Why am I doing this?

Why?

As a Mexican immigrant, the beginning of the new presidential administration in January 2025 brought fear, uncertainty, and harm to my community. I was a witness to the impact it had on the people around me, and it was painful to watch. I did not know where or how to begin making a difference. It was not clear what steps I could take, and I often felt powerless.

Over time, I began to understand that I do have power, not just as a member of my community but as a student and an individual with a voice. Still, the constant news about the threats and setbacks facing immigrants affected my mental wellness. I felt overwhelmed, discouraged, and at times completely alone.

As a student, I struggled to find a sense of belonging. I did not always see my story reflected in the spaces around me. When I began my capstone project, I saw it as a chance to learn more about my immigrant community, especially the experiences of those with undocumented backgrounds.

I decided to start where I spend most of my time and where I have begun to shape my identity: my educational institution.

Many undocumented students go through intense struggles on their academic journeys. These include financial instability, uncertainty about their futures and legal status, unmet institutional needs, mental health challenges, and adaptation and resilience.

This project is my way of shining a light on those experiences. It is a way to understand more, speak up, and use what I have learned to support others who are going through the same things I have seen and felt up close.

Financial Instability

Undocumented students experience significant financial instability primarily due to their lack of access to federal financial aid and other resources available to citizens. As noted by Ballerini and Feldblum (2021), these students are excluded from federal grants, work-study programs, and loans, which severely limits their ability to afford postsecondary education. Furthermore, undocumented status often restricts their ability to work legally, making it difficult to meet basic needs such as housing, food, and healthcare. This precarious financial situation not only affects their ability to enroll in college but also hinders their academic success and overall well-being, as they struggle to balance educational pursuits with the pressures of financial insecurity (Ballerini & Feldblum, 2021).

"They do provide scholarships and things like that, but they don’t provide opportunities for us to get paid through campus jobs… Seattle is very, very, very expensive. And so what they provide us, that’s all we get. Because we can’t get jobs to pay any extra stuff that we may need."

— UW Participant 2

Future and Legal Uncertainty

Undocumented students face significant legal and future uncertainties that profoundly impact their educational opportunities. According to an article from The Best Schools (2024), while federal law permits undocumented students to attend colleges and universities, it explicitly prohibits them from receiving federal student aid. Additionally, state-level restrictions can complicate access to higher education, resulting in a complex and often inconsistent legal environment. The article outlines key legislation affecting undocumented students, including the landmark Supreme Court case Plyler v. Doe (1982), which established that public schools cannot deny access based on immigration status. However, the evolving political landscape, particularly changes in administration and immigration policy, has led to fluctuating protections for undocumented students, especially those affected by the Deferred Action for Childhood Arrivals (DACA) program.

The uncertainty surrounding DACA, particularly during shifts in federal policy, leaves many undocumented students in a precarious position regarding their educational futures. The article emphasizes the importance of staying informed about ongoing legal developments, as these can dramatically affect students' rights and opportunities in higher education.

“You're in a four-year institution, you're studying, you're putting in the effort and work… and then you just don't get anything in the end.”

— UW Participant 1

Unmet Needs

Undocumented students in the United States face numerous unmet needs regarding access to higher education. According to an article by Christian Penichet-Paul from EdTrust (2023), over 400,000 undocumented students are enrolled in higher education, yet they must navigate complex rules and regulations due to their immigration status. Many states impose restrictions on in-state tuition and financial aid, creating a patchwork of policies that further complicate their educational journey. The article argues that without comprehensive legislative solutions, including pathways to citizenship and equitable access to financial resources, many undocumented students will struggle to afford college and succeed academically. It stresses the importance of inclusive policies that not only allow for in-state tuition but also provide state financial aid, enabling undocumented students to pursue their educational and career aspirations fully.

“It’s very difficult to get a counselor… when we want to continue into another program, different staff give different answers, and that is super confusing.”

— EvCC Participant 2

Mental Health

Mental health is a critical concern for undocumented students, who often endure significant psychosocial stressors that negatively impact their emotional well-being. A systematic review by Garcini et al. (2021) highlights that undocumented immigrants in the United States face chronic stress due to factors such as discrimination, fear of deportation, and socioeconomic disadvantages. These stressors contribute to high rates of psychological distress, including anxiety, depression, and post-traumatic stress disorder (PTSD). For instance, the prevalence of major depressive disorder among undocumented individuals has been reported as high as 14.4%, with even higher rates of anxiety and psychological distress linked to experiences of discrimination and harsh living conditions. The socio-political climate, characterized by anti-immigrant rhetoric and policies, exacerbates these mental health challenges, leading to feelings of isolation and hopelessness. It is essential for educational institutions and community organizations to provide tailored mental health resources and support systems that address these unique challenges faced by undocumented students, fostering resilience and promoting overall well-being.

“There’s a real need for support emotionally, mentally, psychologically… The stress is putting a lot of strain on them.”

— UW Faculty

Screenshot from NPR radio news by Brian Mann

Screenshot from NBC News by Ainsley, J., Strickler, L., & Martinez, D.

Adaptation and Resilience

Adaptation and resilience are crucial for undocumented immigrants, particularly among Latino day laborers who face significant acculturative stress. A study by Salgado et al. (2012) highlights that these laborers experience high levels of acculturative stress due to various factors, including language barriers, socio-political vulnerability, and the challenges of adapting to a new culture. The research demonstrates that social support plays a vital role in buffering the negative effects of acculturative stress on physical health. Specifically, higher levels of perceived social support were associated with better health-related quality of life among day laborers. This indicates that fostering social support networks can be an essential strategy for promoting resilience and improving health outcomes in this marginalized population. The findings emphasize the importance of community-based initiatives that provide social support and resources tailored to the unique challenges faced by undocumented immigrants.

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

— UW Participant 2

Home

Page updated

Google Sites

Report abuse