Examining DACA Students’ Financial Experiences in College

Regan, Erica P.; McDaniel, Anne

doi:10.3102/0013189x19875452

Cited by 5 publications

(6 citation statements)

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“…Although DACA allows recipients to participate more fully in U.S. society, including higher education, they are not eligible for federal and most state financial aid (Regan & McDaniel, 2019). There are approximately 427,345 undocumented students enrolled in higher education (Higher ED Immigration Portal, 2021).…”

Section: History Of Dacamentioning

confidence: 99%

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¡Estamos Aquí y Somos Importantes!: Fostering Latinx First-Generation College Undocumented/DACAmented Students’ Sense of Belonging and Well-Being with Culturally Responsive Mentoring

Alaniz,

Gloria

2023

About Campus: Enriching the Student Learning Experience

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I'm here, I got accepted to the university…as a DACA recipient and the first in my family to attend a four-year university, I'm thrilled, proud of my accomplishments…and yet I'm not sure about meeting with Professor Cullen from my department today. I have no idea what to expect or what questions to ask. Is it safe to share my immigration status with them? Will they understand what it means to be a DACA recipient? What do I say, will he think that my DACA is expired, and I'm going to lose my job? How will I pay for school? Can I even go to school with how expensive it is going to be? I need to work to help my family, I'm not sure what to do. I feel my heart racing and my hands are trembling. Do I belong here? What will I do if Professor Cullen is unwelcoming or doesn't understand what I'm going through?S TUDENTS, MUCH LIKE CLAUDIA, who are the first in their families to attend college and have Deferred Action for Childhood Arrivals (DACA) status, question whether they will be welcomed, accepted, and safe in their relationships and on campus. Setting the stage for this paper, we provide

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Section: History Of Dacamentioning

confidence: 99%

“…Although DACA allows recipients to participate more fully in U.S. society, … they are not eligible for federal and most state financial aid (Regan & McDaniel, 2019).…”

Section: History Of Dacamentioning

confidence: 99%

¡Estamos Aquí y Somos Importantes!: Fostering Latinx First-Generation College Undocumented/DACAmented Students’ Sense of Belonging and Well-Being with Culturally Responsive Mentoring

Alaniz,

Gloria

2023

About Campus: Enriching the Student Learning Experience

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“…They also engage in everyday tasks that enable the financial advancement of working parents and family members by providing them with things like rides to work or appointments, or by working as caregivers or tutors to siblings (Delgado, 2020b). As youth enter higher education or the workplace, their personal financial responsibilities often only increase (Regan & McDaniel, 2020). Within mixed status families, U.S. citizen children (Abrego, 2019) and children who acquire protected legal status, such as Deferred Action for Childhood Arrivals (Patler et al, 2020), might take on greater financial and family logistic responsibility, like driving family members to activities or appointments, as adolescents and while they come of age.…”

Section: Financial Labormentioning

confidence: 99%

Working‐class Latina/o youth navigating stratification and inequality: A review of literature

Canizales

Hondagneu‐Sotelo

2022

Sociology Compass

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Reflecting broader systems of stratification and inequality, sociological research shows that working‐class Latina/o immigrant families experience multiple marginalizations that require their children and youth to transcend the bounds of normative childhood by prematurely taking on roles and responsibilities typically thought of as reserved for adults. Still, the work kids do is largely studied in isolation and treated as exceptional. This paper brings together empirical research on poor and working‐class immigrant Latina/o youth and families to show that, in the face of stratification and growing inequality, these youth's labor is commonplace, spanning across multiple spheres of society, and that it is so because these youth's labor is essential to their personal and familial stability in the short‐term and mobility in the long‐term. Through this review, we conclude that Latina/o immigrant youth's financial, legal, cultural, and emotional labor must be considered when assessing the social forces that determine youth's socioeconomic and socioemotional outcomes in adulthood. We offer this analysis to advance scholarship on Latina/o stratification, immigration, and children's and youth's role in their individual and familial life outcomes.

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“… 5 Those with DACA status are ineligible for federal assistance programs or federal loans. 6 , 7 These restrictions add financial stress during undergraduate studies, and many students must work to cover costs while attending school. 7 Medical education tuition is particularly expensive and may present financial strain for many regardless of immigration status.…”

Section: Introductionmentioning

confidence: 99%

“… 6 , 7 These restrictions add financial stress during undergraduate studies, and many students must work to cover costs while attending school. 7 Medical education tuition is particularly expensive and may present financial strain for many regardless of immigration status. Without the ability to apply for federal loans, those with DACA status must explore alternatives that are limited, inconsistent, and more expensive to acquire (e.g., private loans).…”

Section: Introductionmentioning

confidence: 99%

Deferred Action for Childhood Arrivals (DACA): Maximizing Impacts in Medical Education and Health Care

et al. 2022

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Introduction Deferred Action for Childhood Arrivals (DACA) provides a path for individuals who are undocumented to join the physician workforce. Indeed, recipients of DACA can play an important role in addressing health inequities in medicine. Although DACA has been in place since 2012, many medical schools remain unaware of it or are hesitant to consider recipients for admission. In a similar vein, the premedical community, including those with DACA status, may be unaware of their eligibility and the steps necessary to pursue medicine. Further education and outreach are needed to achieve institutional policies conducive to the inclusion and success of those undocumented in medicine. Methods We created an hour-long workshop to empower learners with key knowledge relevant to DACA policy and its impact on medicine. We evaluated the workshop through pre- and postworkshop questionnaires assessing participant knowledge and attitudes based on the theory of planned behavior (TPB). Results A total of 112 participants engaged in our workshop. Ninety-one pretests and 61 posttests were completed by attendees. Data revealed a significant increase in performance on all knowledge-based and TPB questions, including intention to participate in future policy development. Moreover, participants reported appreciating the interactive nature of the session and expressed feelings of empowerment by their newfound knowledge base. Discussion This workshop provides a promising foundation from which conversations and progress regarding DACA-related medical education policy can begin. Specifically, the workshop engages participants in the process of identifying actionable steps for overcoming barriers to inclusion and support.

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Examining DACA Students’ Financial Experiences in College

Cited by 5 publications

References 0 publications

¡Estamos Aquí y Somos Importantes!: Fostering Latinx First-Generation College Undocumented/DACAmented Students’ Sense of Belonging and Well-Being with Culturally Responsive Mentoring

¡Estamos Aquí y Somos Importantes!: Fostering Latinx First-Generation College Undocumented/DACAmented Students’ Sense of Belonging and Well-Being with Culturally Responsive Mentoring

Working‐class Latina/o youth navigating stratification and inequality: A review of literature

Deferred Action for Childhood Arrivals (DACA): Maximizing Impacts in Medical Education and Health Care

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