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Presidents Alliance - Rights and Protection Hub 

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Presidents Alliance - Rights and Protection Hub 

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Rights & Protections Hub: Guidance for Institutions Immigrant Students - Presidents’ Alliance

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This resource hub is meant to be a central point where campuses and directly impacted individuals can find information on immigrant student rights, legal help, deportation defense and guidance on what institutions can do within and beyond the university to protect undocumented students.

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Directory of Presidents’ Alliance Resources to Support Undocumented Students, DACA recipients, and Institutions of Higher Education

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Directory of Presidents’ Alliance Resources to Support Undocumented Students, DACA recipients, and Institutions of Higher Education

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Directory of Presidents’ Alliance Resources to Support Undocumented Students, DACA recipients, and Institutions of Higher Education - Presidents’ Alliance

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Welcome to the Presidents’ Alliance resource hub—a one-stop directory of resources, advocacy tools, and best practices to help colleges and universities support undocumented students, Deferred Action for Childhood Arrivals (DACA) recipients, and other Dreamers. Here you’ll also find guidance to help institutions plan for and respond to a possible end to DACA. Campus Resources & Effective Practices Higher Ed Immigration Portal: Rights and Protections Resource Hub (2025) Higher Ed Immigration Portal: State Policy Hub (2025) Register for the 2025 SUCCESS…

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Know Your Rights | Undocumented Student Resource Center | Northern Illinois University

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Know Your Rights for Undocumented Students

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The UndocuTeacher Project: Pathways and Practices Report.

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The UndocuTeacher Project: Pathways and Practices Report.

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Practices Report. Long Beach, CA: The UndocuTeacher Project.

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Webinar: Empowering Future Immigrant Entrepreneurs

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Webinar: Empowering Future Immigrant Entrepreneurs

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We are continually expanding this list and featuring scholarships with approaching deadlines so be sure to return to this page periodically.

[Deadline: 10/29/20] Paul and Daisy Soros Fellowship (Nationwide): Open to undocumented graduate students with or without DACA. Note: As you are preparing your application, make sure to check out our recent webinar featuring PD Soros Fellows!

[Deadline: 11/1/20] UC President's Postdoctoral Fellowship (Nationwide): Open to undocumented graduate students with DACA.

[Deadline: 12/15/20] Center for Engaged Scholarship Fellowship (Nationwide): Open to undocumented graduate students writing their dissertation.

[Deadline: 12/17/20] Ford Foundation Pre-Doctoral Fellowship (Nationwide): Open to undocumented graduate students with DACA.

[No deadline] Fee waiver for the LSAT - Fee waivers are available for undocumented students with DACA who are unable to pay for the Law School Admissions Test (LSAT)

[No deadline] Fee waiver for the MCAT- Fee waivers are available for undocumented students with DACA who are unable to pay for the Medical College Admission Test (MCAT).

Need financial assistance to renew your DACA? RAICES Texas and Dream Big Nevada are currently accepting applications for their DACA scholarship opportunities, which provide recipients with $495 to cover their DACA renewal fees. You can learn more about these opportunities and apply by submitting these forms: RAICES Texas and Dream Big Nevada. Please note that depending on funds available, these applications are sometimes closed. We encourage you to follow the work of RAICES Texas and Dream Big Nevada to stay up to date.
DON'T FORGET TO SHARE THIS PAGE WITH YOUR FRIENDS! Don't miss out on the latest resources available for undocumented students, make sure to "like" our page on Facebook. Please consider donating to our platform so we can provide more information and resources to help undocumented students and their families. Any amount helps!
At My Undocumented Life we provide up-to-date information and resources for undocumented immigrants and allies. We post scholarship opportunities that are open to undocumented students, strategies for navigating the educational system, information on how to apply for DACA/Advance Parole, news on DAPA, and much more. Most importantly, we want to provide a sense of community to our diverse group of readers. Learn more about our work here: " About Us "

Categories: Scholarships

Tags: college, education, grad school, high school, Scholarship, undocumented

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Scholarships Open to Undocumented Students

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We are continually expanding this list and featuring scholarships with approaching deadlines so be sure to return to this page periodically. [Deadline: 10/29/20] Paul and Daisy Soros Fellowship (Nationwide): Open to undocumented graduate students with or without DACA. Note: As you are preparing your application, make sure to check out our recent webinar featuring PD Soros Fellows!

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TheDream.US scholarships are for highly motivated undocumented students who want to get a college education but are unable to afford the cost. They have no no access to federal aid, limited access to state aid, and they sometimes face paying out-of-state tuition. We offer two scholarships.

Your eligibility is based on where you live.

Select Your State

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TheDream.US offers two scholarships for highly motivated undocumented students who want to get a college education but are unable to afford the cost.

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MALDEF SCHOLARSHIP RESOURCE GUIDE – 2025-2026

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MALDEF SCHOLARSHIP RESOURCE GUIDE – 2025-2026

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PARENT SCHOOL PARTNERSHIP (PSP) PROGRAM Parent School Partnership (PSP) Program Since 1989, MALDEF's Parent School Partnership (PSP) Program has trained thousands of parents and community leaders throughout the nation to become agents of change in their communities. The 12-session PSP program provides parents with the tools necessary to become more effective advocates in improving their children's educational success, their schools, and their communities. Bring PSP to Your School MALDEF currently offers PSP programs in the greater Los Angeles area in California and in Atlanta, Georgia. MALDEF's PSP Training Manual and Curriculum MALDEF provides Train-the-Trainer workshops to groups that want to provide the Parent School Partnership (PSP) Program to parents in their communities. MALDEF staff provide training that prepares community leaders throughout the nation to become MALDEF PSP educators. The PSP program provides all of the tools necessary to launch classes for parents in communities, including handouts and templates for reproduction. Parents' Rights and Responsibilities Education is essential to the development of every child and for the progress of every community. In the United States, every child is entitled to a free high-quality K-12 public education regardless of race, nationality, native language, gender, or immigration status, without fear of unlawful discrimination or fear of deportation. Contact Us For more information on MALDEF's PSP programs and training information, please contact the office nearest you. For general matters, please contact our National PSP Program Office. About the Parent School Partnership (PSP) Program Since 1989, thousands of parents have successfully completed MALDEF's Parent School Partnership (PSP) Program and now work with others to accomplish significant projects to improve our schools. Parents are our nation's best hope for ensuring that public schools educate and prepare well our future national leaders and contributors to community progress. PSP graduates join a growing cadre of PSP alumni nationwide who are helping to lead the effort to reform public schools. By attending a free 12-session program, participants learn how to overcome language and cultural barriers, gain an in-depth understanding of their rights, their children's rights, advocacy tools and approaches, and how the American public education system works. As a central experience of the program, participants develop group projects ranging from school clean-ups to community advocacy to ensure progress toward a just and equitable education that prepares all students for college and career. Parents make a great contribution to our national progress when they demonstrate a commitment to their children's success and to improving public education for all children. Join and become a leader in this ongoing effort! Bring PSP to Your School and Become a Trainer MALDEF currently offers PSP programs in the greater Los Angeles area and in Atlanta, Georgia. If your school or community organization meets outside of these areas, please see the details on the Train the Trainers Program below. There is no fee for the PSP program within the areas mentioned above, but MALDEF requires the following:

A signed agreement to implement the program at your school or organization

Assistance promoting the program at your school or community site

A classroom-like facility for all workshops

A minimum of 25 participants to begin the program

A secured time and location for the classes

Child care and translation throughout the duration of program, if needed

A liaison to coordinate program logistics with MALDEF staff as needed (e.g., secure guest speakers, obtain transportation to program activities, assist with graduation)

Notification of any changes such as cancellations, room changes, etc.

Once classes begin, we meet with parents once a week for two hours. As part of some classes, we invite guest speakers, such as teachers, a principal, a board member, a high school counselor, an elected official, or a reporter. Other classes involve a field trip to a local university, a library and/or a school board meeting. Throughout the program, parents also work on a group project to identify an area of potential improvement within their school or community, and then create an action plan to achieve progress. MALDEF Train the Trainer Program A formal PSP program presentation conducted by PSP staff is a required prerequisite to launch a "training of trainers" program. MALDEF's PSP team will gather extensive research highlighting your community's infrastructure and demographics. This will enable MALDEF staff to assess the needs in the schools and the community, and to make recommendations for a trainers' program. In addition, this serves as an opportunity to meet community members and determine the feasibility of delivering the program to your community. For details regarding bringing a Train the Trainer program to your organization, please contact Kevin Alcantar, PSP Program Associate, at (213) 629-2512 x103. Parents' Rights and Responsibilities Education is essential to the development of every child and for the progress of every community. Every child is entitled to a free high-quality K-12 public education regardless of race, nationality, native language, gender, or immigration status without fear of unlawful discrimination or threat of deportation. To be effective student advocates, parents must understand their rights and assume responsibility in their children's educational progress. To learn about the specific federal and state education rights available to all students and their families, please . When Exercising Your Rights It is recommended that before exercising your rights as a parent, you should:

Have a clear understanding of your rights.

Be clear in communicating what information you are requesting from school officials.

Be assertive when communicating. To learn more about positive assertive behavior, click here.

Use a direct, non-aggressive tone of voice.

Be persistent and try again if the initial contact was unsuccessful.

Consider writing a formal letter or email (English, Spanish) to voice your concerns.

It is essential that parents become informed of their rights and responsibilities to be effective school partners and education advocates. Although not all interactions between parents, teachers, and school officials will go as each party wants, all need to strive to collaborate with one another to improve educational outcomes for children. Related Information Related Information Sample Letter - English Sample Letter - Spanish Effective Communication Handout - English Effective Communication Handout - Spanish Know Your Rights Pamphlet Derechos Educativos Federales Folleto YOUTH LEADERSHIP PROGRAM The Youth Leadership Program (YLP) was established in 2005 as an innovative leadership training program for high school students designed to promote college access and introduce civic participation. The goal of YLP's year-round programming is to increase high school graduation rates and college admissions for Latinos, and foster greater public engagement. Our program is centered on supporting our most vulnerable Latino students through various Restorative Cultural Arts Practice projects. YLP participants have worked on a variety of projects, including one tracing the history of MALDEF's civil rights work in the Latino community, a student-centered radio program sharing the personal stories of college applicants, a writing project to examine implicit bias in schools, and a mural project to address food injustice at highly-segregated schools. For more information on YLP, contact Omar Ramirez, (213) 629-2512 x137. The Parent School Partnership would like to thank the following sponsors: United Way of Greater LA, Sodexo, McDonald's, the Wells Fargo Foundation and Union Bank Contact Us For more information on MALDEF's PSP programs and training information, please click on the office located nearest you to send a message. For general matters, please contact our National PSP Program Office. National PSP & Train the Trainer Program Office 634 S. Spring St., 11th Floor Los Angeles, CA 90014 Phone: (213) 629-2512 National Parent School Partnership Program Adrian Sandoval, National PSP Director Kevin Alcantar, PSP Program Associate Los Angeles PSP Program Karen Oliva, Director 634 S. Spring St., 11th Floor Los Angeles, CA 90014 Phone: (213) 629-2512 x162 Atlanta PSP Program Office Isabel Sance, Director Phone: (470) 878-0785

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PARENT SCHOOL PARTNERSHIP (PSP) PROGRAM Parent School Partnership (PSP) Program Since 1989, MALDEF's Parent School Partnership (PSP) Program has trained thousands of parents and community leaders throughout the nation to become agents of change in their communities. The 12-session PSP program provides parents with the tools necessary to become more effective advocates in improving their children's educational success, their schools, and their communities.

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ScholarshipsA-Z - Making higher education accessible to all people regardless of immigration status.

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Making higher education accessible to all people regardless of immigration status.

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Status of Texas v. United States (DACA) - MALDEF

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On October 10, 2024, attorneys with MALDEF, the State of New Jersey, the U.S. Department of Justice and the State of Texas will present oral argument before the U.S. Court of Appeals for the Fifth Circuit in New Orleans. The hearing involves a Texas-led challenge to Deferred Action for Childhood Arrivals (DACA).

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By CAROLINA

On November 9, 2016, Donald Trump was elected as the forthcoming president of the United States. During his campaign, Trump has made a series of anti-immigrant remarks. He has stated that he would heighten immigration enforcement, end the Deferred Action for Childhood Arrivals (DACA) program, and increase the number of deportations. Undocumented students and their families all across the country are increasingly becoming anxious and fearful over what the Trump presidency will do in terms of immigration policies and amplifying the anti-immigrant sentiment that Trump's campaign has fostered. Now, more than ever, undocumented students and their families need support from educators, counselors, and administrators.

At My Undocumented Life blog, we have identified steps that schools and universities can take to support undocumented students.

This of course is not meant to be an exhaustive list. We encourage our readers to take advantage of the comment section below to add any suggestions, resources, or links they would like to share.

ADMINISTRATORS:

1. Provide financial support for immigration application fees. Given the uncertainty around what the future holds for undocumented students under a Trump presidency, including what will happen to DACA, several organizations are recommending that students receive reliable legal counsel. Many students are already struggling to afford their DACA applications and college tuition. Schools can help by providing financial assistance to undocumented students who qualify and need to apply for various forms of relief (e.g. legal permanent residency, U-Visa, Temporary Protected Status).

he 2. Provide legal services to undocumented students and their families- On a similar note, schools and universities across the country are providing legal services to undocumented students and their family members so that they can know their rights and learn about various types of relief they may be eligible for. For examples on what types of legal support are necessary, we encourage schools to look at the work done by t Undocumented Legal Services Center. The Center provides all University of California students and their families legal advice and representation, legal support for informational and know-your-rights sessions, legal support for campus clinics and workshops to assist with applications for benefits available under DACA and other immigration related relief, assistance in filing humanitarian and educational travel applications with immigration authorities for students with DACA status, as well as in-depth consultations and direct representation in immigration court or before immigration agencies. In addition to continuing this important work after the elections, the Center has also issued a FAQ for students to address some of their concerns around the future of DACA. Following the election results, CSU Northridge announced that it would invite attorneys to campus to give information about DACA. Other campuses should follow suit.

3. Create institutional scholarships that are open to undocumented students (with or without DACA status)- The lack of financial aid is often one of the biggest challenges that undocumented students encounter as they pursue a higher education. If DACA ends during the Trump presidency, which is highly likely, students will be at an even greater disadvantage. Colleges and graduate school programs can consider providing students with enough institutional financial support for them to finish their studies.

4. Create a page on the school website that is dedicated to providing resources for undocumented students- It is crucial for undocumented students to have access to information and resources that are specific to being undocumented at their campus. Many schools and universities across the country have created pages where they feature on-campus and community resources, FAQs, and more, specifically for undocumented students. See for example, CSUSM. For more examples, visit our growing list of schools that have referenced My Undocumented Life blog and other resources on their websites.

5. Issue a statement in support of undocumented students- It is important that schools continue to openly come out in support of undocumented students. For an example, see the letter issued by the University of Chicago.

EDUCATORS/COUNSELORS:

1. Create a safe environment for undocumented students- This can take on different forms. Some educators have spent some time in the classroom discussing issues that are affecting undocumented students, including what the election results mean for undocumented communities. Others have "come out" in support of undocumented students by filling out and sharing this sign (created by United We Dream) in their offices, classrooms, and/or social media. You can also consider organizing a panel, film screening, or teach-in at your campus to educate the school community about the experiences of undocumented students.

2. Work with colleagues and students to urge your campus to become a sanctuary school- Students and educators across several campuses have created petitions where they outline specific steps that their school can take to better support undocumented students. For examples, see the petitions that have been created by students at the following institutions: Harvard, University of Wisconsin-Madison, Oberlin College, Yale, Stanford, CUNY, Columbia, Arizona, UCLA

3. Share My Undocumented Life blog with your colleagues and students- At My Undocumented Life blog, we provide daily information and resources for undocumented students and their families. With each passing day, there are new updates, resources, and tips, it is imperative that individuals working with undocumented students, as well as students and their families, receive the most up-to-date information.

4. Check out this page with additional resources on how to become an UndocuAlly- We are continually expanding this list as more information comes in so be sure to return to it periodically.

STUDENTS:

1. Create and circulate a petition at your school- Students and professors across several campuses have created petitions where they outline specific steps that their school can take to better support undocumented students. For examples, see the petitions that have been created by students at the following institutions: Harvard, University of Wisconsin-Madison, Oberlin College, Yale, Stanford, CUNY, Columbia, Arizona

Acknowledgement: Rachel has assisted with locating some of the resources listed here.

Don't forget to visit our website http://www.MyUndocumentedLife.org from your computer (not just mobile phone) so you can have access to the wide range of resources we provide. Be sure to subscribe (it's free) for up-to-date information and resources for undocumented immigrants.

Carolina grew up undocumented in the U.S. since the age of twelve. In 2011, she created this blog as a platform for undocumented communities to obtain up-to-date information and resources on pursuing higher education, immigration policies, and much more. Currently, she is a doctoral student at Harvard University whose scholarly work centers on immigration, race and ethnicity, law and society, families, and social movements.

Categories: For school personnel

Tags: education, Immigration, undocumented

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Post-Election: Recommendations for School Administrators, Educators, Counselors, and Undocumented Students

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By CAROLINA On November 9, 2016, Donald Trump was elected as the forthcoming president of the United States. During his campaign, Trump has made a series of anti-immigrant remarks. He has stated that he would heighten immigration enforcement, end the Deferred Action for Childhood Arrivals (DACA) program, and increase the number of deportations.

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Sponsoring DACA Recipients and other Dreamers for Employment-Based Visas: How Higher Education Institutions Can Support Their Employees and Alumni This guide is intended for leaders and administrators at institutions of higher education who are interested in learning how to support prospective and current employees who are not U.S. citizens, including Deferred Action for Childhood Arrivals […]

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SCS24 #4: Independent Contracting, Part 1 – Understanding the Basics

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Session #1: ITINs Open Doors - How do I get one?

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Know Your Rights material is also available in SPANISH, POLISH, KOREAN, TAGALOG, SIMPLIFIED CHINESE, VIETNAMESE, KHMER, HINDI and HAITIAN CREOLE.

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Mental Health Resource Guide - Refugee and Immigrant Families

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Mental Health Resource Guide - Refugee and Immigrant Families

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https://ourcimh.org/mh-resources

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(Last updated on April 2019) If you are an educator or counselor working with undocumented youth, make sure to check out these helpful resources. We are continually expanding this list as more info…

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IL Family Support Network & Hotline | ICIRR

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IL Family Support Network & Hotline | ICIRR

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FAMILY SUPPORT NETWORK AND HOTLINE

The purpose of the ICIRR Family Support Network (FSN) is to connect immigrant communities throughout Illinois to a full range of support - social services, legal aid, policy updates, financial assistance, law enforcement - in collaboration with member organizations .

Southern Border Arrival Assistance in Illinois

The Illinois Coalition for Immigrant and Refugee Rights (ICIRR) is working closely with government agencies and community partners to assist southern border arrivals (asylum seekers that have arrived by bus from Texas) in accessing essential services.

If you are an asylum seeker from the southern border in need of support, or know someone who is, you can call ICIRR's Family Support Hotline (1-855-435-7693) or 3-1-1.

What to expect when calling 3-1-1 in Chicago:

The options will be offered in English

Remain on the line to be assisted with housing

The asylum seeker's full name and precise location must be provided

Note: It can take up to 3-5 days to find shelter

Other Resources for Asylum Seekers:

Chicago CityKey Program: You can use the CityKey as proof of identity in the City of Chicago, including when you open a bank account, rent an apartment, and apply for government services

Information about Victims of Trafficking, Torture and Other Serious Crimes (VTTC)

Court Watch is a volunteer program founded in 2007 to observe and bear witness at detained immigrants' hearings in Chicago. While Illinois passed legislation that banned immigrant detention within our state beginning in 2022, deportation cases are still processed in the Chicago Immigration Court nearly every weekday for immigrants - including Illinois residents - who are jailed in Wisconsin, Indiana, Kentucky, and other states.

Can you volunteer a few hours a month to stand with detained immigrants?

Court Watch volunteers attend as many of these hearings as possible (most hearings are

currently conducted online via Webex). We partner with legal organizations and pro bono

attorneys, highlighting problems we observe and cases where unrepresented detainees are in

need of legal help.

If you'd like to volunteer with us, please email .

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Family Support Network & Hotline | ICIRR

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FAMILY SUPPORT NETWORK AND HOTLINE The purpose of the ICIRR Family Support Network (FSN) is to connect immigrant communities throughout Illinois to a full range of support - social services, legal aid, policy updates, financial assistance, law enforcement - in collaboration with member organizations .

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Illinois ImmigrationServices DirectoryIllinois Coalition for Immigrant and Refugee Rights Updated: April 2023

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Illinois ImmigrationServices DirectoryIllinois Coalition for Immigrant and Refugee Rights Updated: April 2023

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ELIGIBILITY GUIDE FEDERAL PROGRAMS & ILLINOIS SERVICES FOR IMMIGRANTS & REFUGEES Laura Perrone, MA. & Dana Rusch, PhD

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ELIGIBILITY GUIDE FEDERAL PROGRAMS & ILLINOIS SERVICES FOR IMMIGRANTS & REFUGEES Laura Perrone, MA. & Dana Rusch, PhD

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IFMHA Program Guide to Immigration Terms & Eligibility March 2022[13]

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Fellowships and Other Non-Employment Based Opportunities for Undocumented Students

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Fellowships and Other Non-Employment Based Opportunities for Undocumented Students

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https://www.higheredimmigrationportal.org/effective_practice/fellowships-and-other-non-employment-based-opportunities-for-undocumented-students/

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For reference purposes - some info no longer current -Guidance-for-employers 

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For reference purposes - some info no longer current -Guidance-for-employers 

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https://www.parkerdewey.com/career-launchers

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Launch Your Career | Micro-Internship and Freelance Gigs for College Students | Parker Dewey

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Join Parker Dewey to launch your career by gaining professional experience on Micro-Internships. Micro-Internships are short-term, paid assignments that may be completed remotely and lead to full-time jobs.

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https://immigrantsrising.org/resource/itin-101-everything-you-want-to-know-about-itins-but-dont-know-what-to-ask-webinar/

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Themes/Topics: Entrepreneurship & Freelancing

Geography: California, National

Audience: Undocumented Youth

Learn the ITIN fundamentals, in this webinar led by Francine J. Lipman, William S. Boyd Professor of Law at the University of Nevada, Las Vegas. Professor Lipman will discuss federal tax rules regarding the application and renewal process for the Individual Taxpayer Identification Number (ITIN), what documents qualify, and how to effectively use Certified Acceptance Agents.
Additional Resources:

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ITIN 101: Everything You Want to Know About ITINs, But Don't Know What to Ask (Webinar)

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Learn the ITIN fundamentals, in this webinar led by Francine J. Lipman, William S. Boyd Professor of Law at the University of Nevada, Las Vegas. Professor Lipman will discuss federal tax rules regarding the application and renewal process for the Individual Taxpayer Identification Number (ITIN), wha

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https://immigrantsrising.org/resource/5-tips-to-get-started-as-an-independent-contractor-freelancer/

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5 Tips to Get Started as an Independent Contractor/Freelancer

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Learn how to get started as an independent contractor or freelancer. This guide outlines the entire process from industry research to contracts and taxes.

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Everyone, regardless of immigration status, can make money by building their own businesses and working for themselves. We’re here to show you how to generate income through entrepreneurship and freelancing. See below for tools to help you get your #UndocuHustle on! https://immigrantsrising.org/resource/introduction-to-entrepreneurship-lesson-plan/

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Northern Illinois University | Undocumented Student Resource Center

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Northern Illinois University | Undocumented Student Resource Center

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https://www.niu.edu/undocumented/index.shtml

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Undocumented Student Support | Northern Illinois University

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ELIGIBILITY GUIDE FEDERAL PROGRAMS & ILLINOIS SERVICES FOR IMMIGRANTS & REFUGEES Laura Perrone, MA. & Dana Rusch, PhD

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ELIGIBILITY GUIDE FEDERAL PROGRAMS & ILLINOIS SERVICES FOR IMMIGRANTS & REFUGEES Laura Perrone, MA. & Dana Rusch, PhD

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IFMHA Program Guide to Immigration Terms & Eligibility March 2022[13]

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DACA recipient rejects 'Dreamer narrative'

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DACA recipient rejects 'Dreamer narrative'

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DACA recipient rejects 'Dreamer narrative'

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Why You Should Stop Using the Term DREAMer

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Why You Should Stop Using the Term DREAMer

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Gaby Pacheco was one of four immigrant youth who in 2010 launched a four-month, 1,500-mile walk to urge then-President Barack Obama to stop deportations of young immigrants and their family members and to pass the DREAM Act. The DREAM Act proposal offered young undocumented immigrants a path to legalization, and they called the walk the Trail of Dreams.

As they made their journey from Miami to Washington, DC, news outlets picked up the story and started referring to the four young activists as the "DREAM walkers" and "students." At one point, one of the "walkers" delivered a speech where he identified the group as "dreamers," says Pacheco.

"I use the term [DREAMer] and probably will for the rest of my life," says Pacheco, who in April 2013 became one of the first unauthorized immigrants to testify in front of Congress.

The word helped the general public connect with the "walkers" and what they were fighting for, Pacheco says, though immigrants have been referred to as dreamers long before the DREAM (Development, Relief, and Education for Alien Minors) Act was introduced in 2001. But immediately after the act's introduction, young people helped popularize the new understanding of the word DREAMer, in online forums and in popular media they produced.

In 2011, Democratic Sen. Dick Durbin of Illinois used the term at the first official hearing for the DREAM Act: "The young people who would be eligible for the DREAM Act call themselves DREAMers."

Now, it seems like everyone-from The New York Times to Fox News to the country's largest Spanish-language networks and newspapers-refers to young immigrants as DREAMers. Elected officials from all sides of the aisle regularly mention DREAMers too, from Democratic Sen. Kamala Harris of California to President Donald Trump.

But in the years since the DREAM Act was first proposed in 2001, some of the most visible immigrant rights activists who identified as DREAMers and advocated for the bill now say the term may do more harm than good because the concept is rooted in exceptionalism.

To be eligible for the proposed path to citizenship under the DREAM Act of 2011, undocumented youth would have to meet very specific criteria: They must have entered the country before the age of 16 and not be older than 35; they can't have any serious convictions and must be law-abiding citizens with " good moral character "; and they must have at least a high school diploma. The latest version of the DREAM Act only requires undocumented youth to have entered the U.S. before the age of 18.

The high school diploma requirement itself eliminates many young immigrants from qualifying for the DREAM Act. Among undocumented immigrants ages 25-64, 47% have less than a high school education. By contrast, only 8% of their U.S.-born counterparts have not graduated from high school, according to Pew Research Hispanic Trends Project.

"Identifying as a DREAMer was a political and strategic decision," says Tania Unzueta, who in 2010 participated in an act of civil disobedience that The New York Times referred to as "the first time students have directly risked deportation" to pass legislation that would benefit immigrant youth.

Unzueta was one of a handful activists who walked into Senator John McCain's Tucson office demanding he support the DREAM Act. The activists staged a sit-in inside McCain's office until they were arrested.

But the DREAM Act never passed. Unzueta says the term "DREAMer" separates young undocumented immigrants who entered the country as children from millions of other immigrants. According to Splinter's style guide, "[t]he DREAMer narrative...excludes millions of people who didn't qualify for or fit the storyline of high-achieving undocumented youth."

"Now more than ever, people are looking for the smallest excuse to target our [immigrant] community, and this narrative does more harm than good," says Unzueta. "The DREAMer narrative has real consequences."

"It makes some immigrants more deserving and others undeserving-and there's a lot of dangers to that," says Ju Hong. Hong, who was born in South Korea, made national headlines in 2013 when he interrupted then-President Barack Obama during a speech in San Francisco.

"You have a power to stop deportation for all undocumented immigrants in this country," Hong at Obama.

Hong came to the U.S. on a tourist visa at the age of 11. Once his visa expired, he became undocumented. Because he entered the country at a young age, he can take advantage of programs that protect young immigrants from deportation, like DACA. His sister, however, was 16 when she came to the U.S., making her ineligible for federal protections.

After Hong interrupted Obama, interviewed him and published a story that identified him as a DREAMer in the headline. But Hong doesn't identify as such.

"I don't use the word DREAMer," Hong says. "I'm very intentional about what I say so I can be more inclusive, so that people who don't fit that narrative feel like their voices are heard."

The AP sometimes uses the term "" in quotes. The AP Stylebook, widely adopted in newsrooms across the globe, advises reporters to avoid the terms "DREAMer" or "Dreamer" only when referring to young immigrants with DACA, Deferred Action for Childhood Arrivals, the administrative program introduced in 2012 that provides temporary protection from deportation to some young immigrants.

Going forward, Splinter will no longer identify young undocumented immigrants as DREAMers. Instead, our style guide urges writers to ask more precise questions and articulate the subject's immigration history in the story.

We suggest terms like "young undocumented immigrant" or "unauthorized immigrant" or similar, noting that it's especially important that "Splinter does not reinforce false notions that some immigrants are more or less worthy of human recognition and consideration for legalization."

In recent years, some young people with DACA have adopted the term "DACAmented" to describe their status, though it has yet to be widely adopted.

Some young, undocumented immigrants still support the term and identify as DREAMers. The Splinter style guide leaves room for that, too. We will always defer to an individual's preference for identification, as long as it's factually accurate.

Hong says, "Now more than ever we shouldn't use [DREAMer] because it's becoming more divisive."

"Rewarding certain individuals and punishing others based on characteristics is not right," says Hong. "We cannot throw people under the bus."
Update: This post was updated to clarify that the DREAM Act requirements mentioned originate from the 2011 version of the proposal.
This post is part of Splinter's series on our house style guide , a living document spearheaded by senior copy editor Daniel King and crowdsourced from editorial staff across our teams for input on words' accuracy. Reach us at styleguide@splinternews.com .

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Why You Should Stop Using the Term DREAMer

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Gaby Pacheco was one of four immigrant youth who in 2010 launched a four-month, 1,500-mile walk to urge then-President Barack Obama to stop deportations of young immigrants and their family members and to pass the DREAM Act. The DREAM Act proposal offered young undocumented immigrants a path to legalization, and they...

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Human BingoTerminology | United We Dream

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Human BingoTerminology | United We Dream

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Under current rules, DACA is unavailable to nearly all undocumented high school graduates starting this year. Without Congress' passing immigration reform for Dreamers, going forward most undocumented graduates cannot legally enter the workforce, even if the DACA policy were open for new applicants.

"At least 120,000 undocumented students will graduate from U.S. high schools this spring, and 100,000 more each year for at least the next three years."

FWD.us estimates that nearly 120,000 undocumented young people will graduate from high school this spring. 1 Part of the larger 3.4 million-plus Dreamer population, these undocumented students came to the U.S. as children and have spent most of their lives in this country.2 With well more than 600,000 K-12 undocumented students enrolled in U.S. schools, hundreds of thousands of future high school graduates will continue to face limited options for their futures without immigration relief. FWD.us estimates that at least 100,000 undocumented students will graduate from U.S. high schools each year for at least the next three years.

Estimates for the number of undocumented high school graduates, by selected states

State

Estimated undocumented high school graduates in 2023

Texas

18,000

California

14,000

Florida

13,000

New York

7,000

New Jersey

6,000

Virginia

5,000

Georgia

4,000

Ohio

4,000

Pennsylvania

4,000

Massachusetts

3,000

Minnesota

3,000

North Carolina

3,000

Wisconsin

3,000

Alabama

2,000

Colorado

2,000

Illinois

2,000

Indiana

2,000

Kansas

2,000

Maryland

2,000

Tennessee

2,000

Washington

2,000

Arizona

1,000

Connecticut

1,000

Idaho

1,000

Kentucky

1,000

Michigan

1,000

Nevada

1,000

South Carolina

1,000

Utah

1,000

"The class of 2023 is one of the first graduating classes where the overwhelming majority of undocumented graduates entered the U.S. after the DACA-required arrival date of June 15, 2007."

As undocumented high school seniors across the country prepare to receive their diplomas, most will encounter greater challenges than previous classes of undocumented graduates. Deferred Action for Childhood Arrivals (DACA), a Department of Homeland Security policy offering work authorization and deportation protections for undocumented individuals who entered the U.S. as children, has been life-changing for hundreds of thousands of Dreamers since its inception in 2012. And, as it has for so many other undocumented high school graduates in recent years, such a policy holds transformative potential for future high school graduates.

But now, only a fifth of this year's undocumented high school graduates would be eligible for immigration relief through DACA under current rules. This is because the class of 2023 is one of the first graduating classes where the overwhelming majority of undocumented graduates entered the U.S. after the DACA-required arrival date of June 15, 2007. Undocumented high school graduates who would be eligible for DACA would have entered the U.S. before they were 2 years old. By 2025, no undocumented high school graduates will be eligible for DACA under current rules.

However, even the small share of this year's undocumented high school graduates who might be eligible for DACA are limited in accessing its protections. Attempts by the Trump Administration to end DACA, combined with court orders interrupting access to new prospective DACA applicants, left a short window of about six months in 2021 for most of these DACA-eligible graduates to have applied. In fact, recent United States Citizenship and Immigration Services data indicates that fewer than 7,000 of the 580,000 total active DACA recipients are around high school graduation age (ages 16-20). Unfortunately, even those graduates fortunate enough to have received DACA during the limited periods of access for new applicants cannot count on its benefits in the future, as the courts prepare to rule on a lawsuit that could jeopardize the entire DACA policy, leaving hundreds of thousands of Dreamer families without protections and the U.S. economy without hundreds of thousands of workers.

DACA has had a transformational impact on both DACA recipients and the broader U.S. economy, allowing recipients to better support themselves and their families and more fully participate in their communities. Without DACA, however, undocumented high school graduates cannot legally work, leaving thousands of individuals barred from the U.S. labor force at a time when U.S. worker shortages have reached a record high, leading to rising inflation. This also cuts off a significant source of income that these young adults could use to fund their higher education and professional training, in addition to supporting their families and building self-sufficiency. And since thousands of Dreamers live in one of the 26 states where they are denied full tuition equity, postsecondary education is not even an affordable or accessible option for thousands of undocumented high school graduates this year.

"These barriers unnecessarily and unfairly limit undocumented graduates' ability to participate in the workforce, grow the economy, and contribute to their communities."

This FWD.us analysis shows that tens of thousands of undocumented graduates are barred from accessing postsecondary education or receiving work authorization, severely limiting their career and education prospects. These barriers unnecessarily and unfairly limit undocumented graduates' ability to participate in the workforce, grow the economy, and contribute to their communities. Additionally, it is a huge waste of years of K-12 education that states have invested in every student to prevent them from going further if they want to, and another cruel roadblock they face in the country they call home.

At the federal level, Congress should immediately establish a pathway to citizenship for undocumented immigrants, including DACA recipients and Dreamers. This would help provide certainty and opportunity to people who have grown up in the United States and want to continue building a future here. In particular, citizenship would allow greater access to the labor market for students who may need to work while attending school, and for graduates finishing college and building a career.

Federal legislators have urgent work to do. The U.S. economy cannot afford to lose this graduating class of undocumented students, perhaps permanently. Congress and the Biden Administration must ensure that undocumented high school graduates this year can legally support themselves and continue their education in the U.S.

Reyna's Story

Reyna Montoya is a teacher and a DACA recipient. Unfortunately many young people in her community-including her students-may no longer be able to access the policy's protections.

Notes

1. Estimate is based on data analysis from augmented 2021 American Community Survey (ACS) data of undocumented high school students. (See our methodology for how immigration status is assigned.) Most of the estimate comprises undocumented students in school who were 16 years old in 2021 and 18 in 2023. An additional, smaller number of those aged 17 to 19 in 2021 who may be graduating at ages 19 to 21 in 2023, adjusted for previous school participation trends of undocumented students, was added to the total eligible number of undocumented high school seniors in 2023. Additionally, undocumented minors paroled into the U.S. since 2021, mostly as asylum seekers, and of likely high school senior age in 2023 (ages 18 to 21) were included in estimates. Finally, total eligible seniors were downwardly adjusted by the average, national graduation rate of high school seniors to obtain a more precise estimated number of undocumented high school graduates.

2. The 3.4 million Dreamer population estimate is based on augmented 2021 ACS data and includes all undocumented individuals living in the U.S. who came to the U.S. before the age of 18. The number is higher than the Dreamer population cited in our previous reports as it does not limit the population to those who have completed a high school education or are in school.

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The Post-DACA Generation is Here: Nearly all this year's 120,000 undocumented new high school graduates are ineligible for the policy

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Under current rules, DACA is unavailable to nearly all undocumented high school graduates starting this year. Without Congress' passing immigration reform for Dreamers, going forward most undocumented graduates cannot legally enter the workforce, even if the DACA policy were open for new applicants. "At least 120,000 undocumented students will graduate from U.S.

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Preparing for a Possible Post-DACA World

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Preparing for a Possible Post-DACA World

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I love my undocumented people - Yosmiar Reyes

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I love my undocumented people - Yosmiar Reyes

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undocumented black boy - danyeli rodriguez del orbe

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undocumented black boy - danyeli rodriguez del orbe

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undocumented black boy - danyeli rodriguez del orbe

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Undocumented Lives: The Untold Story of Mexican Migration

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Undocumented Lives: The Untold Story of Mexican Migration

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Undocumented Lives: The Untold Story of Mexican Migration

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Undocumented Lives: The Untold Story of Mexican Migration [Minian, Ana Raquel] on Amazon.com. *FREE* shipping on qualifying offers. Undocumented Lives: The Untold Story of Mexican Migration

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The Importance of Seeking Joy in a Post-DACA Country

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The Importance of Seeking Joy in a Post-DACA Country

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In the coming months, U.S. District Judge Andrew Hanen of Houston is expected to issue a final ruling on the Deferred Action for Childhood Arrivals (DACA) program for individuals who entered the U.S. before age 18 and have continually lived in the United States. Although many DACA recipients, allies and other undocumented communities continue to advocate for a pathway to citizenship for Dreamers, DACA seems to be headed toward termination. For this reason, it is necessary to have conversations about what a "post-DACA" world looks like for us, the so-called "Dreamers."

Background Information to DACA's Legal Battles

In 2021, Hanen ruled that the decade-old DACA program was unlawful, but allowed the program to remain after advocates appealed his ruling. That being said, the Fifth U.S. Circuit of Appeals upheld Hanen's ruling in Oct. of 2022 and sent the case back to him to review the recent updates that the Biden administration had made to the program.

Although the recent updates seek to place legal protections and fortify the DACA program, Hanen is expected to announce its termination. United We Dream, the largest youth-led immigrant network in the U.S., posted an Instagram post reacting to the decision to return the case back to Hanen.

"DACA is dying," said the post. "He's tried to fully end DACA before, and has already shown opposition to the new DACA rule - we must be ready for the official end of DACA."

Arguing for a Revolutionary Undocumented Resilience Centered in Joy

As a DACA recipient myself, witnessing the "death" of the program has brought a self-inflicted phase of questioning and searching for belonging. What does undocumented advocacy and resilience look like in a post-DACA world?

Through the DACA program, I have been given the opportunity to openly hide from the persecution of so-called "illegals" - my family and community - in the U.S. Although I am still classified as undocumented, DACA has granted me both temporary protection from deportation and the authorization to legally work in the country.

Recognizing this privilege, I entered Albion College with an urgency to explore my fragmented identities.

This urgency primarily led to me becoming a vocal student advocate who fought for the recognition and rights of DACAmented and undocumented students alike. I was a self-identified "storyteller," chronicling the struggles and aches that our undocumented bodies experienced.

This kind of advocacy helped me develop the needed confidence to openly discuss our shared undocumented victimhood and the collective needs of our DACAmented and undocumented students on campus. However, this kind of advocacy instilled in me a fixation on perceiving undocumented bodies and my own body, solely through subordinated narratives - as victimized bodies.

My understanding of the "undocumented" status has remained enclosed in language that constantly reminds me of our oppressed conditions, always using "merit" to defend and plead for my belonging. I have focused on arguing for the very right to exist and live my life to a point where I do not know what living is besides arguing.

This kind of advocacy is not sustainable.

Yes, it is necessary to discuss our oppressive conditions in order to identify and fight against the systems that propagate said oppressions. However, we cannot allow these narratives to fully define our existence. Otherwise, we will remain imprisoned in an oppressed body and mind.

Resilience will remain an illusion that clothes our undocumented bodies if we do not allow our minds to be healed and be healers themselves. Our undocumented bodies have names and autonomy too.

Dr. Alan Pelaez Lopez is an Afro-indigenous Mexican scholar and writer who has lived in the U.S. as a formerly undocumented immigrant. In their manifesto titled "An Artist Manifesto: For Brown Folx Surviving the Empire," Lopez argues for the need of art in the revolutionary resilience of marginalized communities, especially in our undocumented communities.

"Resistance must no longer look like survival; we must live in order to resist," Lopez said at a reading of their manifesto. "It seems that our lives are taken away more than they are celebrated."

Art in any form can allow us to regain the human aspects that our oppressed narratives and systems neglect to recognize within ourselves: joy.

"We will need DJs to meet to remix our drum beat when we feel that we are alone in the world," Lopez said, recognizing how art can be a facilitator for resilience. "When we think we can no longer resist, we will need dancers to show us how to regain the movement and power of our imaginations."

Resilience without joy is unsustainable.

Oppressed narratives and systems will continue to be transferred over the next generations of undocumented folx, so long as the term "illegal" exists. We must work to create a counter-narrative that reminds our present and future undocumented folx of their validity in just existing - of their humanity.

The DACA program did not come from an administrative desire to help us. Instead, it came from the many undocumented folx and allies who risked their livelihood and went outside the shadows to demand change and dignity.

It's impressive to be "living" in spaces that are purposefully hostile; it's more revolutionary, I'd argue, to live happily inside these spaces.

The potential termination of the DACA program can place us back into the shadows. However, it will be our own ability to find joy, much like the rest of our undocumented communities who have never reaped the benefit of this program, that will keep our revolutionary resistance alive.

Our advocacy in a post-DACA world, as we grapple with systems of oppression, will need to nurture our joy and humanity. It is the only way our bones will retain their strength when marching through either the streets or shadows of this country.

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Opinion: The Importance of Seeking Joy in a Post-DACA Country

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In the coming months, U.S. District Judge Andrew Hanen of Houston is expected to issue a final ruling on the Deferred Action for Childhood Arrivals (DACA) program for individuals who entered the U.S. before age 18 and have continually lived in the United States.

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INCREASING INCLUSIVITY FOR UNDOCUMENTED ASIAN PACIFIC ISLANDER (API) STUDENTS ON YOUR CAMPUS

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INCREASING INCLUSIVITY FOR UNDOCUMENTED ASIAN PACIFIC ISLANDER (API) STUDENTS ON YOUR CAMPUS

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Immigration and Democracy Immigration Initiative at Harvard Boston, United States

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Immigration and Democracy Immigration Initiative at Harvard Boston, United States

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In this series, Jennifer Allsopp and Xiren Wang bring you fresh knowledge and insight from the team at the Immigration Initiative at Harvard, led by our Director, Professor Roberto G. Gonzales, and fe

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Stephanie L. Canizales, University of California at MercedDaysi Diaz-Strong, University of Illinois Chicago 

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Undocumented ChildhoodArrivals in the U.S.: Widening the Frame for Research andPolicy

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Undocumented ChildhoodArrivals in the U.S.: Widening the Frame for Research andPolicy

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Stephanie L. Canizales, University of California at Merced Daysi Diaz-Strong, University of Illinois Chicago

# data[].attributes.headline
Llegadas de Niños Indocumentados a los Estados Unidos: Ampliando elMarco para la Investigación y lasPolíticas Públicas

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Llegadas de Niños Indocumentados a los Estados Unidos: Ampliando elMarco para la Investigación y lasPolíticas Públicas

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In the landmark 1982 decision in Plyler v Doe, the U.S. Supreme Court ruled all children are entitled to a public education, regardless of citizenship or immigration status. The fact that this is established law hasn't stopped some school districts from imposing obstacles to prevent many of the approximately 770,000 undocumented school-aged children in the United States from registering for school. The scope of the efforts to block this fundamental right is the focus of a new report published by the Georgetown University Law Center's Human Rights Institute and the Women's Refugee Commission.

"U.S. law is clear on this point - no child in the United States should be excluded from public education," said Mikaela Harris, a Georgetown Law student and co-author of Ensuring Every Undocumented Student Succeeds, "What we found is that that doesn't always play out in practice."

The researchers spent one year examining the practices and policies in school districts in Georgia, New York, but most closely in North Carolina and Texas. They interviewed government and school officials, families, and undocumented students to determine how some communities, according to the report, "have barred immigrant children from enrolling or meaningfully participating in school by creating intentional and unintentional barriers." In some schools, students are turned away outright; in others, they are "discouraged" from enrolling.

But, as one social service provider told the researchers, "there is a fine line between discouraging and denying enrollment."

The recent Immigration and Customs Enforcement's (ICE) raids to detain and deport families who crossed the border in 2014 has fostered a climate of fear and anxiety that has prevented many children from even attempting the school enrollment process.

The families who do make this effort routinely face a wall of obstacles, ranging from delays over complicated paperwork to being turned away from classrooms as the result of a districts' subjective - and usually erroneous - interpretations of residency requirements and state laws. Meanwhile, a lack of translation and interpretation services leave families helpless and uninformed about the enrollment process.

The researchers interviewed "Juan," a 16-year-old who fled violence in Honduras to travel alone to Texas. Attempting to enroll, he was initially turned away by the school principal, who believed Juan would not pass the state test. Fortunately, the teenager had a community advocate by his side who could speak on his behalf. Juan was soon admitted, although he quickly discovered that the school was ill-equipped to provide the kind of one-on-one support he desperately needed.
Support Immigrant and Refugee Students: How are the raids and current immigration policies affecting your school community? Take the pledge and share your story.
The reluctance to enroll undocumented students out of concern that they will drag down the school's performance on statewide standardized tests is prevalent in some of the communities profiled in the report. One 17 year-old student recounted to the researchers that she was told that she could not start school until after exams, delaying her enrollment by four weeks.

Many schools also won't waver from overly rigid residency and guardianship requirements. And even if these requirements are met, many undocumented students who have missed years of schooling in their home country are blocked because they are perceived as being too old. Because some districts examined in the report reward high graduation rates, school officials may be concerned that these students will "age out," or turn 21 before graduating. Instead, they will steer students to alternative education programs, including, but not limited to, those intended for children with serious behavioral problems, even if the student in question displays no such issues. One parent, appalled at the attempt to send her child to such a program, commented, "My son is of good character and he shouldn't have to go to a school for correctional students."

The report offers a wide range of specific recommendations for officials at the federal, state, and district level, including proper dissemination of legal information, a wide availability of effective translation services, and increased oversight of ICE enforcement activities. The authors also urge that states take advantage of the new flexibility in the new Every Student Succeeds Act and reshape student and teacher accountability systems to be less dependent on test scores - and therefore less likely to incentivize exclusion of undocumented students.

A significant drawback is the scarcity of adequate information and training to assist communities with enrolling these students and complying with the law. Still, the intent to discriminate is clear in many cases, and curbing these violations must be a national priority.

"Discouraging undocumented children from enrolling or otherwise discriminating against them in the public education system contradicts our country's fundamental values of providing equal opportunity for all," said report co-author Caitlin Callahan.
Photo: Associated Press/Lynne Sladky

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How Undocumented Students Are Turned Away From Public Schools | NEA

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In the landmark 1982 decision in Plyler v Doe , the U.S. Supreme Court ruled all children are entitled to a public education, regardless of citizenship or immigration status. The fact that this is established law hasn't stopped some school districts from imposing obstacles to prevent many of the approximately 770,000 undocumented school-aged children in the United States from registering for school.

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Anti-Immigration Policy and Mental Health: Risk of Distress and Trauma Among Deferred Action for Childhood Arrivals Recipients in the United States

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Anti-Immigration Policy and Mental Health: Risk of Distress and Trauma Among Deferred Action for Childhood Arrivals Recipients in the United States

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Garcini et al. 2022 anti-imm policy and MH_DACA

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Presidents’ Alliance on Higher Ed and Immigration

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Presidents’ Alliance on Higher Ed and Immigration

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Alonso R. Reyna Rivarola & Gerardo R. López

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Moscas, metiches, and methodologies: exploring power, subjectivity, and voice when researching the undocumented

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Moscas, metiches, and methodologies: exploring power, subjectivity, and voice when researching the undocumented

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MIGRANT "ILLEGALITY" AND DEPORTABILITY IN EVERYDAY LIFE Nicholas P. De Genova

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MIGRANT "ILLEGALITY" AND DEPORTABILITY IN EVERYDAY LIFE Nicholas P. De Genova

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Provides a secure and credible source of information regarding financial aid, college application information, and student clubs/organizations dedicated to undocumented students in Illinois.

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Provides a secure and credible source of information regarding financial aid, college application information, and student clubs/organizations dedicated to undocumented students in Illinois.

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To provide a secure and credible source of information regarding financial aid, college application information, and student clubs/organizations dedicated to undocumented students in Illinois. Our goal is to keep undocumented students informed about all of the opportunities available to them so that they have all the tools they need to plan for their future.

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Solito by Javier Zamora: 9780593498064 | PenguinRandomHouse.com: Books

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NEW YORK TIMES BESTSELLER • READ WITH JENNA BOOK CLUB PICK AS FEATURED ON TODAY • A young poet tells the unforgettable story of his harrowing migration from El Salvador to the United States at...

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″“Wide-ranging yet consistently affecting, these pieces offer a crucial and inspired survey of the immigrant experience in America.”″ –Publishers Weekly ”[These contributions] touch on so many different facets of the immigrant experience that readers will find much to ponder... [and] exp

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"Punk and dazzling and remarkably human . . . like watching firecrackers go off." -Jia Tolentino

"Brilliant, vivid, tender, furious." -Louise Erdrich

"A scream and a song . . . a complex, human look at the fabric of this nation.""In her captivating and evocative first book, The Undocumented Americans, [Karla] Cornejo Villavicencio aims to tell 'the full story' of what it means to be undocumented in America, in all of its fraughtness and complexity, challenging the usual good and evil categories through a series of memoir-infused reported essays. In doing so, she reveals how her subjects, including her own family members, struggle with vices like adultery and self-harm, even while doing backbreaking, demeaning work to support their families. . . . Cornejo Villavicencio reveals a fullness of character that feels subversive, simply because of how rare it is." -The New York Times Book Review

"There's nothing to do but sit down and read this book. Inside it, I feel deep in being, immersed in a frankness and a swerving bright and revelatory funkiness I have not encountered ever before concerning the collective daily life of an undocumented family in America. It is a radical human story and Karla Cornejo Villavicencio is a great writer." -Eileen Myles

"Karla Cornejo Villavicencio offers an un inching indictment of our current immigration system. This is the book we've been waiting for." -Roberto G. Gonzales, author of Lives in Limbo: Undocumented and Coming of Age in America

"Profoundly intimate . . . Karla Cornejo Villavicencio's highly personal and deeply empathetic perspective serves as a powerful rebuttal to characterizations of undocumented immigrants as criminals and welfare cheats." -Publishers Weekly

"This valuable and authentic inquiry is powerfully embellished with magical imaginings, as when she envisions a man drowning during Hurricane Sandy's last moments. Cornejo Villavicencio's unfiltered and vulnerable voice incorporates both explosive profanity and elegiac incantations of despair, as, for example, when she internalizes the hatred toward brown people manifest in the poisoning of Flint, Michigan's water supply. She gives of herself unstintingly as she speaks with undocumented day laborers, older people working long past retirement age, and a housekeeper who relies on the botanica and voodoo for health care. Cornejo Villavicencio's challenging and moving testimonio belongs in all collections." -Booklist (starred review)

"Memorable . . . compelling . . . heartwrenching . . . a welcome addition to the literature on immigration told by an author who understands the issue like few others." -Kirkus Reviews

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The Undocumented Americans by Karla Cornejo Villavicencio: 9780399592706 | PenguinRandomHouse.com: Books

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NATIONAL BOOK AWARD FINALIST * One of the first undocumented immigrants to graduate from Harvard reveals the hidden lives of her fellow undocumented Americans in this deeply personal and groundbreaking...

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We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States [Abrego, Leisy J., Negrón-Gonzales, Genevieve] on Amazon.com. *FREE* shipping on qualifying offers. We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

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This website shares wisdom gained from interviews with undocumented young adults who participated in a study to help others understand what it takes to survive and thrive as an undocumented youth.

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This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students. In interlacing both personal experiences with findings from her empirical qualitative research, Chang explores practical and theoretical pedagogical, curricular, and policy-related discussions around issues that impact undocumented immigrants while provide compelling rich narrative vignettes. Collectively, these findings support the argument that undocumented students can cultivate an empowering self-identity by performing the role of infallible cultural citizen.

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The Struggles of Identity, Education, and Agency in the Lives of Undocumented Students: The Burden of Hyperdocumentation

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This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumen...

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"An impassioned and well-reported case for change.... Chomsky ably lays out just how brutal life can be for the undocumented."
- New York Times Sunday Book Review

"Undocumented adds smart, new, and provocative scholarship to the immigration debate."
- Los Angeles Review of Books

"From the first page to the last, Undocumented is to immigrant rights movement what We Charge Genocide was to the African American movement-a dossier that sets aside quibbles about whether immigrants contribute to the US economy or not, whether immigrants speak English or not and gives flesh to the slogan, 'Immigrant rights are human rights.' A clear-headed and smart book that locates the struggles of immigrants squarely in the struggles for human rights. Nothing less is to be accommodated, and much more is to be imagined."
-Vijay Prashad, author of The Poorer Nations: A Possible History of the Global South

"Professional in her scholarship, Chomsky has written a book that will be relevant to those who do not share her position as well as to those who do."
- Publishers Weekly

"Dares to call the [immigration] problem 'manufactured,' one that could be solved with the stroke of a pen."
- Ms. Magazine

Contents

PREFACE ix
INTRODUCTION 1

CHAPTER 1
Where Did Illegality Come From? 23

CHAPTER 2
Choosing to Be Undocumented 40

CHAPTER 3
Becoming Illegal 71

CHAPTER 4
What Part of "Illegal" Do You Understand? 87

CHAPTER 5
Working (Part 1) 113

CHAPTER 6
Working (Part 2) 130

CHAPTER 7
Children and Families 152

CHAPTER 8
Solutions 181

ACKNOWLEDGMENTS 209
NOTES 210
INDEX 238

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Undocumented by Aviva Chomsky: 9780807001677 | PenguinRandomHouse.com: Books

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"An impassioned and well-reported case for change.... Chomsky ably lays out just how brutal life can be for the undocumented."

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"A must-read for anyone who wants to understand immigration in the US."
-Eva Longoria, actress, businesswoman, producer, and philanthropist

"An indispensable guide to the current debate on immigration. If you are at all uncertain about how to deal with anti-immigrant arguments, you will find Chomsky's book a perfect response. She makes her points with clarity and uses unassailable evidence while offering constructive short- and long-term solutions."
-Howard Zinn, author of You Can't Be Neutral on a Moving Train

"[Chomsky] not only demolishes virtually every myth about immigrants and immigration to the US, but also offers policymakers and activists solutions for tackling many of the issues created by globalization and an immigration policy grounded in falsehoods, and in so doing destroys the greatest myth of all: that nothing can be done."
-Robin D. G. Kelley, author of Freedom Dreams

"Chomsky's book provides us all with a much-needed sense of history and justice-and injustice-that must be included as we struggle for fair and humane immigration policies."
-Catherine Tactaquin, executive director, National Network for Immigrant and Refugee Rights

A Note on Terminology

Introduction, 2018

Introduction, 2007

PART ONE: IMMIGRANTS AND THE ECONOMY

Myth 1. Immigrants take American jobs
Myth 2. Immigrants compete with low-skilled workers and drive down wages
Myth 3. Unions oppose immigration because it harms the working class
Myth 4. Immigrants don't pay taxes
Myth 5. Immigrants are a drain on the economy
Myth 6. Immigrants send most of what they earn out of the country in the form of remittances

PART TWO: IMMIGRANTS AND THE LAW

Myth 7. The rules apply to everyone, so new immigrants need to follow them just as immigrants in the past did
Myth 8. The country is being overrun by illegal immigrants
Myth 9. The United States has a generous refugee policy

PART THREE: IMMIGRATION AND RACE

Myth 10. The United States is a melting pot that has always welcomed immigrants from all over the world
Myth 11. Since we are all the descendants of immigrants here, we all start on equal footing
Myth 12. Today's immigrants threaten the national culture because they are not assimilating
Myth 13. Today's immigrants are not learning English, and bilingual education just adds to the problem

PART FOUR: HOW HAVE US POLICIES CREATED IMMIGRATION?

Myth 14. Immigrants only come here because they want to enjoy our higher standard of living
Case Study: The Philippines

PART FIVE: THE DEBATE AT THE TURN OF THE MILLENNIUM

Myth 15. The American public opposes immigration, and the debate in Congress reﬂects that
Myth 16. The overwhelming victory of Proposition 187 in California shows that the public opposes immigration
Myth 17. Immigration is a problem
Myth 18. Countries need to control who goes in and out
Myth 19. We need to protect our borders to prevent criminals and terrorists from entering the country
Myth 20. If people break our laws by immigrating illegally, they are criminals and should be deported
Myth 21. The problems this book raises are so huge that there's nothing we can do about them

Epilogue
Timeline
Acknowledgments
Notes

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"They Take Our Jobs!" by Aviva Chomsky: 9780807057162 | PenguinRandomHouse.com: Books

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"A must-read for anyone who wants to understand immigration in the US."-Eva Longoria, actress, businesswoman, producer, and philanthropist "An indispensable guide to the current debate on immigration. If you are at all uncertain about how to deal with anti-immigrant arguments, you will find Chomsky's book a perfect response.

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The topic of immigration has become increasingly volatile in U.S. society, and undocumented college students play a central role in mobilizing and politicizing a critical mass of activists to push forth a pro-immigration agenda, in particular the Development, Relief, and Education for Alien Minors (DREAM) Act. The DREAM Act is the only federal legislation that would grant conditional citizenship and some financial aid assistance to undocumented students who have completed two years of college or enlist in military service. Since the DREAM Act failed to pass, undocumented students have moved from peaceful marches to acts of civil disobedience, seeking to disrupt the public discourse that positions undocumented students as living in the shadows of our system. Undocumented college students have created public forums in which they "come out" from these invisible images and pronounce themselves as "undocumented and unafraid".

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Identity, Social Activism, and the Pursuit of Higher Education: The Journey Stories of Undocumented and Unafraid Community Activists (Critical Studies of Latinxs in the Americas)

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The topic of immigration has become increasingly volatile in U.S. society, and undocumented college students play a central role in mobilizing and politicizing a critical mass of activists to push forth a pro-immigration agenda, in particular the Development, Relief, and Education for Alien Minor...

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Race and Belonging among Latino Millennials

by Nilda Flores-González

Published by: NYU Press

Imprint: NYU Press

208 Pages, 6.00 x 9.00 in, 2 black and white illustrations

Paperback

9781479840779

Published: October 2017

$28.00

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9781479825523

Published: October 2017

$89.00

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eBook

9781479809479

Published: October 2017

Buy

Request Exam or Desk Copy

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An exploration of how race shapes Latino millennials' notions of national belonging Latino millennials constitute the second largest segment of the millenn...

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Finalist, 2020 C. Wright Mills Award, given by the Society for the Study of Social ProblemsHonorable Mention, 2021 Asian America Section Book Award, given by...

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Roberto G. Gonzales is the Richard Perry University Professor at the University of Pennsylvania, with appointments in the Department of Sociology and the Graduate School of Education. His research focuses on factors that shape and reduce economic, legal, and social inequalities among vulnerable and hard-to-reach youth populations as they transition to adulthood.

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Roberto G. Gonzales American Sociological Review, Annual Review of Sociology, and Current Anthropology. His published research has been widely cited and has garnered awards from multiple disciplines. He is an active public scholar and has advised a broad range of stakeholders in the private and public sectors, has briefed members of the U.S.

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"My world seems upside down. I have grown up but I feel like I'm moving backward. And I can't do anything about it." -Esperanza

Over two million of the nation's eleven million undocumented immigrants have lived in the United States since childhood. Due to a broken immigration system, they grow up to uncertain futures. In Lives in Limbo, Roberto G. Gonzales introduces us to two groups: the college-goers, like Ricardo, who had good grades and a strong network of community support that propelled him to college and DREAM Act organizing but still landed in a factory job a few short years after graduation, and the early-exiters, like Gabriel, who failed to make meaningful connections in high school and started navigating dead-end jobs, immigration checkpoints, and a world narrowly circumscribed by legal limitations. This vivid ethnography explores why highly educated undocumented youth share similar work and life outcomes with their less-educated peers, despite the fact that higher education is touted as the path to integration and success in America. Mining the results of an extraordinary twelve-year study that followed 150 undocumented young adults in Los Angeles, Lives in Limbo exposes the failures of a system that integrates children into K-12 schools but ultimately denies them the rewards of their labor.

Roberto G. Gonzales is Professor of Education at Harvard University Graduate School of Education. His work has been featured in such social science journals as the American Sociological Review and Current Anthropology, as well as in the New York Times, Washington Post, Los Angeles Times, Wall Street Journal, Time magazine, U.S. News & World Report, and Chronicle of Higher Education.

Foreword by Jose Antonio Vargas
Preface
Acknowledgments

1. Contested Membership over Time 2. Undocumented Young Adults in Los Angeles: College-Goers and Early Exiters
3. Childhood: Inclusion and Belonging
4. School as a Site of Belonging and Conflict
5. Adolescence: Beginning the Transition to Illegality
6. Early Exiters: Learning to Live on the Margins
7. College-Goers: Managing the Distance between Aspirations and Reality
8. Adulthood: How Immigration Status Becomes a Master Status
9. Conclusion: Managing Lives in Limbo

Notes
References
Index

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"My world seems upside down. I have grown up but I feel like I'm moving backward. And I can't do anything about it." -Esperanza Over two million of the nation's eleven million undocumented immigrants have lived in the United States since childhood.

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Born and raised in Chicago, Professor De Genova is a scholar of migration, borders, race, citizenship, and labor.  His academic work has contributed to multiple disciplines, including anthropology, sociology, geography, and political science, as well as contributing to the interdisciplinary fields of cultural studies, migration studies, border studies, citizenship studies, sociolegal studies, urban studies, postcolonial studies, American studies, Latin American studies, and European studies.

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Risk and Resistance in Deportation Nation

by Greg Prieto

Published by: NYU Press

Imprint: NYU Press

256 Pages, 6.00 x 9.00 in, 1 black and white illustrations

Paperback

9781479821464

Published: June 2018

$29.00

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9781479823925

Published: June 2018

$89.00

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9781479853144

Published: June 2018

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by Greg Prieto Published by: NYU Press Imprint: NYU Press 256 Pages, 6.00 x 9.00 in, 1 black and white illustrations Paperback 9781479821464 Published: June 2018 $29.00 BUY Hardcover 9781479823925 Published: June 2018 $89.00 BUY eBook 9781479853144 Published: June 2018 Request Exam or Desk Copy

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Queer Conversations with "UndocuQueer" Julio Salgado

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Queer Conversations with "UndocuQueer" Julio Salgado

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Queer Conversations with "UndocuQueer" Julio Salgado

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San Jose Poet brings to you another episode of queer conversations with artist/activist/undocuqueer Julio Salgado, the mastermind of DreamersAdrift.com.

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ICIRR -Illinois Coalition of Immigrant and Refugee Rights

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ICIRR -Illinois Coalition of Immigrant and Refugee Rights

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Illinois Coalition for Immigrant and Refugee Rights

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ICIRR is dedicated to promoting the rights of immigrants and refugees to full and equal participation in the civic, cultural, social, and political life of our diverse society.

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Undocumented LivesThe Untold Story of Mexican Migration | Ana Raquel Minian

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Undocumented LivesThe Untold Story of Mexican Migration | Ana Raquel Minian

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In the 1970s, the Mexican government acted to alleviate rural unemployment by supporting the migration of able-bodied men. Millions crossed into the United States to find work that would help them survive as well as sustain their families in Mexico. They took low-level positions that few Americans wanted and sent money back to communities that depended on their support. But as U.S. authorities pursued more aggressive anti-immigrant measures, migrants found themselves caught between the economic interests of competing governments. The fruits of their labor were needed in both places, and yet neither country made them feel welcome. Ana Raquel Minian explores this unique chapter in the history of Mexican migration. Undocumented Lives: The Untold Story of Mexican Migration (Harvard University Press, 2018) draws on private letters, songs, and oral testimony to recreate the experience of circular migration, which reshaped communities in the United States and Mexico. While migrants could earn for themselves and their families in the U.S., they needed to return to Mexico to reconnect with their homes periodically. Despite crossing the border many times, they managed to belong to communities on both sides of it. Ironically, the U.S. immigration crackdown of the mid-1980s disrupted these flows, forcing many migrants to remain north of the border permanently for fear of not being able to return to work. For them, the United States became known as the jaula de oro-the cage of gold.Lori A. Flores is an Associate Professor of History at Stony Brook University (SUNY) and the author of Grounds for Dreaming: Mexican Americans, Mexican Immigrants, and the California Farmworker Movement.

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Podcast | Ana Raquel Minian, "Undocumented Lives: The Untold Story of...

# data[].attributes.attachment_link.description
In the 1970s, the Mexican government acted to alleviate rural unemployment by supporting the migration of able-bodied men. Millions crossed into the United States to find work that would help them survive as well as sustain their families in Mexico. They took low-level positions that few Americans wanted and sent money back to communities that depended on their support.

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Undocumented Graduate Students Initiative - Presidents’ Alliance

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The Presidents’ Alliance on Higher Education & Immigration (Presidents’ Alliance), in collaboration with university and organizational partners, established the Undocumented Graduate Student Initiative in September 2019 to develop resources for institutions seeking to recruit, enroll, and support un…

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This podcast discusses the latest published opinions from the U.S. Supreme Court, Board of Immigration Appeals, and all U.S. Circuit Courts of Appeals.

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If at first the DREAMer nar­ra­tive was strate­gic, then it quickly became annoy­ing. As our move­ment picked up steam, the word DREAMer became exactly what leg­is­la­tors wanted it to be - an exclu­sive term for those who are model res­i­dents and future “amer­i­cans.”

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Beyond the Dreamer Narrative -Undocumented Youth Organizing AgainstCriminalization and Deportations inCalifornia

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Beyond the Dreamer Narrative -Undocumented Youth Organizing AgainstCriminalization and Deportations inCalifornia

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Critical Analysis of the Dreamer Narrative | Vicky Matey | TEDxWWU

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A new film premiering on Wednesday at Arizona State University's Tempe campus aims to shed light on a conversation immigration activists have been having for years: how the "Dreamer" narrative has a harmful impact on the undocumented community.

Karina Dominguez, 22, a political organizer, produced "Rejecting the Dreamer Narrative," a documentary that focuses on that conversation and why the "Dreamer" narrative should be rejected

Dominguez's film is a response to how Americans understand and talk about DACA recipients, "Dreamers" and undocumented people, she told The Republic.

According to Dominguez, the narrative perpetuates exclusivity and exclusion among the 11 million undocumented immigrants living in the U.S. Those who fall under the "Dreamer" category make up a small percentage of the undocumented population.

The Development, Relief, and Education for Alien Minors Act would have granted legal status to many undocumented people who were brought over to the U.S. as children. However, this bill and similar others have failed to make it through Congress for the past 20 years since it was first introduced in 2001.

The term would stick around in the way immigration policy is discussed.

The Deferred Action for Childhood Arrivals is an Obama-era policy that was born out of the failure to pass legislation through the legislative branch.

Since June 2012, the protection has provided young, undocumented immigrants a shield against deportation and work visas. The National Immigration Forum estimates that there are 643,560 DACA recipients in the U.S., out of a population of 1,326,000 people who are DACA-eligible.

State of the Union: Advocates see urgency for immigration reform in Biden's speech

Questioning the 'good immigrant' archetype

Arizona is home to 23,070 DACA recipients, according to 2021 data from USCIS.

Dominguez, who graduated from ASU in 2020 with a bachelor's in sustainability, became frustrated with the conversations surrounding "Dreamers" and how that mirrored the support the university offered undocumented students.

"While I was a student, I often came across scholarships that would pride themselves in accepting applications from 'Dreamers.' Most of the time, those 'Dreamers' were only DACA recipients and not undocumented students without DACA," Dominguez said.

Dominguez said that the "Dreamer" narrative has created a support gap that she wants to shed light on.

"Many politicians and activists see the fight for 'Dreamers' as the easy fight. They do not put effort and resources into fighting for all current 11 million undocumented immigrants and those who will be undocumented in the future," she said.

Dominguez is looking to refocus the conversation in the pro-immigration movement with this film. The goal, she said, is to create a more inclusive way of talking about immigrant people, with more dimension, within the movement. She imagines a movement that, "protects everyone and does not perpetuate the good versus bad migrant narrative."

Dominguez produced this film as a Creative Fellow for Fuerte Arts Movement, an Arizona-based non-profit that works in the intersection of art and advocacy.

Xenia Orona, co-executive director at Fuerte, said her organization works to tell stories from the community to push for a better future for Black, Indigenous and people of color in Arizona.

Many of Fuerte's members, like Dominguez, have been involved in political organizing in the immigrant rights movement. Dominguez is currently working at Fuerte as the Climate Justice Program lead.

"Karina's film directly questions the efficacy of creating a 'good immigrant' archetype in our larger immigrant rights culture, and whether it's time to move on from this archetype to a more inclusive organizing strategy," Orona said. "It is in line with our values as an organization because we understand that we all lose when we leave members of our community behind."

A conversation by and for the community

Along with the screening of her film, Dominguez partnered with the Undocumented Students for Education Equity club at ASU to put on a panel discussion on the subject.

Salma Ortiz Diaz, one of the panelists, is the advocacy director at USEE and is featured in Dominguez's documentary.

Her involvement in the film came from working alongside Dominguez in immigrant advocacy work.

"She's been such an amazing influence within the migrant movement," Ortiz said. "'Rejecting the Dreamer Narrative' is a conversation that local migrant organizers have been having. Karina wanted to bring this conversation to life."

Ortiz felt like it was her duty to share her perspective and knowledge in the film. Her own work is all about inclusivity in the migrant movement space.

"As a DACA recipient, I have so much privilege. I can recognize that I did absolutely nothing to earn my status except be at the right place at the right time," Ortiz said. "The migrant movement needs to focus on who else we can be including when addressing an immigration reform, and not excluding."

She said that USEE at ASU works to bring this inclusivity onto campus and address some of the gaps created by current immigration policy.

"At USEE, we try our best to keep an open mind by having difficult conversations and finding solutions," Ortiz said.

The "Dreamer" narrative conversation is one that Dominguez is looking to spark in the community.

"People in Arizona should watch this film to understand that even if you use the ('Dreamer') term and the narrative with good intentions, it harms the community. To be good allies, it is important to stay educated and listen to those who are directly impacted," Dominguez said.

Screening: 'Rejecting the Dreamer Narrative'

The screening will take place Wednesday, March 2, at ASU's Tempe campus in the Memorial Union building at 301 E Orange St., Tempe, AZ 85281, in the Pima Room 230 from 6:00 to 7:30 p.m.

A panel discussion will follow the film premier in the same room. The panel will include Dominguez, Ortiz and other community members.

The event is open to the general public. You can register at this link.

Wednesday's premiere is organized by Fuerte Arts Movement and the Undocumented Students for Education Equity club at ASU.

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New film explores harmful impact of 'Dreamer' narrative on undocumented community

# data[].attributes.attachment_link.description
A new film premiering on Wednesday at Arizona State University's Tempe campus aims to shed light on a conversation immigration activists have been having for years: how the "Dreamer" narrative has a harmful impact on the undocumented community.

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DISCLAIMER: The author of this piece is not a DACA recipient, nor have they ever been an undocumented immigrant. The author's opinion come solely from working to understand the lives and experiences of protesters and community members that have been interviewed. We welcome any information and perspectives that will help further support the undocumented immigrants of the community. Further, the author fully respects any individual's desire to self-identify using the word 'DREAMer'.
On Tuesday, September 5th, thousands gathered across the United States to protest the most recent action carried out by the Trump administration: the end of DACA, also known as the Deferred Action for Childhood Arrivals. Attorney General Jeff Sessions "rescinded" the Deferred Action for Childhood Arrivals program, arguing that the policy, implemented by President Obama in 2012, was an "open-ended circumvention of immigration laws [,which] was an unconstitutional exercise of authority by the Executive Branch."

That same day, hundreds gathered at the Chicago Federal Central Plaza to stage a public protest against this decision. The protest was led by members of the community organization known as the "Protection For All Movement".

Their goal was simple: protection for all.

The first demand of the organizers was for those in the crowd to put away and hide any posters that emphasized the word 'DREAMer'.

One of the organizers stepped to the podium and repeated the request, adding, "We will not perpetuate the toxic 'DREAMer' narrative... We reject any attempt... to separate our communities. We deserve and demand protection for all."

The notion of "protection for all" was one that did not focus solely on DACA recipients, but on the general immigrant community. It demanded that those who did not qualify for DACA - whether they be mothers, fathers, friends or neighbors - be recognized not for their ability to uphold the notion of a successful "American Dream", but simply for their existence as members of the communities of the United States.

WHAT IS DACA

The DACA program gives undocumented immigrants who came to the U.S. before age 16 a chance to stay in the U.S. to study or work; they must meet a certain set of conditions, such as being enrolled in high school and not having a serious criminal conviction. According to the PEW Research Center, those in the program are given a work permit and protection from deportation for two years. These benefits can be renewed. It is important to note that this program does not offer a path to citizenship, but simply the ability to gain legal status in the United States.

California alone has over 222,000 initial DACA recipients, the highest in the nation, followed by Texas (over 124,000) and Illinois (over 42,000). According to the U.S. Citizenship and Immigration Services, young immigrants from Mexico account for the vast majority of DACA applications with over 618,000 applications approved to date; nearly 80% of initial and approved applicants have come from those with families who migrated from Mexico.

So what does the end of DACA mean? It means that Department of Homeland Security will stop accepting new applicants for the DACA program.Those working full-time jobs may lose their work permits and will have to leave their jobs if they want to comply with the law. College students will have to face the potential of losing their financial aid. It means that the lives of 800,000 people in the United States will be taken over by the fear of the ever-present threat of deportation - a threat many had hoped DACA could protect them from, even if only for a while.

WHERE DID THE 'DREAM' COME FROM?

Many people believe that DACA and the 'DREAM Act' are interchangeable legislation, when in fact they were proposed at very different times with very different intentions. In 2001, Senator Richard Durbin of Illinois and Rep. Howard Berman of California introduced a piece of proposed legislation named the 'DREAM Act', (Development, Relief, and Education for Alien Minors). Through this program, young undocumented immigrants who had entered the United States with their parents would have an opportunity to obtain conditional U.S. citizenship. They would also have the opportunity to gain full citizenship upon completion of the process (which would also involve completing either two years of college or two years in the military). While the DACA program only provides a workers' permit and a delay of deportation, the 'DREAM Act' would have given the community a path to residency and potential citizenship.

This act was never quite popular enough to get the 60 votes needed to break a filibuster in the Senate.

In an ironic fashion, the origins of the 'DREAMer' narrative were born out of utter resistance to complicity and what one may call a politician's nightmare - dedicated youth demanding a change for their community and willing to march 1500 miles to do it.

In January 2010, Felipe Matos and Gaby Pacheco, along with two fellow students on leave from Miami Dade College, began a four-month, 1,500-mile trek to the White House to urge the passing of the DREAM Act. Their trek was dubbed the 'Trail of Dreams', a representation of the students' dream of a safe passage to citizenship and a brighter future.

Their goal was not met and the group did not meet with the President Obama as they had hoped to, yet many organizations and politicians across the nation became aware of their cause. In December 2010, the bill passed the House and got a majority of votes in the Senate, but still failed to clear 60. So, the bill was never put into action.

As a result of this proposal and the Trail of Dreams, however, the term 'DREAMer' gained great popularity. Soon, the undocumented youth - whether or not they were members of a particular immigration program - of the United States became painted as its forever innocent, overachieving, college-bound youth. In turn, the 'DREAMers' became and remains a staple in discussions of immigration policy reform.

To apply for DACA, applicants must meet the following qualifications:

are under 31 years of age as of June 15, 2012;

came to the U.S. while under the age of 16;

have continuously resided in the U.S. from June 15, 2007 to the present;

entered the U.S. without inspection or fell out of lawful visa status before June 15, 2012;

were physically present in the United States on June 15, 2012, and at the time of making the request for consideration of deferred action with USCIS;

are currently in school, have graduated from high school, have obtained a GED, or have been honorably discharged from the Coast Guard or armed forces;

have not been convicted of a felony offense, a significant misdemeanor, or more than three misdemeanors of any kind;

do not pose a threat to national security or public safety

The rules and regulations behind the DACA application reinforce this 'DREAMer' narrative. It brings together, however, not only the direct connection between innocence and age, but innocence and good moral conduct. The requirements of the 'DREAMer' narrative allow policies and politicians to place the value of one's humanity in a form of intellectual and monetary currency - making those of supposedly 'lesser value' deemed much more deportable.

THE CONTRADICTIONS BEHIND THE TERMINATION OF DACA

Political analysts and young undocumented immigrants alike have noted many contradictions in the reasoning behind the termination of DACA. One of these contradictions can be found in Trump's initial statement regarding the end of the program, where he critiqued the current immigration policies of the United States, and by extension, the results of the DACA program.

He argued that "...the temporary implementation of DACA by the Obama Administration, after Congress repeatedly rejected this amnesty-first approach, also helped spur a humanitarian crisis - the massive surge of unaccompanied minors from Central America including, in some cases, young people who would become members of violent gangs throughout our country, such as MS-13."

If one were to follow the path of the toxic 'DREAMer' narrative, then its seems contradictory to terminate of a program requiring its participants to "have not been convicted of a felony offense, a significant misdemeanor, or more than three misdemeanors of any kind" or those who "do not pose a threat to national security or public safety" as a solution to the national issues which Trump mentions. Further, the general criminalization of young migrants as those of violent tendencies and a risk to the supposed civil society of the United States is one which also perpetuates the narrative of of the 'savage' brown body. It is one which claims that the brown body, even in its innocent youth, inherently harbors a tendency to follow violence across borders.

Later in his speech, Trump discusses the failure of Washington, D.C. to enforce federal immigration law and argues that it has consequences of: "lower wages and higher unemployment for American workers";"substantial burdens on local schools and hospitals, the illicit entry of dangerous drugs and criminal cartels..." and a green card system which "favors low-skilled immigration and puts immense strain on U.S. taxpayers."

Yet, there is in fact very little evidence -if at all-that indicates that deporting immigrants, or DACA recipients specifically, would improve wages or increase the number of jobs.

Further, it appears that a simple Google search may shed some light on the much more complex relationship between Mexico, the United States, and drug cartels: and not one that might assume a one-directional relationship.

Finally, many people appear to be unaware that DACA recipients are in-fact taxpayers. The Institute on Taxation and Economic Policy estimates that DACA recipients have paid nearly $2 billion in state and local taxes. Despite being active taxpayers, they are not qualified to apply for government-provided health-insurance such as Obamacare. We can also look to the fact that there is a major flaw in the collection of taxes according to wealth and economic class; therefore, issues of tax evasion and tax avoidance extend beyond merely a discussion of the politics of immigration into the complex relations between corporations, the systems of capitalism, and political and financial corruption.

HOW WILL THIS CHANGE IN POLICY AFFECT THE HOMES OF DACA RECIPIENTS?

During the protest at the Chicago Federal Central Plaza on September 5th, 2017, I spoke to some of the attendees about their thoughts regarding the recent decision to end DACA and the effects that it will have in their lives. One young woman, Lucy, discussed the importance of acknowledging that these political decisions have social and emotional effects on the recipients of DACA as well as their families:

Tamara: "What does this program mean to you? Why are you here to defend it?"
Lucy: "... To let people know we are still gonna be here fighting for our rights," Lucy explained. "That [Trump] cannot take DACA away from us because we work way too hard for what we have." She tells me she is a current nursing graduate. "... Taking away DACA from me would mean I would only have a year to work and then it would all be gone. I don't think that's fair..."
T: "What does this change mean to your family?"
L: She shakes her head. "I came here when I was 5 and now I am 22. My father has worked day and night to give me what I have. Just what has gone on today... is just heartbreaking to my family and I."

Lucy's story is not unique. The end of DACA is more than just a drop in the ocean of the United State's immigration reform policies or the rivalries between this administration and the last - it carries a tsunami effect on the lives of DACA recipients, their families, and their relatives. According to an analysis of 2009 to 2013 U.S. Census Bureau data by the Migration Policy Institute, those who were DACA-eligible at the start of the program in 2012 had around 202,000 children. In a 2015 online survey, a quarter of DACA participants said they had a child who is a U.S. citizen. 60% said they had a sibling who was a U.S. citizen, and more than three-quarters of the respondents said they had a parent who was undocumented.

So what happens to these children when their parents have to face the threat of deportation? How do they handle the after-effects of immigration-related stresses, which have been linked to high rates of anxiety and greater food insecurity? What happens to the parents and siblings of DACA recipients when their children are not around to help perform family functions, such as driving them to doctor's appointments or buying groceries?

THE TOXICITY OF THE 'DREAMER' NARRATIVE

Luis Gomez, a young college student, comes to stand at the podium next. He repeats a demand that a fellow organizer made before him: "Put the DREAMer posters down." He explains that the DREAMer narrative is a toxic one, meant to transform young immigrants into machines, where their only function is funneling their time and money into education and taxes. He explains that it has turned the immigrant community against itself, criminalizing those who cannot live up to the high standards of the DREAMer narrative.

"Through the toxic DREAMer narrative, we have been painted as highly overachieving students whose achievements and awards validate our humanity...as if only those with the will and means to graduate are those who deserve the opportunity to thrive...we have been pinned against our own community members and family..." Gomez recounts.

The 'DREAMer' narrative creates a narrative of complicity, pushing youth to follow the rules, even when they appear unjust - even when they tear communities apart. Such a narrative enables politicians to divide immigrant communities and encourage increased deportation. Trump, when defending his decision to end DACA, argued, "I do not favor punishing children, most of whom are now adults, for the actions of their parents. But we must also recognize that we are nation of opportunity because we are a nation of laws."

Luis continued to argue that pursuing the 'DREAMer' narrative does not benefit DACA recipients simply because it does not guarantee them safety and security. According to Luis, as long as "brown looks criminal to them" - to those in power - then both those who fit the 'DREAMer' narrative and those who do not remain in danger.

The termination of DACA itself is proof of the flaws surrounding this idealistic 'DREAMer' narrative, Luis explains. "They said DACA was gonna keep us safe...but look where we are now..."

Previous article I am Not Afraid

Tamara Hijazi is a recent graduate from Bucknell University, where she studied Biology & Women and Gender Studies. While a student, Tamara helped manage the Middle Eastern Student Association, conducted research on chocolate farms while studying abroad in Panama, and was a part of BAD, an activist organization that involved both students and faculty.

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"Do Not Call Us DREAMers": DACA & The Toxicity of the DREAMer Narrative - Chicago Monitor

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DISCLAIMER: The author of this piece is not a DACA recipient, nor have they ever been an undocumented immigrant. The author's opinion come solely from working to understand the lives and experiences of protesters and community members that have been interviewed. We welcome any information and perspectives that will help further support the undocumented immigrants [...]

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As a Mutual Learning Fellow in the Curatorial Department, one of the opportunities I have is to research and recommend acquisitions to the curatorial team. In keeping with the spirit of the fellowship-which encapsulates "learning by doing"-I dove right into the task of suggesting my first acquisition in support of Yliana Beck's A Space for Dialogue exhibition, A DREAM Deferred: Undocumented Immigrants and the American Dream, which explores works of art that call attention to the livelihoods of, and dangers facing, undocumented immigrants in the United States. The first thing I did was research what works we had in the collection that dealt with these topics, and with that, came to understand some of the gaps in our collecting. While the museum has a phenomenal portfolio of prints from the Migration Now series, which called attention to the immigration crisis from allies in solidarity with the immigrant rights movement, the portfolio's scope was limited in its inclusion of undocumented artists.

In having works that mostly represent non-undocumented allies talking about issues on migration, we are perpetuating the practices of rendering undocumented artists invisible, secluding them to shadow spaces. Undocumented artists have been creating and fighting to imagine and create spaces for themselves, while navigating institutional barriers that prevent them often from applying for grants, accessing funds for art making, attending art school, and engaging in other activities other artists may take for granted. Many undocumented artists have been creating graphics and posters in protest of exclusionary immigration policies and border state imperialism, while simultaneously building on a large legacy of graphics that extend across various movements-from Chicanx Art Movement to the 1980s Artist Call for Solidarity in Central America.

As a person who is queer and undocumented, my curatorial practice is deeply rooted in my own experiences and my own desires: I want to see museums exhibit the works of queer, undocumented, Black and Indigenous artists and artists of color. I want to see multifaceted conversations and visions of the future that we as fugitives of the state are imagining and manifesting for a world beyond borders through art practices; I want celebrations of rest and joy and spaces for healing. Thus, in thinking about the type of artwork I want to acquire for the Hood Museum's collection, I approach it with a lot of care and intention, as well as a goal to disrupt existing museum practices.

Who is centered in this artwork? How does this work disrupt dominant narratives? What portals or conversations can this art and artist open with their work? Such questions guided me as I learned of the work of Karla Rosas, who also goes by Karlinche, an undocumented and queer artist from Mexico who grew up in rural Southeastern Louisiana and is now based in New Orleans. Rosas is a recipient of the Define American Artist Fellowship, and I was instantly captivated by their vibrant use of colors in their work and the assertion of agency and power through their graphics. I personally gravitated to their piece Yo Tambien Tengo Suenos because it de-centers the Dreamer narrative (which tends to center young, able-bodied student immigrants) and reminds us that the immigrant movement should be inclusive of everyone, regardless of age, gender, sexual orientation, ability/disability, race, educational background, or other factors. By asserting, Yo Tambien Tengo Suenos, or "I too have dreams," the piece utilizes the power of language to make both a reminder and a demand. The colorful background behind each person represented in this print also invokes vibrant ideas of dreaming and world-building.

Similarly, in Beyond Borders, Rosas invites us to dream of a world without borders. This piece centers the agency, imagination, power, and resistance of undocumented queer, Black, Indigenous, and people of color and asserts our collective ability to transcend political borders. The imposed border is intrinsically tied to the legacy of imperialism, colonialism, dispossession, capitalism, racism, homophobia, and structural inequality. Therefore, when Rosas asserts that we can dream of a world beyond borders, they are making a powerful invocation to not only imagine, but to create a world in which these systems of dispossession and oppression are dismantled.

Another work acquired for the Hood was El Derecho a Descansar, The Right to Rest, about which Rosas writes:

"When we allow our bodies to rest, we give ourselves space to imagine, to recharge, observe, sleep, dream. The right to rest is not a luxury but a
fundamental and necessary part of what it means
to be human."

Rosas borrows the phrase Yo Tengo El Derecho a Descansar from the Indigenous women of the Zapatista liberation movement, who advocated, although unsuccessfully, for the right to rest to be included in a Women's Revolutionary Law.[1] Rosas's print is also inspired by the work of Black women such as Rachel Cargle, Sonya Renee Taylor, and Tricia Hersey of the Nap Ministry, who have been advocating for our right to rest.[2]

Rosas's positioning as an undocumented queer artist, whose art practice and organizing is rooted in their experiences growing up in rural Louisiana, reshapes and challenges the narratives within the graphic arts scene and immigration organizing. More specifically, Rosas's geographic upbringing in the South provides for a more nuanced dialogue about undocumented organizing and artistry that is often eclipsed by a focus on artists from the East and West Coasts. Rosas's prints build on the legacy of other printmakers and graphic artists such as the Chicano Graphic art movement, who have utilized posters and other graphics as calls to action and protest U.S. imperialism, the carceral state, and unsafe labor conditions, among other issues. As I continue to work at the Hood Museum, I am aware of how one artist alone does not radically change the conversation, but rather opens a portal for further conversations that provide for more complex and disruptive narratives. My work will continue to be guided by the questions I asked myself when I started this acquisition, but also by Rosas's demand to dream of a different world-and in this case, dream of different museum practices.

This post was authored by: Beatriz Yanes Martinez, Mutual Learning Fellow.

Sources:
1. Belausteguigoitia, Marisa. "Ramona: El Derecho a Descansar." Debate Feminista 33 (2006): 119-27. http://www.jstor.org/stable/42625458.
2. Hersey, T. The Nap Ministry. Retrieved from https://thenapministry.wordpress.com/

ABOUT THE AUTHOR
Beatriz Yanes Martinez is the 2021-24 Hood Museum of Art Mutual Learning Fellow in the Curatorial and Exhibitions Department. Beatriz graduated from Carleton College with a BA in Latin American studies and as a former Mellon Mays Undergraduate Fellow, they have explored the modes of resilience of Central American immigrants, the power of storytelling, the histories of migration and settlement of Central American immigrants in the East Coast. They have collaborated with the CUNY Research Foundation Testimonio's project, helping collect stories of immigrants impacted by state-led family separation. Her research and creative practice incorporate interdisciplinary elements combining poetry, photography, and storytelling around themes of diasporic resilience and art, queer studies, undocumented resilience, geographies, space and place, and revolutionary art. Beatriz interned at the National Museum of American History where she researched the ways in which undocumented immigrant artists utilize social media tools to foster collaboration and create digital safe spaces. Prior to joining the Hood Museum of Art, Beatriz worked as a Community Fellow at Immigrant Justice Corps.

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Radical Acquisitions: Carving Spaces for Queer Undocumented Artists at the Hood Museum

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As a Mutual Learning Fellow in the Curatorial Department, one of the opportunities I have is to research and recommend acquisitions to the curatorial team.

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For more than 15 years Immigrants Rising has provided resources and support, undocumented people are able to get an education, pursue careers, and build a brighter future for themselves and their communities.

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(Un)Documented: Artists, Activists, and Archives

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Art as Resistance: 7 Undocumented Artists You'll Want to Follow

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When I wake up in the morning, I always reach for my phone. The best mornings start with cumbias in the background. I put on my favorite mix, and throw on a shirt, made by the homies from the IYC.

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Home | National Immigrant Justice Center

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Indiana and Chicago immigration lawyers provide legal aid for immigrants and asylum seekers, fight for fair immigration reform and an end to inhumane immigration detention.

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The ImmigrAsians Podcast shares the unique stories of Asian undocumented individuals living in the United States. The show is hosted by Ju Hong - a Korean immigrant rights activist living in the San Francisco Bay Area.

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Host and Creator of ImmigrAsians

Ju Hong is the new Dream Resource Center (DRC) director, a project of the UCLA Labor Center operated by and for immigrant youth, is a Los Angeles-based source for innovative research, education, and policy on immigration issues and educational access for underserved populations. The UCLA DRC believes immigrant youth have a voice in narratives about immigration issues and continues to be at the forefront of conversations that directly impact their lives and families.

Ju was the Program Financial Specialist and Contracts Manager at Alameda County, managing community-based organizations to provide essential programs and services for the unserved population in Alameda County, California. Previously, Ju was the former Governmental Program Analyst at the Immigration and Refugee Branch of the California Department of Social Services, where he oversaw a $45 million Immigration Services budget, which funds over 100 community-based organizations to provide legal services and education and outreach to immigrant communities throughout California.

Ju came to the United States from South Korea at 11 and grew up in the San Francisco Bay Area. He attended Laney College in Oakland, where he was elected as the first Asian American and youngest student body president. Ju graduated from Laney College and transferred to the University of California, Berkeley, where he became the first undocumented student government Senator in UC Berkeley history.

In 2013, Ju challenged President Obama on a record number of deportations during his speech at the Betty Ong Center in San Francisco, California. His courageous action appeared on national and international media, including CNN, New York Times, Washington Post, and BBC News. Ju also contributed and published immigration articles on Politico, Huffington Post, and The Korea Times. Ju often shares his personal story at conferences and universities to educate and inspire people to take action on immigration. Ju also has a short documentary called Halmoni.

Ju currently serves as a board chair of the National Korean American Service & Education Consortium (NAKASEC) and a member of the Leadership Council of Immigrants Rising.

Ju holds a Bachelor's degree in Political Science at UC Berkeley, and a Master's degree in Public Administration at San Francisco State University. He is currently working on his passion project - ImmigrAsians Podcast, where he captures the unique stories of Asian undocumented individuals living in the United States.

In his spare time, Ju enjoys traveling, dancing, and spending time with his family dog, Mocha.

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Host and Creator of ImmigrAsians Ju Hong is the new Dream Resource Center (DRC) director, a project of the UCLA Labor Center operated by and for immigrant youth, is a Los Angeles-based source for innovative research, education, and policy on immigration issues and educational access for underserved populations.

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Leisy J. Abrego is a Professor in Chicana/o Studies at UCLA. She is a member of the first large wave of Salvadoran immigrants who arrived in Los Angeles in the early 1980s. Her research and teaching interests-inspired in great part by her family's experiences-are in Central American immigration, Latina/o families, the inequalities created by gender, [...]

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IDHS: List of Community Service Agencies Serving Immigrants

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[Dr.] Alan Pelaez Lopez is an AfroIndigenous poet, installation and adornment artist from Oaxaca, México. Their work attends to the quotidian realities of undocumented migrants in the United States, the Black condition in Latin America, and the intimate kinship units that trans and nonbinary people build in the face of violence.

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[Dr.] Alan Pelaez Lopez is an AfroIndigenous poet, installation and adornment artist from Oaxaca, México. Their work attends to the quotidian realities of undocumented migrants in the United States, the Black condition in Latin America, and the intimate kinship units that trans and nonbinary people build in the face of violence. Their debut visual poetry collection, Intergalactic Travels: poems from a fugitive alien (The Operating System, 2020), was a finalist for the 2020 International Latino Book Award. They are also the author of the chapbook to love and mourn in the age of displacement (Nomadic Press, 2020). While they are an artist, Alan has also been organizing with undocumented migrants in the United States for over ten years and firmly believes that art is a portal into the future, but which future? That depends on the artist and the ideologies that move them.

You can read Alan's writing on Teen Vogue, Refinery29, The Andy Warhol Museum, Everyday Feminism, Poetry, Catapult, the Georgia Review and more.

[Dre.] Alan Pelaez Lopez es une poeta, artista de instalación y adorno afroindígena de Oaxaca, México. Su trabajo atiende las realidades cotidianas de lps migrantes indocumentados en los EUA, la condición negra/afro/cimarrona en América Latina y las unidades de parentesco íntimo que las personas trans y no binarias construyen frente a la violencia. Su poemario, Intergalactic Travels: poems from a fugitive alien (The Operating System, 2020), fue finalista del Premio Internacional del Libro Latino. También escribió el cordel to love and mourn in the age of displacement (Nomadic Press, 2020). Alan ha trabajado como organizadore comunitarie con inmigrantes indocumentados en los Estados Unidos durante más de diez años y cree firmemente que el arte es un portal hacia el futuro, pero ¿qué futuro? Eso depende del artista y de las ideologías que le/lo/la mueven.

Puedes leer los ensayos y la escritura creativa de Alan en Teen Vogue, Refinery29, The Andy Warhol Museum, Everyday Feminism, Poetry, Catapult, the Georgia Review y más.

Alan Pelaez Lopez was born in Mexico and constantly migrated between the state of Mexico, Mexico City, and Oaxaca's Costa Chica. At five, Pelaez Lopez migrated alone to the United States, undocumented. As a minor, Pelaez Lopez began to make jewelry as a source of income, which is where they found their passion for art.

In 2010, Pelaez Lopez became artistically, socially and politically involved in the immigrant rights movement as DREAM Act votes were about to take place. In 2011, after the legislation failed, Pelaez Lopez helped organize an 11-night and 12-day action on the steps of the Massachusetts State House to denounce and testify against the criminalization of immigrants in the state. Later, they took on leadership positions with the Student Immigrant Movement and shortly after, with the Queer Undocumented Immigrant Project.

As a young organizer, Pelaez Lopez was mentored by undocumented Black migrants from the Caribbean and South America, which is what led them to develop an unapologetically Black and queer feminist vision for liberation. Through community organizing and strategizing, Pelaez Lopez has facilitated roundtable discussions with U.S. Senators and Representatives; protested detention centers in CA, TX, NY, and MA; and led political and popular education workshops in Washington DC, NY, MA, VT, CA, GA, TX, IL, PA, and CT.

In 2013, Pelaez Lopez was named a recipient of the National Youth Courage Award for their commitment to uplifting the voices of LGBTQIA+ undocumented immigrants in the United States. They accepted the award in New York City and was an honored guest at NYC Pride. In 2014, they moved to Los Angeles to complete a fellowship at the UCLA Labor Center where they launched their first visual storytelling project and has since worked in the field of public and digital narrative(s). They earned a Ph.D. in Ethnic Studies from UC Berkeley.

Pelaez Lopez has worked for Black Girl Dangerous Press and Everyday Feminism, and published widely in print, digital and audio media. They have been interviewed by The Root, The Nation, PBS Newshour, Telemundo, Univision, NPR, and them to name a few.

Pelaez Lopez is a former steering committee member and co-founder of Familia: Trans Queer Liberation Movement, and the Black LGBT Migrant Project (BLMP).

At the moment, Pelaez Lopez lives between the San Francisco Bay Area and Mexico City. They are currently undertaking two manuscripts: Chambalés, a trilingual choreopoem about AfroIndigenous children who shape-shift into dragonflies to avoid settler-violence which has received support from the Museum of the African Diaspora, Submittable, and Brown University; and Latinidad is Cancelled, an essay collection that stems from their social media meme-critiques, paired with visual, literary, and music criticism.

They are also in development for Untitled, (co-written with) a genre-bending, time-traveling feature film exploring Black and Asian intimacies.

Alan is represented by the talent agency YNME Creatives.

More at @MigrantScribble.

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Dr.] Alan Pelaez Lopez is an AfroIndigenous poet, installation and adornment artist from Oaxaca, México. Their work attends to the quotidian realities of undocumented migrants in the United States, the Black condition in Latin America, and the intimate kinship units that trans and nonbinary people build in the face of violence.