Undocumented and Undeterred: The Fight for Tuition Equity in Tennessee

Project Title

Undocumented and Undeterred: The Fight for Tuition Equity in Tennessee

Faculty Mentor(s)

Project Description

My project contributes to the growing field of research done on the undocumented community in the U.S. by filling the gap of knowledge on undocumented students in southern states, specifically Tennessee. 

According to the Higher Ed Immigration portal, as of 2019 there are approximately 98,000 undocumented students who graduate from U.S. high schools every year. With a federal DREAM (Development, Relief, and Education for Alien Minors) Act yet to be passed and the DACA (Deferred Action for Childhood Arrivals) program on its deathbed, it is crucial that states take initiative and address the needs of their undocumented students. Through the institution of tuition equity policies, that include both access to in-state tuition rates and financial aid, undocumented students in restrictive states such as Tennessee can have a greater opportunity to attend college and achieve their dreams just as their documented peers.

My research project focuses on studying the intersection of both federal and state immigration and education policies that impact college-going opportunities for undocumented youth in the state of Tennessee. For undocumented youth aspiring to advance their education after high school, access to post-secondary education opportunities are extremely limited and inaccessible due to their status. While tuition equity policies are present in various states throughout the country, these policies differ on a state by state level, further restricting undocumented students’ access to such opportunities. I argue that when advocating for tuition equity policies, it is crucial to include both the implementation of in-state tuition rates and access to financial aid for all students regardless of their immigration or socioeconomic status. In focusing my project on Tennessee, a state infamously known for its restrictive and anti-immigrant policies, I hope to highlight and document the years of activism work done by the undocumented community and allies to support the immigrant community despite the lack of legislative action.

Why is your research important?

By bridging this knowledge gap and essentially documenting the undocumented, the stories and struggles of those belonging to this community can be brought to light in an effort to finally address them. Furthermore, for undocumented students across the country who grew up being told to remain invisible and succumb to the limitations of their status, it is refreshing to read work that does not demonize us but rather acknowledges the struggles we have faced and overcome all while advocating for our needs.

What does the process of doing your research look like?

The majority of my research was spent doing readings on national as well as state immigration policies, personal testimonios from undocumented youth and allies, and a close analysis of the history of grassroots organizations and advocacy done surrounding tuition equity in Tennessee. Because my project was also community-based, I spent a great deal of time working with the ESL teacher from my old high school, Gina Davis, to create college-access material for the Latine and undocumented students of the school as they prepare for their next steps post-graduation.

What knowledge has your research contributed to your field?

I think that conducting research or work towards the advancement of immigrant’s rights can be a very emotionally taxing and slow process especially for individuals who have a personal connection to the community. Unfortunately, my project uncovers and documents that unlike the lack of attention towards the undocumented community in southern states such as Tennessee, there is a long history of undocu-organizing and advocacy from and for these communities that has gone unrecorded. Furthermore, by redefining the term Tuition Equity to include both the access to in-state tuition rates and financial aid, I hope that the advocacy work done within this movement can achieve a more comprehensive goal to include and address all the need of undocumented students.

In what ways have you showcased your research thus far?

This is my first time conducting “official” research on tuition equity and it was also my first time presenting my work at the Oberlin Summer Research Institute (OSRI) Research Symposium. However, I have been engaging in tuition equity work for over two years now. This past March  I went to the Tennessee capital with a fellowship called Semillas of Equity to advocate for the passing of a tuition equity bill before legislators as well as sharing my attestation as an undocumented student from the state who was able to attend college despite all the barriers. I am thankful for the opportunity OSRI has given me to pursue my interest in an academic setting.

How did you get involved in research? What drove you to seek out research experiences in college?

I have been engaging in tuition equity advocacy since I graduated from high school through an internship and fellowship with Centro Hispano de East TN, a Tennessee-based Latine non-profit. Last summer I was a post-secondary access intern at Centro where I conducted college access work for Latine and undocumented high school students in the Knoxville area. I recently completed a fellowship with ‘Semillas of Equity,’ a group composed of Latine students from Tennessee working to educate our policymakers and community on what tuition equity means and different college opportunities for students regardless of status. Despite having left Tennessee and attending college in Ohio, my work in both positions with Centro has reminded me that there is still much work to be done. There are thousands of undocumented students in the state who graduate each year hoping to attend college and it is because of them that I was motivated to pursue this research project in hope of bringing real change to the state.

What is your favorite aspect of the research process?

My favorite aspect of the research process over this summer has been having the opportunity to work within a cohort of fellow researchers. While research can often be an isolating endeavor, I appreciated having a group of peers to learn from and create community with over the summer. While everyone's project was so different and unique from my own, I was able to learn so much from our group events and enjoyed hearing everybody’s weekly discoveries and progress.

How has working with your mentor impacted the development of your research project? How has it impacted you as a researcher?

Having Professor Gina Pérez as my mentor has been one of the best and most rewarding choices I have made in my academic career. She is very knowledgeable in Latina/o studies and has been able to provide me with invaluable sources and guidance while conducting my research. Furthermore, she constantly reassures me that the work I am doing is important, and she has inspired me to pursue a career in academia as a first-generation Latina.

How has the research you’ve conducted contributed to your professional or academic development?

Being a part of Oberlin Summer Research Institute and conducting research for the first time has provided me with the experience and knowledge of what work in higher education can look like. Throughout this summer I have learned small things such as how to select and cite sources to much bigger lessons such as how to advocate for social justice through my research. Growing up, I never imagined myself doing research, much less during my undergraduate years, but I am extremely grateful to OSRI and my mentor for the opportunity and guidance throughout this journey.

What advice would you give to a younger student wanting to get involved in research in your field?

Go for it and do not be afraid! To any first-gen student struggling with imposter syndrome and doubting whether they are smart or capable enough to conduct research, I would like to reassure and encourage you that you are more than capable and are here for a reason. Do not be afraid to ask questions, reach out for help, or try something out for the first time.