In the US, undocumented students have been facing challenges when pursuing their higher education. Analyzing whether Deferred Action for Childhood Arrivals should get federal assistance for college is a fundamental concern for American education sector and also to the general public. The relief was experienced in 2012 when President Obama announced DACA program, which enabled a young adult to escape deportation by obtaining DACA status. The program has relieved the burdens that undocumented college students face during their higher education program (Malik). However, there has been a debate whether or not the DACA students should enjoy Federal benefits for college.
Undocumented students have been facing challenges when accessing higher education due to high tuition fees, living expenses as well as difficulties to secure job during their education to support themselves and their families (Kerwin et al. 3). DACA provides undocumented students with the Social Security number that enables learners to access Free Application for Federal Student Aid (FAFSA) to receive a contribution number that enables them to get institutional support in particular states as well as colleges. According to Malik, 24 states currently grant DACA beneficiaries opportunity to pay in-state tuition rates and have access to higher education grants.
The federal assistance for college is beneficial for both DACA students and the state. The students would have no adverse financial pressures and the policy allows them to get well-paying jobs while in colleges (McHugh 2). The current findings indicate that working within the statutory and administrative platform of federal policy enable DACA immigrants to achieve crucial gains in legal and educational status (Kerwin et al. 4). The federal assistance may be considered as an intentional process of development and professionalization in the educational sector to address the needs of immigrants.
However, the interest of the opposing side should not be assumed. For instance, when the DACA program was launched various participants in immigration sector challenged it and redirected staff, assets, and networks of collaborators against the program. The primary factor is to consider the challenges and opportunities associated with the program and how it would influence the higher education system (Malik). The answer for the ongoing motion would be effectively answered by the accomplishments achieved since DACA’s inception and the educational achievement of the CADA students who have enjoyed federal assistance. The current results indicate that there is a close engagement between the immigrant-serving sector and the US undocumented resident willing to obtain permanent immigration benefits.
Government and immigrant-serving community should map and engage the higher education institutions to provide guidance and support of the DACA program. Subsequently, there is a need to raise awareness to the immigrants to apply for DACA so that they may receive federal assistance. Therefore, the immigrant-serving agencies should use technology to enhance service delivery as well as public education to the DACA applicants to seek federal assistance when pursuing their higher education (Kerwin et al. 6). However, every intelligent individual would consider federal benefits essential to the DACA students.
Access to education for every American residence is an important aspect to consider. Therefore, higher education institution should participate in ensuring that all DACA students get federal assistance to enhance their learning experience. I am certain that my fellow students, lecturer and also government would support the initiative to ensure that young immigrants acquire college education without unnecessary struggles. The effective operation of the program would be facilitated by the collaboration between colleges, students, DACA parents, Immigrant-serving agencies and the government.
Works Cited
Kerwin, Donald, et al. "The DACA Era and the Continuous Legalization Work of the US Immigrant-Serving Community." New York: CMS. http://cmsny. org/publications/legalization-report (2017).
Malik, Sanam. "DACA helps undocumented students access higher education." Center for American Progress, April 7 (2015). https://www.americanprogress.org/issues/immigration/news/2015/04/07/110558/daca-helps-undocumented-students-access-higher-education/
McHugh, Margie. "Diploma, please: Promoting educational attainment for DACA-and potential DREAM Act-eligible youth." Washington, DC: Migration Policy Institute (2014).
