A T U C B E R K E L E Y U N D O C U M E N T E D S T U D E

C L I M A T E S T U D Y O FU N D O C U M E N T E D S T U D E N T S

A T U C B E R K E L E Y

L I S A G A R C Í A B E D O L L A

L E T I V O L P P

M A R T H A O R T E G A M E N D O Z A

E D U A R D O B A U T I S T A D U R A N

O C T O B E R 2 0 2 0

A U T H O R N O T E

Lisa García Bedolla is the Vice Provost for Graduate Studies and Dean of the Graduate Division,and Professor in the Graduate School of Education at UC Berkeley.

Leti Volpp is the Director of the Center for Race & Gender and Robert D. and Leslie Kay RavenProfessor of Law in Access to Justice at UC Berkeley School of Law.

Martha Ortega Mendoza is a Ph.D. Student in the Graduate School of Education at UC Berkeley.

Eduardo Bautista Duran is a Ph.D. Student in the Jurisprudence and Social Policy Program at UCBerkeley School of Law.

Acknowledgments: The authors of this report would like to extend a special note of gratitude tothe students who participated in this study. Thank you for your honesty and your willingness toshare your experiences. The Center for Race and Gender thanks Yongbin Chang for the designand layout of this report.

This research was supported by the Othering and Belonging Institute in collaboration with theCenter for Race & Gender and the Institute of Governmental Studies.

IRB Protocol ID: 2018-06-11135

Correspondence concerning this article should be addressed to:Center for Race and GenderUniversity of California, Berkeley638 Barrows Hall, MC 1070Berkeley, CA 94720-1070

C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y

T A B L E O F C O N T E N T S

C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y

INTRODUCTIONxxxxxA Brief Overview of Undocumented Student Support at UC BerkeleyxxxxxBroader Political Context

METHODSxxxxxRecruitmentxxxxxData Collection

FINDINGSxxxxxImmigration-Related ConcernsxxxxxMental HealthxxxxxFinancial AidxxxxxResearch OpportunitiesxxxxxLife After College

RECOMMENDATIONSxxxxxImmigration-Related ConcernsxxxxxMental HealthxxxxxFinancial AidxxxxxResearch OpportunitiesxxxxxLife After College

CONCLUSION

RESEARCH BIBLIOGRAPHY

APPENDICESxxxxxAppendix A: Online Survey DemographicsxxxxxAppendix B: Online Survey FinancesxxxxxAppendix C: Focus Group AdvertisementxxxxxAppendix D: Staff & Administrator Survey

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xxxxxBetween 2010 – 2012 García Bedolla, NakanoGlenn, & Escudero (2013) conducted an investigationof support for undocumented students at theUniversity of California, Berkeley (UC Berkeley).Three changes since that time warrant a follow-upstudy of campus climate for undocumentedstudents. First, the 2010-12 investigation helpedinform a subsequent institutionalization of servicesfor undocumented students at UC Berkeley. Second,the investigation preceded the implementation ofDeferred Action for Childhood Arrivals (DACA),[1]which altered the economic and legal landscape formany – but not all – undocumented students. Third,since the presidential campaign and election ofDonald Trump, undocumented students have beensubjected to both anti-immigrant rhetoric and aheightened sense of legal precarity, given theadministration’s broad enforcement priorities, theuncertain future of DACA, and the uncertain futureof Temporary Protected Status (TPS).[2]

xxxxxThis current case study serves as a follow-upto the 2010-12 investigation, with a focus on twolines of inquiry. The first is to provide an updatedand nuanced snapshot of the day-to-dayexperiences of undocumented students - bothundergraduate and graduate - at UC Berkeley. Thesecond is to gain a deeper understanding of theunique experiences of undocumented students atUC Berkeley who are not recipients of DACA, as theexperiences of these individuals have largelyescaped academic scurtiny. With this in mind, thefollowing questions guided this investigation: Whatare the current challenges that undocumentedstudents face at UC Berkeley? And how doundocumented students believe the campus canalleviate some of these challenges? Ultimately, thisscrutiny seeks to help UC Berkeley leverage studentexperiences to better support undocumentedstudents, with suggestions provided in theRecommendations section, below.

I N T R O D U C T I O N

[1] DACA is an Obama-era executive program that provides eligible undocumented youth with a two-yearreprieve from deportation, a work permit pursuant to underlying regulations, and a social security number. Toqualify for the program, applicants must meet the following requirements: (a) an applicant must have enteredthe United States (U.S.) before the age of 16, (b) be under the age of 31 when the executive action was signed, (c)have resided continuously in the United States since 2007; and (d) have attained a high school diploma, GED, orbe honorably discharged from the armed forces (Muñoz & Vigil, 2018). [2] Temporary Protected Status, established by Congress in 1990, allows eligible foreign nationals from differentcountries to remain in the U.S. because the conditions in their countries of origin prevent a safe return. TPS hasprovided a pathway to liminal legal status for some undocumented students at the university.

P A G E 1 - C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y

S T U D E N T S W A L K I N G O U T S I D E O F D O E M E M O R I A L L I B R A R Y . P H O T O B Y E L E N A Z H U K O V A .

Robert Birgeneau a list of recommendations(Ledesma, 2013). According to theserecommendations, one of the most pressing needswas to hire a campus manager who could providedirect support to undocumented students. Thecontinuous pressure from students and committedstaff led the campus to secure funds from donorsincluding the Evelyn and Walter Haas, Jr. Fund,which played a pivotal role in the opening of USP(Ledesma, 2013). By 2012, USP opened its doors withthe mission of providing students with holisticacademic, counseling, legal, and financial support(Canedo-Sanchez & So, 2015). xxxxxFollowing its inauguration, USP garnered mediaattention by becoming the first resource center inthe country to specifically support undocumentedstudents (Canedo-Sanchez & So, 2015). By the end ofits inaugural semester, USP had served 119undergraduates, a figure well beyond the campus’original estimate of 70 to 80 undocumented studentsenrolled at UC Berkeley (Canedo-Sanchez & So,2015). More recently, USP has expanded its servicesand staffing, increasing from two to eight staffmembers who provide direct one-on-one support tostudents (personal communication, 2019), in accordwith the needs of a population that is estimated tonumber 500 students. This expansion of services hasbeen made possible through philanthropic support;more than 60% of USP’s overall funding comes fromprivate donations (personal communication, 2019).USP has evolved and grown to address emergingchallenges.

A B R I E F O V E R V I E W O F U N D O C U M E N T E D S T U D E N T S U P P O R T A T U C B E R K E L E Y

2003

2010

2010

2012

2019

Immigrant Student Issues Coalition(ISIC) established

Ten-day hunger strike by studentsagainst Arizona's SB 1070

Chancellor's Task Force created tendays after the strike

Undocumented Student Program(USP) established

As of 2019, USP serves an estimated500 students

C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y - P A G E 2

xxxxxConsidering the ongoing advocacy workaccomplished by staff, administrators, andundocumented students, a brief overview iswarranted. xxxxxBefore the institutionalization of theUndocumented Student Program (USP) in 2012there were already staff and administrators whosupported this student population. In 2003, anetwork, the Immigrant Students Issues Coalition(ISIC), was established to bring visibility to thepresence and unique financial needs ofundocumented students within the greatercampus community (Ledesma, 2013). xxxxxBy 2010, action on undocumented studentissues gained momentum at UC Berkeley after thepassage of Arizona’s SB 1070, a state bill thatallowed police officers to check the immigrationstatus of anyone suspected to be undocumented.In order to publicly condemn the passage of SB1070 and also bring awareness to the presenceand needs of undocumented students on campus,a group of students staged a ten-day hungerstrike outside California Hall, the Chancellor’smain office (Ledesma, 2013). Ten days after thehunger strike began, campus administratorscreated the Chancellor’s Task Force forundocumented students, which aimed to identifythe specific needs of this student population andpropose recommendations on how the campuscould better support them (Ledesma, 2013). Thatsame year, the Task Force presented Chancellor

xxxxxDuring his presidential campaign, it was notentirely clear what then-presidential candidateDonald Trump would do once in office in regard toDACA and TPS. However, in September 2017, then-Attorney General Jeff Sessions announced DACAwas being rescinded, because, according to theadministration, DACA had been an unconstitutionalexercise of authority undertaken by formerPresident Obama (Rhodan, 2017). Sessions gaveCongress a March 2018 deadline to craft a newlegislative solution should it choose to do so(Rhodan, 2017). Three days after Sessions’announcement, the University of California (UC)system filed a lawsuit in federal court against theDepartment of Homeland Security and its actingsecretary, Elaine Duke (University of California,2018). This litigation reached the Supreme Court,which in June 2020 ruled that the TrumpAdministration had not properly terminated theDACA program. The Administration's response wasto alter DACA application rules, rejecting all newinitial DACA requests, among other changes. At thetime of this report, these changes are beinglitigated. The Trump administration also rescindedTPS, ending protection for hundreds of thousandsof immigrants from several countries. Multiplelawsuits have been filed, with a September 2020decision by the Ninth Circuit allowing thetermination of TPS for El Salvador, Haiti, Nicaraguaand Sudan to take effect in 2021, although thiscontinues to be challenged.xxxxxIt is important to clarify that not allundocumented students have qualified for eitherDACA or TPS, given the restrictions of bothprograms. Yet the uncertain future of these twoprograms, coupled with a growing surge of hate-motivated crimes pose importantimplications for undocumented students and thoseconcerned with their experiences. Findings fromthis case study are timely because they can provideus with important insights into the extent to whichthe broader political climate is informing students'day-to-day experiences.

B R O A D E R P O L I T I C A L C O N T E X T

How doundocumentedstudents believethe campus canalleviate some

of these challenges?

What are the currentchallenges

that undocumentedstudents face at

UC Berkeley?


STUDY PARTICIPANTSxxxxxOutreach efforts yielded 19 focus groupparticipants and 72 survey respondents, includingboth undergraduate and graduate students. Focusgroup participants were distributed across a totalof five focus group sessions. From the onset of theinvestigation, the team made the deliberatedecision to separate study participants into twomajor groups: undergraduate students andgraduate students. The academic and financialneeds of these two subpopulations differ widely;dividing the total study participants in this wayallowed for close attention to the nuances amongthese two subgroups. Survey participants werespecifically asked a number of demographicquestions and came from an array of countries oforigin, and academic disciplines.[1] xxxxxSimilarly, staff and administrators at theundergraduate and graduate level wereinterviewed. These members provide support toundocumented students in various capacities,including teaching, mentoring, and academic,financial, and mental health counseling. Moreover,they share a common understanding of the federal,local, institutional, and/or departmental policiesthat have a direct impact on the educationalresources available to undocumented students.

xxxxxThe team implemented a series of outreachefforts to recruit study participants from an arrayof diverse backgrounds. Given the sensitive natureof the investigation, open flyering and social mediaplatforms to recruit study participants were notemployed.xxxxxInstead, the research team carefullycompiled a list of on-campus offices that havepublicly advertised services that are available toundocumented students both at theundergraduate and graduate levels. After the listwas compiled, the team contacted programdirectors to inform them about the investigationto ask if they could help disseminate therecruitment flyer via email. Students werepresented with the option to participate in focusgroups and/or take an anonymous online survey.The survey sought to encourage participationamong students who would not have voiced theirexperiences otherwise through the focus groups,because of confidentiality concerns. Teammembers relied on snowball sampling techniquesto expand the number of prospective studyparticipants. Lastly, focus groups and onlinesurvey participants received a $20 gift card; thosewho participated in both activities of the studyreceived a $40 gift card for their timecommitment.

M E T H O D S

xxxxxThis investigation utilized a case study approach to inquire about the day-to-day experiences ofundocumented students at UC Berkeley given the broader political climate, as well as heightened legalprecarity caused by the uncertain future of DACA and TPS. Creswell & Poth (2018) suggest case studies arebounded by social and physical settings and allow researchers to engage an in-depth exploration of aparticular problem or issue by drawing from multiple sources of information. Such studies focus on either aspecific contemporary real-life system (i.e., a case study) or multiple real-life systems (i.e., cases). For thisinvestigation, the research team utilized UC Berkeley as a single case study (Stake, 1995) to hone in on thespecific challenges faced by the campus’ undocumented student population. To accomplish this, the casestudy draws upon field notes, focus groups, a survey, interviews, documents, and reports.

R E C R U I T M E N T


[1] Refer to Appendix A for Online Survey Demographics

D A T A C O L L E C T I O N


STUDY PARTICIPANTSxxxxxWhile this investigation received approvalfrom the Institute Review Board, givenconfidentiality concerns and the vulnerability ofsubjects being studied, the team did not seekpermission to audio record focus groups. Graduatestudent researchers (GSRs) therefore alternatedbetween two roles: focus group moderator andnotetaker. To mitigate any loss of data, GSRs spentconsiderable time drafting reflective memosimmediately after each focus group discussion inorder to capture immediate reactions. One-on-oneinterviews followed a similar protocol.xxxxxRather than approaching the data with aprovisional coding scheme, the team utilized aninductive coding framework to develop codes basedon study participants’ responses (Miles, Huberman,& Saldaña, 2014). During the first stage of thecoding process, research members read the datamultiple times along with their reflective memosand considered the core content of data beforeassigning codes (Miles, Huberman, & Saldaña, 2014).Then, they utilized descriptive codes to condensethe data and regrouped these data chunksaccording to different topics, as suggested by ourstudy participants. By the second stage, codingpatterns began to emerge. Through this iterativeprocess, research members identified five salientthemes, which we believe are illustrative ofundocumented student experiences at UC Berkeley.xxxxxIn the first part of the paper, each theme isexplored based upon focus group discussions,online surveys, and one-on-one interviews. In thesecond part, authors draw upon participants’responses to provide a list of recommendations asto how UC Berkeley can alleviate some of thesechallenges.

D A T A C O L L E C T I O N

xxxxxThe investigation was divided into twomajor phases. In the first phase, five focus groupswere facilitated in the spring of 2019. Focusgroups ranged from two to four hours induration. At the end of each focus group, co-facilitators encouraged students to complete theonline survey and distribute the survey linkamong their peers. Moreover, the research teamshared the survey link among multiple on-campus retention programs so that they couldshare it among prospective study participants.The online survey was made available for onemonth before it was discontinued; seventy-twosurveys were completed. Through the onlinesurvey, the team sought to gain better insightinto students’ immigration history, deportationconcerns, experiences of campus climate, accessto on-and-off-campus resources, struggles withfinancial and housing matters, participation instudent activism, mental health experiences, andplans for life after UC Berkeley. From the onsetof our investigation, the research team met inperson with several administrators and front-linestaff members who helped the team revise theonline survey questionnaire.xxxxxIn summer 2019, the team initiated thesecond phase. In the second phase, the teamconducted nine informal, semi-structuredinterviews with staff and administrators whohave demonstrated a history of advocacy work insupport of undocumented students at UCBerkeley. All one-to-one interviews lasted onehour in duration. Through these interviews, theteam sought to gain a better understanding ofthe broader challenges that students face withinthe larger university campus. Through these twophases, the team captured a more nuancedunderstanding of the current experiences thatundocumented students face at UC Berkeley.

xxxxxWhile immigration-related concerns wereraised by both focus group participants and onlinesurvey respondents, the data suggests that despitethe continual and growing need for immigration-related support, students remain cautious inseeking help. At the time of the investigation,undocumented students and those from mixed-status households could obtain free legalassistance through a partnership between USP andThe East Bay Community Law Center (EBCLC).EBCLC is an off-campus community-basedorganization affiliated with the UC Berkeley

School of Law which provides free, confidential,and wide-ranging legal assistance to low-incomecommunity members, and more recently, UCBerkeley students (USP, 2019). Any consultationwith an EBCLC attorney is strictly confidential andprivileged information; attorneys cannot discloseany communication with third-party entitieswithout prior consent (USP, 2019). Despite thispartnership and promise of confidentiality, duringfocus groups, some students revealed that theywere either unaware of or felt cautious aboutobtaining services from EBCLC.xxxxxSurvey responses enabled a more nuancedunderstanding of possible explanations as to why

students remain cautious when in need of legalsupport. Students expressed fear of disclosingsensitive information pertaining to immigrationcases because of their concern as to what can bedone with this information. For example, whensurvey respondents were specifically asked whatprevented them from seeking legal assistance fromcampus, one undergraduate survey respondentanswered, “[n]ot knowing how legitimate the helpmight be. Scared it will affect me as a student orhow it will come back to haunt me.” Anotherrespondent added, “[t]he fact that I would have to

expose my undocumented status to people that arehighly capable of revealing my identity to anyoneis a big obstacle that prevents me from seeking [ ]legal services . . .” Survey responses suggest thatstudents' entrenched fear of disclosing personalimmigration information can discourage studentsfrom seeking legal support even when offered byan entity connected to campus. While studentsconsistently noted how being a UC Berkeleystudent provided them with resources to whichthey would otherwise not have access, participantscontinued to underscore the ways in which theirstatus negatively impacts their overall wellbeingbecause of fear.

F I N D I N G S


I M M I G R A T I O N - R E L A T E D C O N C E R N S

. . . [t]he fact that I would have to exposemy undocumented status to people that

are highly capable of revealing my identityto anyone is a big obstacle that prevents

me from seeking [ ] legal services . . .

xxxxxAt the time of the investigation, USP had anon-site licensed psychologist with a full clinicalcaseload who maintained a collaborativerelationship with the rest of UC Berkeley’sCounseling and Psychological Services (USP, n.d.).During one-on-one interviews, two staff membershighlighted how USP made it a priority to provideholistic mental health services to students. USPprovides financial assistance via reimbursementsand waivers to cover students’ mental healthadjoining issues, including intensive care andmedication. Yet staff members noted that theseservices are not sufficient to meet the mentalhealth needs of all undocumented students oncampus due to staff and resource limitations.Specifically, they noted the growing number ofstudents and the depth of mental health supportthat students need. Subsequent focus groupdiscussions coupled with online survey responsescorroborated this assessment of inadequate levelsof provision for a situation of extreme stress.xxxxxOnce the research team facilitated focusgroup interviews and collected online surveyresponses, it immediately became clear thatstudents at the undergraduate and graduate levelsconsistently cited immigration status as playing animportant role in their overall mental health.Focus group participants noted how unlike theirU.S. citizen classmates, undocumented studentsface additional stressors that prevent them fromsolely focusing on their academics. Oneundergraduate added:

Students’ sentiments suggest that intersectingidentities can create additional stressors thatstudents must overcome as they are navigating theuniversity system.

xxxxxMoreover, student responses suggest thatmental health is further strained by the possibilityof immigration related enforcement not only forthemselves but also for their family members,many of whom are also undocumented.Interestingly, some students drew parallelsbetween their day-to-day experiences with theexperiences of their parents. Students noted howdespite the challenges that they face navigatingUC Berkeley, the campus provides them a sense ofaccess to resources and protection. In contrast,participants observed that their family membersface more marginalization at their job sites, have amore limited access to social networks, and insome cases, have even more complicatedimmigration statuses than their own. Studentsemphasized how their concern for family membersis further magnified whenever they hear news ofpotential immigration raids. Students across focusgroup discussions recollected an incidentinvolving rumors of immigration agents beingspotted on campus followed by the university’sresponse involving the incident. Studentsconsistently noted how these rumors affectedtheir mental health, given concerns forthemselves, their families, and communities.xxxxxA handful of focus group participantsrecalled incidents involving immigration raids intheir hometowns. One student, in particular,recounted an incident involving a raid near herparent’s worksite. She reported calling her parentsimmediately to check up on them and requestedthem not to be out in the streets in caseimmigration agents returned. As she shared thisincident, she lamented that she did not reside nearher parents and expressed how this incidentcaused her increased levels of anxiety. The factstudents are concerned not only for their ownphysical wellbeing, but also for that of their familymembers, suggests the challenges thatundocumented students face on a day-to-daybasis. Similarly, during one-on-one interviews, twostaff members noted students’ concern for theirfamilies' wellbeing and stated this is inextricablylinked to students’ overall mental health. Giventhat students’ mental health is linked to the

M E N T A L H E A L T H


"You have all these worries about schooland then you add undocumented status,being a first-generation student wherenobody in the family knows how tonavigate higher education, and theneverything combines, and it feels like a lotto try to navigate school and [immigration]status."

intersection of immigration enforcement policiesand their families, UC Berkeley might considerhow better to address students’ needs by tacklingthis broader challenge.xxxxxMoreover, while graduate students sharesome of the same mental health stressors due totheir legal precarity with their undergraduatepeers, they also have diverging concerns.Specifically, graduate students noted two specificstressors that have important implications fortheir mental health. First, graduate students citedhow the lack of consistent funding resourcesavailable for graduate students considerablyaffects their mental health. Students stated theyare continuously concerned whether they will beable to pay for either the next semester oracademic year. Second, graduate focus groupparticipants noted that many of their mentalhealth needs are centered around the generalstructure of graduate school. For instance, almostall focus group participants mentioned feelings ofisolation in relation to the decentralized nature ofgraduate studies. Specifically, graduate studentsadded how they often feel isolated within theirdepartments, particularly after finishing their

required coursework and are either in laboratoriesor are collecting data in the field. Students notedhow laboratory and field placements often requirethem to be physically removed from the greatercampus community, which could otherwise providea source of support.xxxxxTwo staff members who provide one-on-onesupport to this student population, includinggraduate students, echoed similar responses whenasked about what they perceive are some of the keyproblems affecting this subpopulation. Staffmembers noted how it is not uncommon forundocumented graduate students to share stressorsassociated with the general nature of graduatestudies. One staff member added how studentsoften voice having difficulty finding fellow graduatestudents of color, much less fellow undocumentedstudents within their departments to whom theycan relate. The staff member further added howundocumented students face stressors associatedwith maintaining healthy relationships withadvisers/principal investigators (PIs) and fulfillingmajor academic milestones in a timely manner.


xxxxxA salient theme shared by survey and focusgroup participants was students’ limited access tofinancial aid both at the undergraduate andgraduate level. Students who qualify as AB 540(those who attended at least two years of aCalifornia high school and graduated from aCalifornia high school or attained the equivalentdegree, among other requirements) pay in-statetuition at UC Berkeley, even if not recognized asstate residents. Starting in spring 2012, eligible AB540 students also gained access to university-based grants and Cal Grants through the CaliforniaDream Act (California State Aid Commission, 2018).Unfortunately, despite this state-level financial aidpolicy, undocumented students remain barredfrom accessing federal financial aid. Therefore, itwas no surprise that study participants’experiences suggest that undocumented studentscontinue to face substantial financial aid gaps. Inturn, these gaps have important implications forstudents’ educational experiences.xxxxxOnline survey participants were asked toselect all the financial aid related resources thatthey have relied upon to cover their educationalexpenses. Students were provided with multipleoptions to choose from, ranging from personalsavings to emergency grants provided by USP.Survey responses reveal that rather than relyingon a single stream of financial aid resources,undocumented students rely on a complexcombination of different funding streams to covertheir education-related expenses. Fifty-six surveyrespondents identified Cal Grants as a criticalfunding source; this was an overwhelming majorityof the undergraduate participants in our study.Survey participants were also asked to select threeresources that have been the most beneficial tothem in helping them succeed as undocumentedstudents at UC Berkeley. Fifty-five undergraduatescited financial support as the most helpfulresource available to them, far ahead of legal,academic, and mental health support. Surveyresponses make clear the pivotal role thatfinancial aid plays in the educational trajectories

of undocumented students. In addition to onlinesurvey responses, focus group participantsprovided more in-depth insight into how limitedfinancial aid shapes students’ day-to-dayexperiences.xxxxxA handful of focus group participants notedthey spend considerable time locating paidinternships, scholarships, and employmentopportunities to meet basic needs and to narrowgaps in their financial aid. Others noted how theysought employment opportunities, which includedlate-night shifts and long commutes to and fromtheir job sites. An undergraduate studentsuccinctly summarized the impact that limitedfinancial aid has on students’ basic needs:

xxxxxThe student’s sentiment underscores how,regardless whether students work on or off-campus, students continue to face the barrier ofsystemic exclusion from financial aid. To mitigatethis exclusion, students highlighted how theyjuggle multiple responsibilities while stayingabreast of their academics. Through these focusgroup discussions, it also became apparent thatnon-DACA and non-AB 540 students faceadditional financial constraints within the greaterundocumented student population.xxxxxTraditional employment opportunities arenonexistent for non-DACA students. As such,during focus group discussions, non-DACAstudents elaborated on informal workopportunities that they have to undertake,particularly in the service sector. Twoundergraduates noted how their employers wereaware of their lack of a valid work permit and howthis made them more vulnerable to wage theft.One student added how her inability to undertakepaid internships and employment opportunitiesnot only deprived her of valuable research

F I N A N C I A L A I D


“[limited financial aid] means food, thatmeans housing, that means everything else.I want to be a student and not have to worktwo jobs. I’m just tired.”

experience but also exacerbated her financialconstraints. She asserted that her limited accessto paid opportunities played a significant role inwhy she had to relocate five times since she beganUC Berkeley. She went on to underscore how theCalifornia Dream Act was not enough to meet therising cost of living expenses, particularly for non-DACA students. These students face particularchallenges with neither federal financial aid norwork authorization.xxxxxGiven the decentralized nature of financialaid at the graduate level, it is no surprise that themost prevalent theme for undocumented graduatestudents is students’ overall limited access tofinancial assistance. A focus group participantdescribed the financial aid available to graduatestudents as “inconsistent and erratic.” Moreover,focus group participants noted how, unlike eligibleAB 540 undergraduates, graduate students remainexcluded from state financial-level aid through theCalifornia Dream Act. Additionally, through ourinvestigation it became apparent that master’sstudents seeking professional degrees face furthereconomic constraints despite being subject toprofessional fees in addition to tuition costs.Study participants elaborated how they often hadno choice but to rely on an array of discretionaryfunding sources that do not have strict citizenshipand residency eligibility requirements. Some of thefunding sources cited by focus group participantsincluded grants from Principal Investigators (PIs),private fellowships, emergency grants dispersedby the Office of Graduate Diversity (OGD) andUSP, and campus-wide and departmentalfellowships.

xxxxxMoreover, graduate students unanimouslysuggested that while the California Dream Actprovides them with the opportunity to apply toUC-wide fellowships, this was not enough,particularly for non-AB 540 and non-DACAgraduate students. Graduate focus groupparticipants noted how fellowships often require agraduate student instructor (GSI) component,which prevents non-DACA students from applyingand receiving these fellowships. For non-DACAstudents, their inability to seek employment notonly delimits the financial opportunities availableto them but also poses a significant professionaldevelopment obstacle. One graduate student, inparticular, explained how her graduate programrequires students to complete a minimum of twoyears of teaching. At the time of the investigation,she had managed to postpone her fellowshipteaching requirement but remained concernedthat her inability to teach would have unintendedlong-term consequences in her graduate programand beyond if she decided to pursue an academiccareer. Given these various eligibilityrequirements, the challenges faced by non-AB 540and non-DACA graduate students are distinct fromthe undocumented graduate student experiencemore generally.

C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y - P A G E 1 0

xxxxxA prevalent theme shared across focusgroups was frustration regarding the limited on-campus research and internship opportunitiesavailable to undocumented students. While DACArecipients can apply for internships through UCBerkeley’s Work-Study program and gain valuableexperience, non-DACA students remain excludedfrom participating in this program (Financial Aid &Scholarships, n.d.). This is a particular concern forstudents in STEM fields, given that many STEMinternships and research opportunities requirestudents to have a social security number, sincethese internships receive federal funds. A non-DACA STEM student, in particular, shared howeven though she was about to graduate, she feltthat she had not gained significant researchexperience because of her inability to secure alaboratory placement. She added, “How can I getexperience when I cannot work?” The student'ssentiment regarding her limited research andinternship opportunities accentuate thecontradiction between attending the world’spremier public research institution andundocumented students’ structural exclusion fromimportant opportunities, including research.xxxxxSeveral focus group participants alsohighlighted their experiences as Marco AntonioFirebaugh Scholars, a research program that seeksto expose undergraduates who have been formerlyincarcerated, system impacted, and undocumentedto research and to graduate school applications(Esteva Martinez, 2017). While study participantsremained appreciative of the experience that

Marco Antonio Firebaugh Scholars receive,students also remained critical of the university’scommitment to creating research opportunities forall students, including undocumented students.Focus group participants stated that theMarcoFirebaugh Scholars program operates onlimited funding; therefore, according to students,the quality of the program has been compromised.To elaborate their point, a handful of focus groupparticipants drew comparisons between MarcoAntonio Firebaugh Scholars, the McNair ScholarsProgram[1] and the Mellon Mays UndergraduateFellowship Program.[2] A graduating senior added,“Firebaugh is not enough - we need to be able toparticipate in research programs that are alsocompetitive and will add prestige to our graduateschool applications such as programs as [the]Mellon Mays Program.” Limited research andinternship opportunities have importantimplications for undocumented students’ overallacademic experience and preparation for possiblecareer routes beyond UC Berkeley. Focus groupparticipants suggested that UC Berkeley couldallocate funding sources to expand an internshipprogram to provide students with valuableexperiences for undocumented students,particularly non-DACA students whose access toresearch opportunities is very constrained. Byproviding more internships and researchopportunities for undocumented students,students will have a more enriching collegeexperience and subsequently be better positionedto navigate life after college.

R E S E A R C H O P P O R T U N I T I E S

[1] McNair is a federally funded program that seeks to provide underrepresented undergraduates with valuableresearch experience and expose students to the graduate school application process. However, because theprogram receives federal funding, undocumented students remained excluded from participating in theprogram. [2] Mellon Mays is a privately funded program that accepts undocumented students. It became apparent duringfocus groups that some students were under the mistaken impression that Mellon Mays did not acceptundocumented students.

P A G E 1 1 - C L I M A T E S T U D Y O F U N D O C U M E N T E D S T U D E N T S A T U C B E R K E L E Y

"I don’t know,

let me know

when you find it. It

feels fake. They

[professors] tell you,

‘you are doing great,

you have a 4.0 [GPA] …

to go bag stuff at

Safeway?"

"Help us feel

like it’s not

a marathon for no reason.

Give us some hope,

point us

to a direction that

can help."


xxxxxLastly, a prevalent theme shared across all studyparticipants was the concern for life after college. CurrentDACA recipients expressed deep concern about whether ornot the policy will remain in place by the time they graduate.Students emphasized being worried about potentially losingtheir work permit and protection from deportation andwondering what they would be able to accomplish with a UCBerkeley degree given their tenuous legal status.xxxxxCurrent non-DACA students identified their legal statusas a major impediment for planning for life after college. Forexample, during focus group discussions, students wereasked what a welcoming campus environment looks like forundocumented students. A non-DACA undergraduate replied,“I don’t know, let me know when you find it. It feels fake.They [professors] tell you, ‘you are doing great, you have a4.0 [GPA] … to go bag stuff at Safeway?” A fellowundergraduate joined the conversation and added, “Help usfeel like it’s not a marathon for no reason. Give us somehope, point us to a direction that can help.” Thesesentiments highlight how the uncertain prospects of lifeafter college create an ongoing state of ambiguity regardlessof a college degree from the top-ranked public university inthe United States.xxxxxIt is also noteworthy that even though all studyparticipants expressed a deep concern for life after college,there were essential nuances between undergraduate andgraduate students. While undergraduate students couldcontemplate further time as students, delaying the questionof “life after college,” graduate students expressed a greatersense of urgency in finding support after graduation becausetheir pursuit of higher education was coming to an end.During the all graduate student focus group, a current non-DACA student mentioned that she was in the last years of hergraduate program, and she expressed how instead of lookingforward to the final stages of her degree, she wasexperiencing a lot of anxiety. She attributed her anxiety tothe prospects of completing her doctoral degree. She furthernoted how she has continuously considered leaving thecountry once she receives her doctoral degree given herinability to work legally in the country. After a few secondsof silence in the room, she added that she remained hopefulthat once she left the country, she would be able to work in afield that is aligned with her academic training.

L I F E A F T E R C O L L E G E

xxxxxFor undocumented students, plans for life after collegebecome inextricably linked to state and federal laws andpolicies that are beyond students’ control. While studyparticipants acknowledged that immigration laws existoutside of UC Berkeley’s purview, study participants positedthat the campus could play a vital role in helping thembecome better prepared for post-campus life. Specifically,students suggested the university could provide them withvaluable opportunities to enhance their research, academic,internship, and entrepreneurship skills. Undergraduatesnoted they would like to have more in-depth information onhow to apply to graduate school, and more importantly, onlocating financial resources, if any are available forundocumented students to fund graduate school. Whilestudents acknowledged that USP has been providing someworkshops on how to apply to graduate school, studentsconsistently asserted that these workshops were notenough. Some students noted their inability to attend theseworkshops due to their tight schedules. Others added thatthese workshops focused on information more pertinent forstudents who have DACA status and might be interested inpursuing a doctorate. As such, students noted that theywould like to see a comprehensive system in place beyondthe USP office that can provide them with information aboutgraduate school. Students also highlighted the need to haveaccess to information on entrepreneurship, self-startingbusinesses, and seed grants, given current federalrestrictions on being hired as an employee without workauthorization. Moreover, they went on to suggest that theseopportunities could help them learn how to create futureopportunities regardless of their immigration status. In aneffort to better address students' needs, the campus wouldneed to expand research, internship, professionaldevelopment, and entrepreneurship opportunities to allstudents regardless of immigration status.

RESEARCH

INTERNSHIPS

PROFESSIONALDEVELOPMENT

ENTREPRENUERSHIP


L I F E A F T E R C O L L E G E

R E C O M M E N D A T I O N S

xxxxxAs California’s flagship university, UCBerkeley is well-positioned to lead the state’s, ifnot the country’s, efforts in supportingundocumented students and their families.Findings suggest that the campus can leveragestudent experiences to reevaluate and improve itscurrent services to enhance currentundocumented students’ skills and beyond. Morespecifically, the campus can provideundocumented students with valuableopportunities to strengthen students’ research,academic, internship, and entrepreneurship skills.

To accomplish such a goal, the campus mustengage in intentional efforts that send a clearmessage of what diversity and inclusivity can looklike regardless of students’ immigration status. Asstudents in the study aptly remind us, support forundocumented students is manifested through“concrete action steps.”xxxxxAs such, our team has outlined severalrecommendations that we hope can serve as apoint of departure for moving the conversationforward.

The university should make an institutionalized financial commitment to expand legal resourcesfor undocumented students and family members.

The university should facilitate a partnership between EBCLC and the University of CaliforniaImmigrant Legal Services Center so that students’ family members who live far away from the BayArea can receive legal consultations from the center.

The university should work in collaboration with UC Student Health Insurance Plan (UC SHIP) tocreate a transition health plan for undocumented students who would otherwise lose theirhealthcare benefits upon graduation. Alternatively, the university can work with the UC SHIPoffice and off-campus community clinics to create a resource guide that will help studentsidentify low-cost health care providers throughout the state.

The campus should recognize the growing need for mental health services by institutionalizing thesalary of USP’s therapist instead of relying on philanthropic funds. Philanthropic funds should beutilized to expand other mental health resources.

The university should lead orchestrated efforts to increase access to culturally competent mentalhealth resources both at the undergraduate and graduate levels. Moreover, these services shouldbe attuned to students’ intersecting identities, including but not limited to race, sexualorientation, disability, socioeconomic level, and immigration status.

I M M I G R A T I O N - R E L A T E D C O N C E R N S

M E N T A L H E A L T H


R E C O M M E N D A T I O N S

Given that professional degree students have additional professional fees in addition to tuitioncosts, Graduate Division should work in partnership with deans from different professionalprograms so that these programs can set aside funds specifically for this subpopulation.

Graduate Division should work in collaboration with on-campus partners to develop a protocolthat outlines the campus financial commitment to undocumented graduate students who are,because of their immigration status, unable to undertake on-campus employment positions ofGraduate Student Instructor (GSI), Graduate Student Researcher (GSR), or Postdoctoral positions.

Graduate Division should work in partnership with USP, Office for Graduate Diversity (OGD), andother on-campus partners to establish a permanent fellowship endowment formaster/professional and doctoral students.

The university should use its platform to lobby in Sacramento in support of the expansion of theCalifornia Dream Act (CA Dream Act) for graduate students at the UC system.

With the recent signing of Senate Bill 354, a state bill that expands the eligibility of the CaliforniaDream Loan program to graduate students, the university should lead an informational campaignthat informs students about this new policy.

The university should use its platform to conduct a lobbying campaign in Sacramento thatsupports the expansion of AB 540 eligibility for graduate students who have established CAresidency. By doing so, current non-AB 540 graduate students would be eligible for internalfellowships that are otherwise available to AB 540 graduate students.

The Financial Aid office should continue working collaboratively with USP to provide tailoredfinancial aid literacy workshops that cover student budgeting, the CA Dream Loan, and life aftercollege.The university should make an institutionalized financial commitment to expand legalresources for undocumented students and family members.

The university should work collaboratively with the Financial Aid Office, USP, Career Center, andother campus partners to create a parallel program to the Director's Work-Study Program that canprovide non-DACA students with valuable research and career development opportunities.

The university should make a campus-wide commitment to funding research programs thatexplicitly recruit undocumented students. Alternatively, the university could allocate funds thatcan be used to give undocumented students (i.e., at the undergraduate and graduate levels)stipends for conducting research. These stipends should also be available for the summerregardless of whether or not students are enrolled in summer courses.

F I N A N C I A L A I D

R E S E A R C H O P P O R T U N I T I E S


The Career Center should work collaboratively with USP, OGD, and Graduate Division to provideundocumented students (i.e., both at the undergraduate and graduate levels) tailored informationabout professional development while at UC Berkeley (e.g., resume building and cover letterdrafting, applying for internships and jobs, etc.)

The Career Center should work collaboratively with USP, OGD, Graduate Division, and off-campuspartners to create a career fair for graduating undergraduate and graduate students.

The Career Center should work collaboratively with USP, OGD, and off-campus partners toprovide students with multiple in-depth trainings on limited liability corporations andindependent contracting. Special outreaching efforts should target rising juniors, seniors, andgraduate students.

OGD needs to work in partnership with the Graduate Division, the Career Center, and off-campuspartners to provide tailored professional development opportunities that are specifically gearedtoward first-generation, low-income, and undocumented graduate students. These professionaldevelopment opportunities should include information, including but not limited to: independentcontracting, how to apply for fellowships, and demystifying the process of becoming a facultymember.

The university should work collaboratively with UCOP to either eliminate the work permitrequirement for the President's Postdoctoral Fellowship Program or create a parallel program thatis available to all undocumented graduates, regardless of work permit requirements.

The Career Center should work collaboratively with USP to facilitate workshops on how to applyfor and fund graduate school.

OGD and Graduate Division should work collaboratively to set aside funds for fee waivers forprospective undocumented graduate student applicants.

OGD and USP should work collaboratively to organize and facilitate graduate student panels andnetworking mixers between undergraduates and current graduate students.

The alumni association should work in partnership with USP & OGD to establish an undocumentedalumni association that can help connect current UCB students with alumni.

L I F E A F T E R C O L L E G ECareer Development

Preparing for Graduate School


xxxxxResponses from the online survey, focus group discussions, and one-on-one interviews provided uswith ample and meaningful examples of the various day-to-day challenges that undocumented students faceat UC Berkeley. Findings further suggest that immigration status plays a significant role in students’immigration-related concerns, mental health, financial aid availability, research opportunities, and life aftercollege. How the university responds to students’ challenges is consequential for how students seethemselves as (un)important members of UC Berkeley’s student body. As our recommendations suggest, thereis ample room for UC Berkeley to improve its services and reevaluate its partnerships with on-and-offcampus partners. The campus must meet students halfway given that undocumented students remainresilient despite immense and ever-changing challenges en route to graduation. Students ask for a similareffort in return that will allow them to concentrate on their studies.

C O N C L U S I O N

T H E C A M P A N I L E W I T H S C E N I C V I E W O F S A N F R A N C I S C O B A Y . © 2 0 1 7 U C R E G E N T S , A L L R I G H T S R E S E R V E D


R E S E A R C H B I B L I O G R A P H Y

Canedo Sanchez, R., & So, M.L. (2015). UC Berkeley’s Undocumented Student Program: Holistic strategies for xxxxxx undocumented student equitable success across higher education. Harvard Educational Review, 85(3),xxxxxx 464–4767. https://doi.org/10.17763/0017-8055.85.3.464

California State Aid Commission. (2018). California Dream Act application FAQ’s for students and parents.xxxxxxRetrieved from https://www.csac.ca.gov/sites/main/files/fileattachments/california_dreamxxxxxx_act_faq.pdf

Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches.xxxxxxNew York, NY: Sage Publications. Employers interested in hiring DACA students (n.d.). Retrieved from xxxxxxhttps://www.vpul.upenn.edu/careerservices/DACAemployers.php

Esteva Martinez, J. (2017). 2017 Marco Antonio Firebaugh Scholars Program [PDF file]. Retrieved fromxxxxxxhttp://research.berkeley.edu/sites/default/files/FirebaughUpdatedApp2017.pdf

Financial Aid & Scholarships. (n.d.). Berkeley undergraduate Dream Act Aid. Retrieved from xxxxxxhttps://financialaid.berkeley.edu/berkeley-undergraduate-dream-act-aid

García Bedolla, L., Nakano Glenn, E., & Escudero, K. (2013). Working together to improve the campus climate forxxxxxxundocumented AB 540 students at UC Berkeley. Retrieved from https://www.crg.berkeley.edu/wp-xxxxxxcontent/uploads/2016/08/ResearchReport-PartA-Feb2013.pdf

Gonzales, R. (2019). Administration extends Temporary Protected Status to many Salvadorans in U.S. Retrievedxxxxxxfrom https://www.npr.org/2019/10/28/774249816/administration-extends-temporary-protected-status-xxxxxxto-many-salvadorans-in-u-s

Ledesma, A. (2013, September 18). A personal history of undocumented student support at UC Berkeley.xxxxxxRetrieved from https://comunidadatcal.wordpress.com/2013/09/18/a-personal-history-of-xxxxxxundocumented-student-support-at-u-c-berkeley/

Miles, M., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: An expanded sourcebook (3rd ed.). xxxxxxNew York, NY: Sage Publications.

Muñoz, S. M., & Vigil, D. (2018). Interrogating racist nativist microaggressions and campus climate: Howxxxxxxundocumented and DACA college students experience institutional legal violence in Colorado. Journal of

xxxxxxDiversity in Higher Education, 11(1), 1–16. http://dx.doi.org/10.1037/dhe0000078

Rhodan, M. (2017, September 5). Attorney General Sessions says DACA program will be phased out. Time.xxxxxxRetrieved from http://time.com/4927227/daca-undocumented-dreamers-jeff-sessions/

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications. UndocumentedxxxxxxStudent Program (USP). (2019, September, 20). Legal support appointments. Retrieved fromxxxxxxhttps://undocu.berkeley.edu/legal-support-overview/legal-support-appointments/

Undocumented Student Program (USP). (n.d.). Mental health support. Retrieved fromxxxxxxhttps://undocu.berkeley.edu/academic-support/mental-health-support/


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