforundocumentedstudents.

CareerCounseling Traincareerplacementstaffonwhatundocumentedstudentscandoafter

graduation. Createadatabaseofalumniwhowereundocumentedorwhocanassist

undocumentedstudentswiththeirpost‐graduatecareer.


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


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


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.


IX. Concluding Remarks

IfthewholeJesuitsystemofhighereducationintheUnitedStatesweretobecomefullyengagedinthechallengesandissuesofundocumentedstudents,othercollegesanduniversitiescouldbeemboldenedwiththeirownuniquesensesofmissionandidentitytoexercisenewmodelsofleadershipinthisareaofimmigration.Furthermore,throughitsresearchandbroadsupport,thisstudyhassoughttoexplainthecurrentsituationandpracticesatJesuitinstitutionsandexaminetheconcernsandperceptionsofstudents,staff,andfacultyonthiscriticalissue.Bothongoingproblemsandsuccessfulinstitutionalpracticeshavebeenunearthed,andwerecommenddevelopingacollaborativemodelofnewpracticesthatwillsupportundocumentedstudentsintheseunsettlingandturbulenttimes.Finally,wehavetriedtopresentadeeperunderstandingofthecomplexlivesofundocumentedstudents.Wehopethisstudywillgeneratemorepubliccompassionforthem.Werecognizethatsomeofthefamilyimmigrationproblemsthatundocumentedstudentsfacewillneverbesolvedwithoutsomebroaderimmigrationreform.Yet,weurgecollectivesupportforachangeofpublicpolicyandlawthatwouldpermitundocumentedstudentstoestablishalegalstatusinthiscountryandallowthemtoflourishtotheirfullhumanpotential.WestrenuouslydefendthepositionthatgivingtheseyoungpeoplelegalstatuswillenablethemtomaketheiruniquecontributionstothecommongoodoftheUnitedStates,andfulfillourJesuitandCatholicmissiontoserveimmigrantstudents–amissionrootedinourpastandcapableofenergizingourfuture.


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).


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.

Immigrant Student National Position Paper Report on Findings

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