Undocumented Undergraduates on College Campuses: Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus

This study explores the lived experiences of undocumented undergraduate students in the United States, aiming to identify the specific challenges they face and the personal assets they utilize to persist in higher education. By employing an ecological framework—which views student development as a result of the interaction between individual characteristics and their surrounding environments—the authors analyze how institutional contexts either hinder or support these students. The research draws on a comprehensive national survey of diverse undocumented students across various public and private, two-year and four-year institutions.

The authors highlight that undocumented students navigate a complex landscape of legal, financial, and social risks. These include limited access to federal financial aid, the constant threat of deportation, and the psychological burden of maintaining a marginalized status. Despite these systemic obstacles, the study emphasizes that these students bring significant assets to their campuses, such as high levels of resilience, strong motivation, and unique perspectives that enrich the academic community. The research suggests that these students are not merely passive victims of their circumstances but active agents who leverage their experiences to navigate educational systems.

To better support this population, the authors advocate for the creation of "undocufriendly" campuses. This involves moving beyond symbolic gestures toward concrete institutional changes. Key recommendations include establishing dedicated resource centers, providing specialized training for faculty and staff to understand the unique legal and emotional needs of undocumented students, and implementing inclusive policies that mitigate financial and administrative barriers. The study argues that when institutions actively foster an environment of belonging and provide targeted support, they can significantly improve the retention and success of undocumented undergraduates.