20 Apr How does exclusion from federal financial aid programs impact undocumented student's post-secondary professional development in the workforce?
Please see attached document. Priority will be given to whoever message me what this assignment is about and a reasonable bid.
Note and instructions:
I am completing a research project, overall this should be a 3000 word count limit (not including citation)
You don't need to find sources!! Only use the sources i provided
I have a great start, i need help strengthening my argument
If you do not understand this research please do not proceed, let me know immediately
Feel free to add and restructure my draft.
No footnotes, intext citation and reference page only
Updated Research Question(s):
How does exclusion from federal financial aid programs impact undocumented student's post-secondary professional development in the workforce?
Introduction
1. Introduction should be at 2-3 paragraphs and should include the following items: Introduce the core dynamics of your paper by…
a. Describing primary sources (Legal definition of undocumented student, FAFSA, DREam Act, PRWORA, IIRIRA, Plyler v Doe 457 U.S. 202 (1982))
b. Highlighting a puzzling situation
c. Discussing a contemporary issue or debate that motivates your paper
d. Telling a story that highlights the core dynamics in your paper
2. State your thesis
3. Include a roadmap
4. You can include your literature review within your introduction or in a stand-alone section immediately following your introduction.
Please read my draft (document attached with feedback) . There is some feedback about sections that should be included in my introduction.
Literature Review
My draft: (Professor’s feedback on this is that it needs to be expanded more and get more specific)
Previous scholars have examined the challenges encountered by undocumented students in accessing higher education, especially the impact of federal and state policies that have limited their financial accessibilities to it. Bjorklund Jr (2018) provides a comprehensive review of the literature from 2001 to 2016, highlighting the systemic barriers faced by undocumented students. This body of research emphasizes the role of state-level policies, such as in-state tuition benefits, in facilitating or impeding educational access (Nelson et al., 2014; Flores, 2010). Furthermore, studies like that of Conger and Chellman (2013) highlights the limitations of such policies in ensuring degree completion for undocumented students.
Similarly, Scholars like Abrego and Gonzales (2010) examine the postsecondary education and labor market prospects of undocumented Latino youth, revealing the uncertainties and challenges they face in navigating educational and employment systems. Additionally, Chang (2018) explores the psychological and social impacts of excessive documentation requirements on undocumented individuals, exposing the unique burdens that they experience. These studies reveal the intersection of immigration status with educational and career opportunities, highlighting the structural inequalities that hinder undocumented students' professional development in workforce.
My research builds upon these discussions by specifically examining the impact of federal financial aid exclusion on undocumented students' post-secondary professional development. While existing literature provides valuable insights into the barriers faced by undocumented students and the intersection of immigration status with educational opportunities, there remains a gap in understanding how exclusion from federal financial aid programs shapes their career path. By synthesizing and critiquing the existing literature, I aim to contribute to a deeper understanding of the systemic challenges faced by undocumented students in accessing post-secondary education and entering the workforce.
Body Section 1 (Impact on professional development-Financial hardship)
What I want to talk about here: Impact 1, immigration status restrictions, federal financial aid exclusion on post-secondary professional development. Sources that you can use : 1) data from Baker & Rytina (2013) and Baker (2021) on the unauthorized immigrant population 2) Discussion of income and career options for undocumented students (IMMIGRANTS RISING webinar)
My draft:
Exclusion from federal financial aid programs creates a significant barrier for undocumented students’ access to higher education and their possibility of attaining a degree. Without access to federal financial aid, including grants and loans provided through programs like the Free Application for Federal Student Aid (FAFSA), undocumented students often struggle to afford college tuition, textbooks, living expenses, and professional development opportunities (U.S. Citizenship and Immigration Services, 2022). The FAFSA form explicitly requires applicants to provide a Social Security Number (SSN) or Alien Registration Number (A-Number), which renders these students ineligible for federal aid (U.S. Department of Education, n.d.). In many states, undocumented students are also ineligible for state-funded financial aid programs (Bjorklund Jr, 2018). As a result, many undocumented students face limited options when it comes to pursuing post-secondary education, with some unable to enroll in college at all (Undocumented Students in Higher Education, n.d.).
Federal and state level policy restrictions often force undocumented students to rely on alternative funding sources such as private scholarships or out-of-pocket payments. However, undocumented students may face additional challenges in accessing private scholarships or alternative funding sources due to their immigration status. Many scholarship programs require applicants to have legal residency or citizenship, excluding undocumented students from eligibility (Negrón-Gonzales, 2018). Consequently, undocumented students are more likely to rely on personal savings, family contributions, or external fundraising efforts to finance their education. In order to use personal savings to fund their education, undocumented students and family would have worked to save up college funds. However, undocumented immigrants have limited employment opportunities due to their immigration status. Many of them work low-wage jobs with unstable hours and minimal benefits, and under-the-table jobs if available, to cover their living expenses and to save for college tuition.
Within the college environment, undocumented students face additional challenges related to financial aid, tuition costs, and living expenses. Many undocumented students work multiple jobs or attend college part-time while balancing other responsibilities, such as family obligations, immigration cases and community involvement. As a result, many undocumented students find it difficult to attend classes full-time or maintain consistent academic progress (Baker & Rytina, 2013). Additionally, the fear of deportation and uncertainty surrounding immigration status create additional stressors for undocumented students, which impacts their ability to focus on their studies and engage fully in the college experience (Comprehensive immigration reform, 2007).
Exclusion from federal financial aid programs not only creates financial barriers for undocumented students but also limits their educational opportunities and prospects for degree completion.
Body Section 2 (Impact on professional development- Career Advancement)
What i want to talk about: Impact 2, intersectionality of immigration status with educational and career opportunities. Some sources to use: Abrego & Gonzales (2010) and Chang (2018)- postsecondary education and labor market prospects 2) psychological and social impacts of excessive documentation requirements on undocumented individuals.
Body Section 3 (Impact on professional development-Systemic inequality)
What I want to talk about: Impact 3, structural inequalities hindering undocumented students' professional development in the workforce.
My draft:
Historically, immigration policies in the United States have perpetuated systemic inequalities, particularly for undocumented individuals. In the landmark Supreme Court case Plyler v. Doe, the court ruled that denying undocumented children access to public education violated the Equal Protection Clause of the Fourteenth Amendment. As a result, undocumented students were granted the right to free public education, laying the groundwork for their inclusion in the education system (Plyler v. Doe 457 U.S. 202, 1982). However, despite the progress made with Plyler v. Doe, subsequent policies have introduced barriers to social services and employment opportunities for undocumented individuals.
The Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996, for instance, restricted access to federal benefits, including Medicaid, food stamps, and cash assistance, for undocumented immigrants (Baker & Rytina, 2013; PRWORA). This limited access to essential resources heightened economic insecurity among undocumented communities, making it increasingly difficult for individuals to afford basic necessities, let alone pursue higher education or invest in professional development opportunities.
Additionally, the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) of 1996 further compounded the challenges faced by undocumented individuals. This legislation introduced stringent enforcement measures and penalties, including restrictions on eligibility for certain visas and pathways to legal status (Baker, 2021; IIRIRA). By restricting access to legal avenues for immigration and imposing harsh penalties on undocumented individuals, IIRIRA heightened the vulnerability of undocumented students and limited their access to essential resources, including higher education and employment opportunities.
Policy restrictions, such as exclusion from federal financial aid programs, further compound the challenges faced by undocumented students in the labor market. Without access to higher education and professional development opportunities, they are often relegated to low-wage, exploitative employment post college, with limited prospects for advancement (Flores, 2010). Undocumented students face legal restrictions, societal prejudices, and often find themselves excluded from mainstream employment sectors. Their lack of legal work authorization limits their ability to secure formal employment, which leaves them with few options beyond the informal economy or under-the-table work. This not only exposes them to exploitation but also perpetuates their marginalization within the labor market. Consequently, undocumented individuals are forced into industries with low wages, minimal benefits, and precarious working conditions, where they are often subjected to exploitation by employers seeking to capitalize on their vulnerable status (Baker & Rytina, 2013).
Furthermore, policy restrictions leave little to no legal protections for undocumented students when navigating the workforce. Undocumented individuals have little recourse in cases of workplace abuse or exploitation. With the fear of exposition, deportation and lack of access to legal remedies, they are often unable to assert their rights or seek redress for labor violations. This allows for a culture of impunity within industries that rely on undocumented labor, enabling exploitative practices to persist unchecked (Campos Salazar et al., 2023).
The limited opportunities in the labor market for undocumented students not only undermine their economic well-being but also reinforce broader patterns of inequality and marginalization that continue on in the workforce.
Body Section 4 (Moving On: State-Level Changes and University Support)
1. Tie it all together
2. Introduction of potential solutions
a. Discussion of support systems provided by colleges (Income and Career Options for Undocumented Students webinar)
b. Policy recommendations to enhance educational and economic opportunities
Conclusion
1. Reiterates my thesis
2. Summary of key findings from the literature review and body sections
3. Call to action for addressing the systemic barriers faced by undocumented students
4. Implications for future research and advocacy efforts
My source list:
Primary-
1. FAFSA
2. Plyler v Doe 457 U.S. 202 (1982)
3. PRWORA
4. IIRIRA
5. U.S. Citizenship and Immigration Services. (2022). Consideration of Deferred Action for Childhood Arrivals (DACA) | USCIS. Www.uscis.gov. https://www.uscis.gov/DACA
6. Undocumented Students in Higher Education (Updated March 2021). (n.d.). Presidents’ Alliance. https://www.higheredimmigrationportal.org/research/undocumented-students-in-higher-education-updated-march-2021/
7. Baker, B., Rytina, N. (2013). Estimates of the Unauthorized Immigrant Population Residing in the United States. Population Estimates. DHS Office of Immigration Statistics. Retrieved from https://www.dhs.gov/sites/default/files/publications/ois_ill_pe_2012_2.pdf
8. Baker, B. (2021). Population Estimates Estimates of the Unauthorized Immigrant Population Residing in the. https://www.dhs.gov/sites/default/files/publications/immigration-statistics/Pop_Estimate/UnauthImmigrant/unauthorized_immigrant_population_estimates_2015_-_2018.pdf
9. Comprehensive immigration reform : the future of undocumented immigrant students : hearing before the Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law of the Committee on the Judiciary, House of Representatives, One Hundred Tenth Congress, first session, May 18, 2007. (2007).
10. Income and Career Options for Undocumented Students: How Colleges Can Help (Webinar). (n.d.). IMMIGRANTS RISING. Retrieved March 26, 2024, from https://immigrantsrising.org/resource/income-and-career-options-for-undocumented-students-how-colleges-can-help-webinar/
11. LIFE AFTER COLLEGE: A GUIDE FOR UNDOCUMENTED STUDENTS. (n.d.). https://www.marquette.edu/diversity/documents/undocuguide-life-after-college-guide.pdf
Notes:
-https://studentaid.gov/understand-aid/eligibility/requirements/non-us-citizens
-https://edtrust.org/press-release/higher-education-access-and-success-for-undocumented-students-start-with-9-key-criteria/
below 👇
( The Dream. US , Immigrant Legal Resource Center , National Immigration Law Center , Immigration Equality , Scholarship Resources )
Secondary-
1. Peer review: Bjorklund Jr, P. (2018). Undocumented students in higher education: A review of the literature, 2001 to 2016. Review of Educational Research, 88(5), 631-670. http://www.jstor.org/stable/45277290
2. Law review: Nelson, S. L., et al. (2014). Administrative Dream Acts and Piecemeal Policymaking: Examining State Higher Education Governing Board Policies Regarding in-State Tuition for Undocumented Immigrant Students. Georgetown Immigration Law Journal, 28, 555.
3. Book: Negrón-Gonzales, G. (2018). Illegality, Poverty, and Higher Education: A Relational Perspective on Undocumented Students and Educational Access. In V. Lawson & S. Elwood (Eds.), Relational Poverty Politics: Forms, Struggles, and Possibilities (pp. 61–76). University of Georgia Press. https://doi.org/10.2307/j.ctt1vhtrdj.8
4. Conger, D., & Chellman, C. C. (2013). Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion. Education Finance and Policy, 8(3), 364–377. https://www.jstor.org/stable/educfinapoli.8.3.364
5. LIFE AFTER COLLEGE: A GUIDE FOR UNDOCUMENTED STUDENTS. (n.d.). https://www.marquette.edu/diversity/documents/undocuguide-life-after-college-guide.pdf
6. Comprehensive immigration reform : the future of undocumented immigrant students : hearing before the Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law of the Committee on the Judiciary, House of Representatives, One Hundred Tenth Congress, first session, May 18, 2007. (2007).
7. Chang, A. (2018). The struggles of identity, education, and agency in the lives of undocumented students : the burden of hyperdocumentation (1st ed. 2018.). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64614-5
8. Cinthya Campos Salazar, Barahona, C., & Yepez-Coello, F. (2023). Where Do I Go from Here? Examining the Transition of Undocumented Students Graduating from College. The Journal of Higher Education, 1–31. https://doi.org/10.1080/00221546.2023.2270105
