Orozco 1

Vianney Orozco

Mrs. Spurlock

Comp 1

April 19, 2019

Immigration and Public Education

The subject of unauthorized immigration has been ever-present in political and public

debates in the United States. In most recent years, it has been spurred on with conversations

regarding, among other things, border wall construction, family separation, and education of the

undocumented youth. In 2016, The Migration Policy Institute (MPI) estimated 11.3 million

unauthorized immigrants residing in the United States. The top five countries of birth for these

immigrants were Mexico, El Salvador, Guatemala, China, and Honduras. As of 2012 through

2016, about four million unauthorized immigrants lived with one or more children under the age

of 18, which in most cases, are their own children, and undocumented as well.

Although it is difficult to get an accurate number of this immigrant population,

researchers have estimated that 1.09 million undocumented children and youth currently live in

the United States. These children did not illegally enter this country by personal choice, though

they know exactly why they were brought here. Every immigrant that enters this country

illegally is motivated by the freedom and opportunity to live a better life, which is ultimately the

perspective that these parents pass onto their children. Therefore, it is important to consider the

education policy towards the unauthorized immigrant youth in order for them to put this

perspective into action and explore these opportunities for themselves. Despite the debates

regarding their rights as non-citizens that may arise from some Americans on this particular
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issue, the children of illegal immigrants are entitled to an education. Educating them will also

contribute to the prosperity of the nation overall.

First and foremost, the children of immigrants, whether authorized or unauthorized, have

a constitutional right to free and public education. Denying these children the right to receive an

education while American children are guaranteed one, is a violation of the Fourteenth

Amendment of the U.S. Constitution, which ensures equal protection of laws to every individual

within its jurisdiction. In the court case known as ​Plyler v. Doe​ in 1982, the Supreme Court

reasoned that illegal aliens and their children, though not citizens of the United States, are people

“in any ordinary sense of the term” and, therefore, are afforded Fourteenth Amendment

protections. Despite arguments that opposed the additional cost of educating these children, this

court decision also determined that the harms brought by excluding these students far

outweighed any costs imposed on school resources. An example of the critical consequences that

this may bring to these students can be noted in the withdrawal of more than 13% of Latino

students from public schools in Alabama after the legislature passed a measure in 2011 that

required school administrators to determine the immigration status of the students.

Furthermore, it must be taken into consideration that not providing an education to

undocumented children penalizes them for the actions their parents took in bringing them to this

country in search of a better life. Former President Barack Obama addressed this issue on July

15, 2012, as he announced the launch of the Deferred Action for Childhood Arrivals (DACA)

program. In his remarks, Obama brought to attention the fact that a tremendous portion of the

population of undocumented children was brought to the United States as infants, and oftentimes

do not even realize that they are undocumented until it comes time to apply for a job, a driver’s
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license, or a college scholarship. Being raised in America, they know little to nothing about their

country of origin, so they essentially consider America their home. Withholding them from

receiving a higher education chiefly hinders their potential to be successful. Not to mention, the

vast majority of these patriotic young people, widely known as “dreamers,” are extremely driven

and talented, which accounts for the nearly 690,000 current DACA holders.

Moreover, it is important to reflect on the preparation that these young people undergo

through education. They are capacitated to lead productive lives, and fundamentally to benefit

the country as a whole. In fact, the motivation and aspiration to succeed are already present in

these kids. Despite the fact that immigrant families face additional challenges due to their less

advantaged socioeconomic status, studies have shown that immigrants have higher aspirations

than native-born minorities, especially when the family background is taken into account. So it is

no surprise that approximately 62% of DACA recipients that are not in the labor force are

enrolled in school. Just about 72% of these students pursue a bachelor’s degree or higher,

directly relating to the significant numbers of current recipients that are employed in professional

occupations. These statistics should spark America’s interest in educating these young people, as

they can accordingly contribute to the stimulation of the nation’s economy, increasing the

consumption of goods and services, and increasing tax revenue.

Though the United States undoubtedly values education and upward mobility, the

opposition to educational rights for children of unauthorized immigrants is notable. The

numerous counterattacks towards this particular subject are the result of nativist sentiments, one

of them being cultural nativism. This is characterized by a need to preserve what is perceived as

an exclusive American culture. The introduction of immigrant children in schools presents

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several languages, set of values, and overall worldviews that differ from those of the United

States society. Out of this may grow multicultural resources such as bilingual education

programs or ethnic studies programs in schools, which pose a threat to the American society, in

the eyes of the cultural nativist public. Studies have found that residents in urban areas with a

more restrictive view of what it means to be an American express more opposition to

immigration. Anyhow, a present ethnic diversity is actually a great opportunity to expand

Americans’ knowledge of the varying foreign cultures found around the world. This can also

serve as an important tool for cultural assimilation of those immigrant students who have yet to

adapt to the American language and community.

In addition, economic nativism is also a prevailing factor in the resistance towards

educating the undocumented youth. Under this falls the uncertainty about employment and

economic conditions. This is followed by a concern that immigrants are in direct competition

with American citizens when it comes to jobs. As a matter of fact, following President Obama’s

speech on the enactment of DACA, he was asked, “What about American workers who are

unemployed while you import foreigners?” Nonetheless, American citizens, if eligible, are given

the opportunity to apply for unemployment benefits, which vary depending on their state of

residence. On the other hand, unauthorized immigrants do not qualify for such benefits, and

despite their high labor force participation, they tend to work for lower wages and have lower

incomes in comparison to the native-born.

In the face of conflicts that children of undocumented immigrants encounter, their

greatest hopes are placed on goals that can only be achieved through education. As previously

stated, the vast majority of them are hardworking and high-achieving students. All things
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considered, it is clear that these young people hold the right to receive an education in the United

States and allowing them to do so vitalizes the nation’s welfare. American society has already

invested significantly in resources to educate these youths, and it is important that these are

conserved. The entire county can benefit from helping these students continue through higher

education, which in turn increases their opportunities to contribute to the country they call home.
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Works Cited

Cerra, Ella. “American Dreamers.” ​Teen Vogue,​ vol. 19, no. 4, Dec. 2017, p. 24. ​EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=126341660&site=ehost-live.

Davidson, Theresa, and Karlye Burson. “Keep Those Kids Out: Nativism and Attitudes Toward

Access to Public Education for the Children of Undocumented Immigrants.” ​Journal of

Latinos & Education,​ vol. 16, no. 1, Jan. 2017, pp. 41–50. ​EBSCOhost​,

doi:10.1080/15348431.2016.1179189.

Horwedel, Dina M., and Christina Asquith. “For Illegal College Students, An Uncertain Future.”

Diverse: Issues in Higher Education,​ vol. 23, no. 6, May 2006, p. 22. ​EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=21070825&site=ehost-live.

Lepore, Jill. “Back to the Blackboard.” ​New Yorker,​ vol. 94, no. 27, Sept. 2018, p. 86.

EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=131506022&site=ehost-live.

Raleigh, Elizabeth, and Grace Kao. “Do Immigrant Minority Parents Have More Consistent

College Aspirations for Their Children?” ​Social Science Quarterly (Wiley-Blackwell),​

vol. 91, no. 4, Dec. 2010, pp. 1083–1102. ​EBSCOhost​,

doi:10.1111/j.1540-6237.2010.00750.x.