My Research and Purpose

My Research Results: 

The Power of Community for Undocumented Students

For my project, I interviewed students and faculty from Everett Community College (EvCC), the University of Washington (UW), and Western Washington University (WWU). One student from UW was not undocumented, but they are very active in helping the undocumented community. They talked about what they have seen and learned from working closely with other students. Each interview lasted between 35 minutes and an hour. Everyone is staying anonymous.

I asked questions to learn what undocumented students go through. I wanted to know how they feel, what kind of support they get, and what they still need. The people I interviewed shared honest and powerful stories. Even though each person had a different experience, many of them said the same things about the struggles they face.

These are the main things I learned from their voices.

1. Mental and Emotional Health

Many students talked about the stress and fear they feel all the time. Being undocumented affects more than just paperwork. It affects how they live day to day. Some students feel scared to talk about their status. Others feel tired and anxious because of everything they carry inside. A UW faculty member said:

“The emotional, the mental, the psychological stress is putting a lot of strain on them.”

Students want more support for their mental health, but they said it is hard to find people who really understand what they are going through. Some schools try to help, but it’s not always enough. Others don’t offer much at all. A few students shared that just being in a space where others understand them — like in a student group — helped them feel less alone.

2. Student Groups Help a Lot

One of the strongest supports students talked about were community groups made by students themselves. Red Group at EvCC, Purple Group at UW, and Blue Group at WWU are student-led groups that support undocumented students. These groups are safe places where students can talk, feel accepted, and help each other. One student at UW said:

“Learning to be open and relying on your community was what I learned.”

A student at WWU also said Blue Group “was created by students, not the school.” That means the help came from students who saw a need and decided to act. These groups are often the only place where undocumented students feel like they can fully be themselves. They are a lifeline, especially when students don’t have family support or don’t feel welcome in other parts of campus.

3. School Support Feels Small

Most schools have a website or a flyer saying they support undocumented students. But students said that doesn’t mean there’s real help. One student from UW explained:

“They support, but not the way they should. It’s more like a checkbox.”

Many said they had to look hard to find resources. Some didn’t even know where to start. Others said they asked for help and were given wrong or confusing answers. Some students also said they didn’t feel safe when their schools allowed events involving immigration enforcement or political groups that made them feel like outsiders. Even if those events weren’t about them, it still created fear. Support should not just be about words — it should be about actions.

4. Help Comes from Only a Few People

While schools may have some programs, many students said they only found help from one or two people — usually a caring teacher, advisor, or staff member. These people were helpful, but they were often doing everything alone. That made it hard for all undocumented students to get the help they need. One student said:

“We shouldn’t have to depend on just one person who’s trying their best. The school should care just as much.”

This shows that support for undocumented students is not built into the school system. Instead, it depends on the kindness and energy of individual people. That’s not enough. Students said they want to see more staff trained, more offices involved, and more real effort from their schools.

5. The Future Is Unclear and Scary

Almost every student I talked to said they are scared about what happens after college. They work hard for their degree, but then they can’t apply for most jobs, internships, or even volunteer positions because they don’t have a Social Security number. One student shared:

“I can’t get a job on campus. I can’t get an internship that’s going to pay me.”

This makes students feel stuck. They study, do everything right, and still face roadblocks. One student from UW, who is not undocumented, said:

“For me, I don’t even have to think about it — I have a Social Security number, so I can apply to jobs and internships without fear.”

This quote shows the difference. Having a Social Security number opens doors, while not having one closes them — no matter how smart, skilled, or motivated the student is. Some students mentioned programs in California where undocumented students can be paid through service grants. They said Washington schools should look at doing something similar.

6. Safety and Rights Are Not Always Clear

Some students said they don’t know what to do if immigration comes to their school. They aren’t sure what their rights are. They want clear, honest information and support. A student from EvCC said:

“It’s hard to find a counselor or know what’s next. That’s very confusing.”

Another student from UW told a story about their undocumented graduation celebration. A hate group published the event’s details online, but the school didn’t say anything. The student said:

“We didn’t get a message from the university itself or anybody. It was just the faculty. And the faculty kind of took care of us.”

Students don’t just want words. They want schools to take action to protect them and help them feel safe.

My final thoughts are: These interviews showed me that undocumented students are doing their best, but they face many challenges. They need more than kind messages or posters. They need real support, trained people to help them, and clear answers to their questions. Most of all, they need community.

Groups like Red, Purple, and Blue are more than clubs. They are places where students feel heard, understood, and safe. These groups help students stay strong even when life is hard and the future is uncertain.

This project taught me that real change often starts from students helping other students. That is what community is. And that is what undocumented students deserve — not just a classroom, but a place where they belong.