immigrant student college essay

I’m a First-Generation American. Here’s What Helped Me Make It to College

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My father is an immigrant from Mexico who decided to sacrifice his home to give me a better life. He grew up with the notion that the United States had one of the best education systems in the world and he saw that education as my ticket to participate in the pursuit of happiness.

When he moved to America, he chose Flushing, Queens, in New York City—which this year became an epicenter of the COVID-19 crisis—because the public elementary school was highly regarded for its academics and safety. But navigating the public school system was extremely difficult, marked with constant reminders that the system was not designed for students like me. These difficulties and inequities have been exacerbated by the COVID-19 crisis and will continue to impact students if they remain unaddressed.

My father always lived with the fear that if people found out I was the son of a Mexican immigrant, I would be ostracized in the classroom. From the first day of elementary school, he prayed that no one would bother me for being Mexican American, and that I would learn English quickly so I could defend against attacks on my identity. I have gone through all my academic career fighting the stereotypes that Mexicans are all “lazy” and “undocumented.”

I have experienced an interesting duality as a Mexican American, one that has played a formative role in my education and development. I have two languages, two countries, two identities. I learn in English but live in Spanish. I am Mexican at home but American at school.

I first became aware of this code-switching in middle school. The ways I interacted with my white, wealthy peers were far different from with my Latinx friends. I understood that English held more power than Spanish. Many people associate an accent or different regional variants of English to be unsophisticated, so I worked to be perceived as “articulate” and “well-spoken” at my local elementary and middle schools. In fact, it was my attention to coming across as “articulate” that helped me get into the high school that I attended.

I wanted to attend a high-achieving high school, but I did not perform well on the Specialized High School Admissions Test (SHSAT) and therefore failed to be admitted into one of New York City’s specialized high schools. But the principal of Millennium High School, a selective public high school in Manhattan, offered me a spot—and gave me a shot. Principal Colin McEvoy saw more than the student who failed to get into a SHSAT school. He saw a well-spoken kid who was determined to find a school that would have the resources to achieve his goal of graduating and going to college. My father had sacrificed everything so I could go to college, and I saw Millennium as the means to get there.

Not every student can have the same opportunity I did, but every school community and educator can take certain steps to support students who feel at odds within a system that was not designed for them. Here are three steps that will help students like me:

1. Play an active role in their students’ lives outside of academics. While this is important during “normal” times, it is even more important now during the global pandemic when students are worried about their family, cut off from friends, and unsure what the future holds. Each student should be assigned a teacher who also serves as adviser, an additional adult figure in their life to help guide and assist them—even if this is done virtually. At Millennium, each student in the beginning of the high school experience is assigned an adviser and meets in advisory class three days a week to complete college-preparatory activities and check in with their adviser about academics and their personal life.

2. Acknowledge how political developments may affect students. Schools should provide students who may be affected by a policy decision with the tools to protect their education. I have many friends who have been affected by the Deferred Action for Childhood Arrivals policy and had to go through the complex process of ensuring they could study in the country without their parents. This June, the Supreme Court rejected the Trump administration’s efforts to rescind DACA, but immigrants’ fight for protection under the law is far from over. It is important for teachers to understand how politics can impact the well-being of students—and how the fear of those impacts often take a toll on students’ academics.

3. Offer guidance on how to apply to college and options aside from college. My former high school requires every student to meet with the college guidance counselor at least twice, once each in their junior and senior years. As the first in my family to apply to college, these meetings were essential for me to figure out the application process, as well as for navigating financial aid and scholarships. It was only with this guidance that I applied for a Posse Foundation scholarship and earned a full scholarship to Middlebury College—opportunities that I would not have even known about otherwise.

As the COVID-19 vaccine gets rolled out more widely, there remain a lot of unknowns in higher education and in many families’ financial futures. Educators can help students explore alternate opportunities during this difficult time, including community college, internships, apprenticeships, gap years, or service-learning options.

Students of marginalized communities are both fighters and academics. Going through the American education system is difficult, and there are active ways that schools and educators can help their students navigate it. This is not a matter of doing the work for the students but acknowledging that there are several challenges present in students’ lives—challenges that may be exacerbated during a pandemic—and helping them navigate them.

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Eight brilliant student essays on immigration and unjust assumptions.

Read winning essays from our winter 2019 “Border (In)Security” student writing contest.

For the winter 2019 student writing competition, “Border (In)Security,” we invited students to read the YES! Magazine article “Two-Thirds of Americans Live in the “Constitution-Free Zone” by Lornet Turnbull and respond with an up-to-700-word essay. 

Students had a choice between two writing prompts for this contest on immigration policies at the border and in the “Constitution-free zone,” a 100-mile perimeter from land and sea borders where U.S. Border Patrol can search any vehicle, bus, or vessel without a warrant. They could state their positions on the impact of immigration policies on our country’s security and how we determine who is welcome to live here. Or they could write about a time when someone made an unfair assumption about them, just as Border Patrol agents have made warrantless searches of Greyhound passengers based simply on race and clothing.

The Winners

From the hundreds of essays written, these eight were chosen as winners. Be sure to read the author’s response to the essay winners and the literary gems that caught our eye.

Middle School Winner: Alessandra Serafini

High School Winner: Cain Trevino

High School Winner: Ethan Peter

University Winner: Daniel Fries

Powerful Voice Winner: Emma Hernandez-Sanchez

Powerful Voice Winner: Tiara Lewis

Powerful Voice Winner: Hailee Park

Powerful Voice Winner: Aminata Toure

From the Author Lornet Turnbull

Literary Gems

Middle school winner.

Alessandra Serafini

Brier Terrace Middle School, Brier, Wash.

Broken Promises

“…Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me,

I lift my lamp beside the golden door!”

These words were written by Emma Lazarus and are inscribed on the base of the Statue of Liberty. And yet, the very door they talk about is no longer available to those who need it the most. The door has been shut, chained, and guarded. It no longer shines like gold. Those seeking asylum are being turned away. Families are being split up; children are being stranded. The promise America made to those in need is broken.

Not only is the promise to asylum seekers broken, but the promises made to some 200 million people already residing within the U.S. are broken, too. Anyone within 100 miles of the United States border lives in the “Constitution-free zone” and can be searched with “reasonable suspicion,” a suspicion that is determined by Border Patrol officers. The zone encompasses major cities, such as Seattle and New York City, and it even covers entire states, such as Florida, Massachusetts, and New Jersey. I live in the Seattle area, and it is unsettling that I can be searched and interrogated without the usual warrant. In these areas, there has been an abuse of power; people have been unlawfully searched and interrogated because of assumed race or religion.

The ACLU obtained data from the Customs and Border Protection Agency that demonstrate this reprehensible profiling. The data found that “82 percent of foreign citizens stopped by agents in that state are Latino, and almost 1 in 3 of those processed are, in fact, U.S. citizens.” These warrantless searches impede the trust-building process and communication between the local population and law enforcement officers. Unfortunately, this lack of trust makes campaigns, such as Homeland Security’s “If You See Something, Say Something,” ineffective due to the actions of the department’s own members and officers. Worst of all, profiling ostracizes entire communities and makes them feel unsafe in their own country.

Ironically, asylum seekers come to America in search of safety. However, the thin veil of safety has been drawn back, and, behind it, our tarnished colors are visible. We need to welcome people in their darkest hours rather than destroy their last bit of hope by slamming the door in their faces. The immigration process is currently in shambles, and an effective process is essential for both those already in the country and those outside of it. Many asylum seekers are running from war, poverty, hunger, and death. Their countries’ instability has hijacked every aspect of their lives, made them vagabonds, and the possibility of death, a cruel and unforgiving death, is real. They see no future for their children, and they are desperate for the perceived promise of America—a promise of opportunity, freedom, and a safe future. An effective process would determine who actually needs help and then grant them passage into America. Why should everyone be turned away? My grandmother immigrated to America from Scotland in 1955. I exist because she had a chance that others are now being denied.

Emma Lazarus named Lady Liberty the “Mother of Exiles.” Why are we denying her the happiness of children? Because we cannot decide which ones? America has an inexplicable area where our constitution has been spurned and forgotten. Additionally, there is a rancorous movement to close our southern border because of a deep-rooted fear of immigrants and what they represent. For too many Americans, they represent the end of established power and white supremacy, which is their worst nightmare. In fact, immigrants do represent change—healthy change—with new ideas and new energy that will help make this country stronger. Governmental agreement on a humane security plan is critical to ensure that America reaches its full potential. We can help. We can help people in unimaginably terrifying situations, and that should be our America.

Alessandra Serafini plays on a national soccer team for Seattle United and is learning American Sign Language outside of school. Her goal is to spread awareness about issues such as climate change, poverty, and large-scale political conflict through writing and public speaking.

  High School Winner

Cain Trevino

North Side High School, Fort Worth, Texas

Xenophobia and the Constitution-Free Zone

In August of 2017, U.S. Border Patrol agents boarded a Greyhound bus that had just arrived at the White River Junction station from Boston. According to Danielle Bonadona, a Lebanon resident and a bus passenger, “They wouldn’t let us get off. They boarded the bus and told us they needed to see our IDs or papers.” Bonadona, a 29-year-old American citizen, said that the agents spent around 20 minutes on the bus and “only checked the IDs of people who had accents or were not white.” Bonadona said she was aware of the 100-mile rule, but the experience of being stopped and searched felt “pretty unconstitutional.”

In the YES! article “Two-Thirds of Americans Live in the ‘Constitution-Free Zone’” by Lornet Turnbull, the author references the ACLU’s argument that “the 100-mile zone violates Fourth Amendment protections against unreasonable search and seizure.” However, the Supreme Court upholds the use of immigration checkpoints for inquiries on citizenship status. In my view, the ACLU makes a reasonable argument. The laws of the 100-mile zone are blurred, and, too often, officials give arbitrary reasons to conduct a search. Xenophobia and fear of immigrants burgeons in cities within these areas. People of color and those with accents or who are non-English speakers are profiled by law enforcement agencies that enforce anti-immigrant policies. The “Constitution-free zone” is portrayed as an effective barrier to secure our borders. However, this anti-immigrant zone does not make our country any safer. In fact, it does the opposite.

As a former student from the Houston area, I can tell you that the Constitution-free zone makes immigrants and citizens alike feel on edge. The Department of Homeland Security’s white SUVs patrol our streets. Even students feel the weight of anti-immigrant laws. Dennis Rivera Sarmiento, an undocumented student who attended Austin High School in Houston, was held by school police in February 2018 for a minor altercation and was handed over to county police. He was later picked up by Immigration and Customs Enforcement (ICE) and held in a detention center. It is unfair that kids like Dennis face much harsher consequences for minor incidents than other students with citizenship.

These instances are a direct result of anti-immigrant laws. For example, the 287(g) program gives local and state police the authority to share individuals’ information with ICE after an arrest. This means that immigrants can be deported for committing misdemeanors as minor as running a red light. Other laws like Senate Bill 4, passed by the Texas Legislature, allow police to ask people about their immigration status after they are detained. These policies make immigrants and people of color feel like they’re always under surveillance and that, at any moment, they may be pulled over to be questioned and detained.

During Hurricane Harvey, the immigrant community was hesitant to go to the shelters because images of immigration authorities patrolling the area began to surface online. It made them feel like their own city was against them at a time when they needed them most. Constitution-free zones create communities of fear. For many immigrants, the danger of being questioned about immigration status prevents them from reporting crimes, even when they are the victim. Unreported crime only places more groups of people at risk and, overall, makes communities less safe.

In order to create a humane immigration process, citizens and non-citizens must hold policymakers accountable and get rid of discriminatory laws like 287(g) and Senate Bill 4. Abolishing the Constitution-free zone will also require pressure from the public and many organizations. For a more streamlined legal process, the League of United Latin American Citizens suggests background checks and a small application fee for incoming immigrants, as well as permanent resident status for Deferred Action for Childhood Arrivals (DACA) and Temporary Protected Status (TPS) recipients. Other organizations propose expanding the green card lottery and asylum for immigrants escaping the dangers of their home countries.

Immigrants who come to the U.S. are only looking for an opportunity to provide for their families and themselves; so, the question of deciding who gets inside the border and who doesn’t is the same as trying to prove some people are worth more than others. The narratives created by anti-immigrant media plant the false idea that immigrants bring nothing but crime and terrorism. Increased funding for the border and enforcing laws like 287(g) empower anti-immigrant groups to vilify immigrants and promote a witch hunt that targets innocent people. This hatred and xenophobia allow law enforcement to ask any person of color or non-native English speaker about their citizenship or to detain a teenager for a minor incident. Getting rid of the 100-mile zone means standing up for justice and freedom because nobody, regardless of citizenship, should have to live under laws created from fear and hatred.

Cain Trevino is a sophomore. Cain is proud of his Mexican and Salvadorian descent and is an advocate for the implementation of Ethnic Studies in Texas. He enjoys basketball, playing the violin, and studying c omputer science. Cain plans to pursue a career in engineering at Stanford University and later earn a PhD.  

High School Winner

Ethan Peter

Kirkwood High School, Kirkwood, Mo.

I’m an expert on bussing. For the past couple of months, I’ve been a busser at a pizza restaurant near my house. It may not be the most glamorous job, but it pays all right, and, I’ll admit, I’m in it for the money.

I arrive at 5 p.m. and inspect the restaurant to ensure it is in pristine condition for the 6 p.m. wave of guests. As customers come and go, I pick up their dirty dishes, wash off their tables, and reset them for the next guests. For the first hour of my shift, the work is fairly straightforward.

I met another expert on bussing while crossing the border in a church van two years ago. Our van arrived at the border checkpoint, and an agent stopped us. She read our passports, let us through, and moved on to her next vehicle. The Border Patrol agent’s job seemed fairly straightforward.

At the restaurant, 6 p.m. means a rush of customers. It’s the end of the workday, and these folks are hungry for our pizzas and salads. My job is no longer straightforward.

Throughout the frenzy, the TVs in the restaurant buzz about waves of people coming to the U.S. border. The peaceful ebb and flow enjoyed by Border agents is disrupted by intense surges of immigrants who seek to enter the U.S. Outside forces push immigrants to the United States: wars break out in the Middle East, gangs terrorize parts of Central and South America, and economic downturns force foreigners to look to the U.S., drawn by the promise of opportunity. Refugees and migrant caravans arrive, and suddenly, a Border Patrol agent’s job is no longer straightforward.

I turn from the TVs in anticipation of a crisis exploding inside the restaurant: crowds that arrive together will leave together. I’ve learned that when a table looks finished with their dishes, I need to proactively ask to take those dishes, otherwise, I will fall behind, and the tables won’t be ready for the next customers. The challenge is judging who is finished eating. I’m forced to read clues and use my discretion.

Interpreting clues is part of a Border Patrol agent’s job, too. Lornet Turnbull states, “For example, CBP data obtained by ACLU in Michigan shows that 82 percent of foreign citizens stopped by agents in that state are Latino, and almost 1 in 3 of those processed is, in fact, a U.S. citizen.” While I try to spot customers done with their meals so I can clear their part of the table, the Border Patrol officer uses clues to detect undocumented immigrants. We both sometimes guess incorrectly, but our intentions are to do our jobs to the best of our abilities.

These situations are uncomfortable. I certainly do not enjoy interrupting a conversation to get someone’s dishes, and I doubt Border Patrol agents enjoy interrogating someone about their immigration status. In both situations, the people we mistakenly ask lose time and are subjected to awkward and uncomfortable situations. However, here’s where the busser and the Border Patrol officer’s situations are different: If I make a mistake, the customer faces a minor inconvenience. The stakes for a Border Patrol agent are much higher. Mistakenly asking for documentation and searching someone can lead to embarrassment or fear—it can even be life-changing. Thus, Border Patrol agents must be fairly certain that someone’s immigration status is questionable before they begin their interrogation.

To avoid these situations altogether, the U.S. must make the path to citizenship for immigrants easier. This is particularly true for immigrants fleeing violence. Many people object to this by saying these immigrants will bring violence with them, but data does not support this view. In 1939, a ship of Jewish refugees from Germany was turned away from the U.S.—a decision viewed negatively through the lens of history. Today, many people advocate restricting immigration for refugees from violent countries; they refuse to learn the lessons from 1939. The sad thing is that many of these immigrants are seen as just as violent as the people they are fleeing. We should not confuse the oppressed with the oppressor.

My restaurant appreciates customers because they bring us money, just as we should appreciate immigrants because they bring us unique perspectives. Equally important, immigrants provide this country with a variety of expert ideas and cultures, which builds better human connections and strengthens our society.

Ethan Peter is a junior. Ethan writes for his school newspaper, The Kirkwood Call, and plays volleyball for his high school and a club team. He hopes to continue to grow as a writer in the future. 

University Winner

Daniel Fries

Lane Community College, Eugene, Ore.

Detained on the Road to Equality

The United States is a nation of immigrants. There are currently 43 million foreign-born people living in the U.S. Millions of them are naturalized American citizens, and 23 million, or 7.2 percent of the population, are living here without documentation (US Census, 2016). One in seven residents of the United States was not born here. Multiculturalism is, and always has been, a key part of the American experience. However, romantic notions of finding a better life in the United States for immigrants and refugees don’t reflect reality. In modern history, America is a country that systematically treats immigrants—documented or not—and non-white Americans in a way that is fundamentally different than what is considered right by the majority.

The Equal Protection Clause of the Fourteenth Amendment states,“No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” When a suspected undocumented immigrant is detained, their basic human rights are violated. Warrantless raids on Greyhound buses within 100 miles of the border (an area referred to by some as the “Constitution-free zone”) are clear violations of human rights. These violations are not due to the current state of politics; they are the symptom of blatant racism in the United States and a system that denigrates and abuses people least able to defend themselves.

It is not surprising that some of the mechanisms that drive modern American racism are political in nature. Human beings are predisposed to dislike and distrust individuals that do not conform to the norms of their social group (Mountz, Allison). Some politicians appeal to this suspicion and wrongly attribute high crime rates to non-white immigrants. The truth is that immigrants commit fewer crimes than native-born Americans. In fact, people born in the United States are convicted of crimes at a rate twice that of undocumented non-natives (Cato Institute, 2018).

The majority of immigrants take high risks to seek a better life, giving them incentive to obey the laws of their new country. In many states, any contact with law enforcement may ultimately result in deportation and separation from family. While immigrants commit far fewer crimes, fear of violent crime by much of the U.S. population outweighs the truth. For some politicians, it is easier to sell a border wall to a scared population than it is to explain the need for reformed immigration policy. It’s easier to say that immigrants are taking people’s jobs than explain a changing global economy and its effect on employment. The only crime committed in this instance is discrimination.

Human rights are violated when an undocumented immigrant—or someone perceived as an undocumented immigrant—who has not committed a crime is detained on a Greyhound bus. When a United States citizen is detained on the same bus, constitutional rights are being violated. The fact that this happens every day and that we debate its morality makes it abundantly clear that racism is deeply ingrained in this country. Many Americans who have never experienced this type of oppression lack the capacity to understand its lasting effect. Most Americans don’t know what it’s like to be late to work because they were wrongfully detained, were pulled over by the police for the third time that month for no legal reason, or had to coordinate legal representation for their U.S. citizen grandmother because she was taken off a bus for being a suspected undocumented immigrant. This oppression is cruel and unnecessary.

America doesn’t need a wall to keep out undocumented immigrants; it needs to seriously address how to deal with immigration. It is possible to reform the current system in such a way that anyone can become a member of American society, instead of existing outside of it. If a person wants to live in the United States and agrees to follow its laws and pay its taxes, a path to citizenship should be available.

People come to the U.S. from all over the world for many reasons. Some have no other choice. There are ongoing humanitarian crises in Syria, Yemen, and South America that are responsible for the influx of immigrants and asylum seekers at our borders. If the United States wants to address the current situation, it must acknowledge the global factors affecting the immigrants at the center of this debate and make fact-informed decisions. There is a way to maintain the security of America while treating migrants and refugees compassionately, to let those who wish to contribute to our society do so, and to offer a hand up instead of building a wall.

Daniel Fries studies computer science. Daniel has served as a wildland firefighter in Oregon, California, and Alaska. He is passionate about science, nature, and the ways that technology contributes to making the world a better, more empathetic, and safer place.

Powerful Voice Winner

Emma Hernandez-Sanchez

Wellness, Business and Sports School, Woodburn, Ore.

An Emotion an Immigrant Knows Too Well

Before Donald Trump’s campaign, I was oblivious to my race and the idea of racism. As far as I knew, I was the same as everyone else. I didn’t stop to think about our different-colored skins. I lived in a house with a family and attended school five days a week just like everyone else. So, what made me different?

Seventh grade was a very stressful year—the year that race and racism made an appearance in my life. It was as if a cold splash of water woke me up and finally opened my eyes to what the world was saying. It was this year that Donald Trump started initiating change about who got the right to live in this country and who didn’t. There was a lot of talk about deportation, specifically for Mexicans, and it sparked commotion and fear in me.

I remember being afraid and nervous to go out. At home, the anxiety was there but always at the far back of my mind because I felt safe inside. My fear began as a small whisper, but every time I stepped out of my house, it got louder. I would have dreams about the deportation police coming to my school; when I went to places like the library, the park, the store, or the mall, I would pay attention to everyone and to my surroundings. In my head, I would always ask myself, “Did they give us nasty looks?,” “Why does it seem quieter?” “Was that a cop I just saw?” I would notice little things, like how there were only a few Mexicans out or how empty a store was. When my mom went grocery shopping, I would pray that she would be safe. I was born in America, and both my parents were legally documented. My mom was basically raised here. Still, I couldn’t help but feel nervous.

I knew I shouldn’t have been afraid, but with one look, agents could have automatically thought my family and I were undocumented. Even when the deportation police would figure out that we weren’t undocumented, they’d still figure out a way to deport us—at least that was what was going through my head. It got so bad that I didn’t even want to do the simplest things like go grocery shopping because there was a rumor that the week before a person was taken from Walmart.

I felt scared and nervous, and I wasn’t even undocumented. I can’t even imagine how people who are undocumented must have felt, how they feel. All I can think is that it’s probably ten times worse than what I was feeling. Always worrying about being deported and separated from your family must be hard. I was living in fear, and I didn’t even have it that bad. My heart goes out to families that get separated from each other. It’s because of those fears that I detest the “Constitution-free zone.”

Legally documented and undocumented people who live in the Constitution-free zone are in constant fear of being deported. People shouldn’t have to live this way. In fact, there have been arguments that the 100-mile zone violates the Fourth Amendment, which gives people the right to be protected from unreasonable searches and seizures of property by the government. Unfortunately, the U.S. Supreme Court has consistently upheld these practices.

One question that Lornet Turnbull asks in her YES! article “Two-Thirds of Americans Live in the ‘Constitution-Free Zone’” is, “How should we decide who is welcome in the U.S and who is not?” Instead of focusing on immigrants, how about we focus on the people who shoot up schools, rape girls, exploit women for human sex trafficking, and sell drugs? These are the people who make our country unsafe; they are the ones who shouldn’t be accepted. Even if they are citizens and have the legal right to live here, they still shouldn’t be included. If they are the ones making this country unsafe, then what gives them the right to live here?

I don’t think that the Constitution-free zone is an effective and justifiable way to make this country more “secure.” If someone isn’t causing any trouble in the United States and is just simply living their life, then they should be welcomed here. We shouldn’t have to live in fear that our rights will be taken away. I believe that it’s unfair for people to automatically think that it’s the Hispanics that make this country unsafe. Sure, get all the undocumented people out of the United States, but it’s not going to make this country any safer. It is a society that promotes violence that makes us unsafe, not a race.

Emma Hernandez-Sanchez is a freshman who is passionate about literature and her education. Emma wan ts to inspire others to be creative and try their best. She enjoys reading and creating stories that spark imagination. 

  Powerful Voice Winner

Tiara Lewis

Columbus City Preparatory Schools for Girls,

Columbus, Ohio

Hold Your Head High and Keep Those Fists Down

How would you feel if you walked into a store and salespeople were staring at you? Making you feel like you didn’t belong. Judging you. Assuming that you were going to take something, even though you might have $1,000 on you to spend. Sometimes it doesn’t matter. This is because people will always judge you. It might not be because of your race but for random reasons, like because your hair is black instead of dirty blonde. Or because your hair is short and not long. Or just because they are having a bad day. People will always find ways to bring you down and accuse you of something, but that doesn’t mean you have to go along with it.

Every time I entered a store, I would change my entire personality. I would change the way I talked and the way I walked. I always saw myself as needing to fit in. If a store was all pink, like the store Justice, I would act like a girly girl. If I was shopping in a darker store, like Hot Topic, I would hum to the heavy metal songs and act more goth. I had no idea that I was feeding into stereotypes.

When I was 11, I walked into Claire’s, a well-known store at the mall. That day was my sister’s birthday. Both of us were really happy and had money to spend. As soon as we walked into the store, two employees stared me and my sister down, giving us cold looks. When we went to the cashier to buy some earrings, we thought everything was fine. However, when we walked out of the store, there was a policeman and security guards waiting. At that moment, my sister and I looked at one another, and I said, in a scared little girl voice, “I wonder what happened? Why are they here?”

Then, they stopped us. We didn’t know what was going on. The same employee that cashed us out was screaming as her eyes got big, “What did you steal?” I was starting to get numb. Me and my sister looked at each other and told the truth: “We didn’t steal anything. You can check us.” They rudely ripped through our bags and caused a big scene. My heart was pounding like a drum. I felt violated and scared. Then, the policeman said, “Come with us. We need to call your parents.” While this was happening, the employees were talking to each other, smiling. We got checked again. The police said that they were going to check the cameras, but after they were done searching us, they realized that we didn’t do anything wrong and let us go about our day.

Walking in the mall was embarrassing—everybody staring, looking, and whispering as we left the security office. This made me feel like I did something wrong while knowing I didn’t. We went back to the store to get our shopping bags. The employees sneered, “Don’t you niggers ever come in this store again. You people always take stuff. This time you just got lucky.” Their faces were red and frightening. It was almost like they were in a scary 3D movie, screaming, and coming right at us. I felt hurt and disappointed that someone had the power within them to say something so harsh and wrong to another person. Those employees’ exact words will forever be engraved in my memory.

In the article, “Two-Thirds of Americans Live in the ‘Constitution-Free Zone’,” Lornet Turnbull states, “In January, they stopped a man in Indio, California, as he was boarding a Los Angeles-bound bus. While questioning this man about his immigration status, agents told him his ‘shoes looked suspicious,’ like those of someone who had recently crossed the border.” They literally judged him by his shoes. They had no proof of anything. If a man is judged by his shoes, who else and what else are being judged in the world?

In the novel  To Kill a Mockingbird , a character named Atticus states, “You just hold your head high and keep those fists down. No matter what anybody says to you, don’t you let’em get your goat. Try fighting with your head for a change.” No matter how much you might try to change yourself, your hairstyle, and your clothes, people will always make assumptions about you. However, you never need to change yourself to make a point or to feel like you fit in. Be yourself. Don’t let those stereotypes turn into facts.

Tiara Lewis is in the eighth grade. Tiara plays the clarinet and is trying to change the world— one essay at a time. She is most often found curled up on her bed, “Divergent” in one hand and a cream-filled doughnut in the other.

Hailee Park

 Wielding My Swords

If I were a swordsman, my weapons would be my identities. I would wield one sword in my left hand and another in my right. People expect me to use both fluently, but I’m not naturally ambidextrous. Even though I am a right-handed swordsman, wielding my dominant sword with ease, I must also carry a sword in my left, the heirloom of my family heritage. Although I try to live up to others’ expectations by using both swords, I may appear inexperienced while attempting to use my left. In some instances, my heirloom is mistaken for representing different families’ since the embellishments look similar.

Many assumptions are made about my heirloom sword based on its appearance, just as many assumptions are made about me based on my physical looks. “Are you Chinese?” When I respond with ‘no,’ they stare at me blankly in confusion. There is a multitude of Asian cultures in the United States, of which I am one. Despite what many others may assume, I am not Chinese; I am an American-born Korean.

“Then… are you Japanese?” Instead of asking a broader question, like “What is your ethnicity?,” they choose to ask a direct question. I reply that I am Korean. I like to think that this answers their question sufficiently; however, they think otherwise. Instead, I take this as their invitation to a duel.

They attack me with another question: “Are you from North Korea or South Korea?” I don’t know how to respond because I’m not from either of those countries; I was born in America. I respond with “South Korea,” where my parents are from because I assume that they’re asking me about my ethnicity. I’m not offended by this situation because I get asked these questions frequently. From this experience, I realize that people don’t know how to politely ask questions about identity to those unlike them. Instead of asking “What is your family’s ethnicity?,” many people use rude alternatives, such as “Where are you from?,” or “What language do you speak?”

When people ask these questions, they make assumptions based on someone’s appearance. In my case, people make inferences like:

“She must be really good at speaking Korean.”

“She’s Asian; therefore, she must be born in Asia.”

“She’s probably Chinese.”

These thoughts may appear in their heads because making assumptions is natural. However, there are instances when assumptions can be taken too far. Some U.S. Border Patrol agents in the “Constitution-free zone” have made similar assumptions based on skin color and clothing. For example, agents marked someone as an undocumented immigrant because “his shoes looked suspicious, like those of someone who had recently crossed the border.”

Another instance was when a Jamaican grandmother was forced off a bus when she was visiting her granddaughter. The impetus was her accent and the color of her skin. Government officials chose to act on their assumptions, even though they had no solid proof that the grandmother was an undocumented immigrant. These situations just touch the surface of the issue of racial injustice in America.

When someone makes unfair assumptions about me, they are pointing their sword and challenging me to a duel; I cannot refuse because I am already involved. It is not appropriate for anyone, including Border Patrol agents, to make unjustified assumptions or to act on those assumptions. Border Patrol agents have no right to confiscate the swords of the innocent solely based on their conjectures. The next time I’m faced with a situation where racially ignorant assumptions are made about me, I will refuse to surrender my sword, point it back at them, and triumphantly fight their ignorance with my cultural pride.

Hailee Park is an eighth grader who enjoys reading many genres. While reading, Hailee recognized the racial injustices against immigrants in America, which inspired her essay. Hailee plays violin in her school’s orchestra and listens to and composes music. 

Aminata Toure

East Harlem School, New York City, N.Y.

We Are Still Dreaming

As a young Muslim American woman, I have been labeled things I am not: a terrorist, oppressed, and an ISIS supporter. I have been accused of planning 9/11, an event that happened before I was born. Lately, in the media, Muslims have been portrayed as supporters of a malevolent cause, terrorizing others just because they do not have the same beliefs. I often scoff at news reports that portray Muslims in such a light, just as I scoff at all names I’ve been labeled. They are words that do not define me. 

In a land where labels have stripped immigrants of their personalities, they are now being stripped of something that makes them human: their rights. The situation described in Lornet Turnbull’s article, “Two-Thirds of Americans are Living in the ‘Constitution-Free Zone’,” goes directly against the Constitution, the soul of this country, something that asserts that we are all equal before the law. If immigrants do not have protection from the Constitution, is there any way to feel safe?

Although most insults are easy to shrug off, they are still threatening. I am ashamed when I feel afraid to go to the mosque. Friday is an extremely special day when we gather together to pray, but lately, I haven’t been going to the mosque for Jummah prayers. I have realized that I can never feel safe when in a large group of Muslims because of the widespread hatred of Muslims in the United States, commonly referred to as Islamophobia. Police surround our mosque, and there are posters warning us about dangerous people who might attack our place of worship because we have been identified as terrorists.

I wish I could tune out every news report that blasts out the headline “Terrorist Attack!” because I know that I will be judged based on the actions of someone else. Despite this anti-Muslim racism, what I have learned from these insults is that I am proud of my faith. I am a Muslim, but being Muslim doesn’t define me. I am a writer, a student, a dreamer, a friend, a New Yorker, a helper, and an American. I am unapologetically me, a Muslim, and so much more. I definitely think everyone should get to know a Muslim. They would see that some of us are also Harry Potter fans, not just people planning to bomb the White House.

Labels are unjustly placed on us because of the way we speak, the color of our skin, and what we believe in—not for who we are as individuals. Instead, we should all take more time to get to know one another. As Martin Luther King Jr. said in his “I Have a Dream” speech, we should be judged by the content of our character and not the color of our skin. To me, it seems Martin Luther King Jr.’s dream is a dream that should be a reality. But, for now, we are dreaming.

Aminata Toure is a Guinean American Muslim student. Aminata loves spoken-word poetry and performs in front of hundreds of people at her school’s annual poetry slam. She loves writing, language, history, and West African food and culture. Aminata wants to work at the United Nations when she grows up.

From the Author 

Dear Alessandra, Cain, Daniel, Tiara, Emma, Hailee, Aminata and Ethan,

I am moved and inspired by the thought each of you put into your responses to my story about this so-called “Constitution-free zone.” Whether we realize it or not, immigration in this country impacts all of us— either because we are immigrants ourselves, have neighbors, friends, and family who are, or because we depend on immigrants for many aspects of our lives—from the food we put on our tables to the technology that bewitches us. It is true that immigrants enrich our society in so many important ways, as many of you point out.

And while the federal statute that permits U.S. Border Patrol officers to stop and search at will any of the 200 million of us in this 100-mile shadow border, immigrants have been their biggest targets. In your essays, you highlight how unjust the law is—nothing short of racial profiling. It is heartening to see each of you, in your own way, speaking out against the unfairness of this practice.

Alessandra, you are correct, the immigration system in this country is in shambles. You make a powerful argument about how profiling ostracizes entire communities and how the warrantless searches allowed by this statute impede trust-building between law enforcement and the people they are called on to serve.

And Cain, you point out how this 100-mile zone, along with other laws in the state of Texas where you attended school, make people feel like they’re “always under surveillance, and that, at any moment, you may be pulled over to be questioned and detained.” It seems unimaginable that people live their lives this way, yet millions in this country do.

You, Emma, for example, speak of living in a kind of silent fear since Donald Trump took office, even though you were born in this country and your parents are here legally. You are right, “We shouldn’t have to live in fear that our rights will be taken away.”

And Aminata, you write of being constantly judged and labeled because you’re a Muslim American. How unfortunate and sad that in a country that generations of people fled to search for religious freedom, you are ashamed at times to practice your own. The Constitution-free zone, you write, “goes directly against the Constitution, the soul of this country, something that asserts that we are all equal before the law.”

Tiara, I could personally relate to your gripping account of being racially profiled and humiliated in a store. You were appalled that the Greyhound passenger in California was targeted by Border Patrol because they claimed his shoes looked like those of someone who had walked across the border: “If a man is judged by his shoes,” you ask, “who else and what else are getting judged in the world?”

Hailee, you write about the incorrect assumptions people make about you, an American born of Korean descent, based solely on your appearance and compared it to the assumptions Border Patrol agents make about those they detain in this zone.

Daniel, you speak of the role of political fearmongering in immigration. It’s not new, but under the current administration, turning immigrants into boogiemen for political gain is currency. You write that “For some politicians, it is easier to sell a border wall to a scared population than it is to explain the need for reformed immigration policy.”

And Ethan, you recognize the contributions immigrants make to this country through the connections we all make with them and the strength they bring to our society.

Keep speaking your truth. Use your words and status to call out injustice wherever and whenever you see it. Untold numbers of people spoke out against this practice by Border Patrol and brought pressure on Greyhound to change. In December, the company began offering passengers written guidance—in both Spanish and English—so they understand what their rights are when officers board their bus. Small steps, yes, but progress nonetheless, brought about by people just like you, speaking up for those who sometimes lack a voice to speak up for themselves.

With sincere gratitude,

Lornet Turnbull

Lornet Turnbull is an editor for YES! and a Seattle-based freelance writer. Follow her on Twitter  @TurnbullL .

We received many outstanding essays for the Winter 2019 Student Writing Competition. Though not every participant can win the contest, we’d like to share some excerpts that caught our eye:

After my parents argued with the woman, they told me if you can fight with fists, you prove the other person’s point, but when you fight with the power of your words, you can have a much bigger impact. I also learned that I should never be ashamed of where I am from. —Fernando Flores, The East Harlem School, New York City, N.Y.

Just because we were born here and are privileged to the freedom of our country, we do not have the right to deprive others of a chance at success. —Avalyn Cox, Brier Terrace Middle School, Brier, Wash.

Maybe, rather than a wall, a better solution to our immigration problem would be a bridge. —Sean Dwyer, Lane Community College, Eugene, Ore.

If anything, what I’ve learned is that I don’t know what to do. I don’t know how to change our world. I don’t know how to make a difference, how to make my voice heard. But I have learned the importance of one word, a simple two-letter word that’s taught to the youngest of us, a word we all know but never recognize: the significance of ‘we.’ —Enna Chiu, Highland Park High School, Highland Park, N.J.

Not to say the Border Patrol should not have authorization to search people within the border, but I am saying it should be near the border, more like one mile, not 100. —Cooper Tarbuck, Maranacook Middle School, Manchester, Maine.

My caramel color, my feminism, my Spanish and English language, my Mexican culture, and my young Latina self gives me the confidence to believe in myself, but it can also teach others that making wrong assumptions about someone because of their skin color, identity, culture, looks or gender can make them look and be weaker. —Ana Hernandez, The East Harlem School, New York City, N.Y.

We don’t need to change who we are to fit these stereotypes like someone going on a diet to fit into a new pair of pants. —Kaylee Meyers, Brier Terrace Middle School, Brier, Wash.

If a human being with no criminal background whatsoever has trouble entering the country because of the way he or she dresses or speaks, border protection degenerates into arbitrariness. —Jonas Schumacher, Heidelberg University of Education, Heidelberg, Germany

I believe that you should be able to travel freely throughout your own country without the constant fear of needing to prove that you belong here . —MacKenzie Morgan, Lincoln Middle School, Ypsilanti, Mich.

America is known as “the Land of Opportunity,” but this label is quickly disappearing. If we keep stopping those striving for a better life, then what will become of this country? —Ennyn Chiu, Highland Park Middle School, Highland Park, N.J.

The fact that two-thirds of the people in the U.S. are living in an area called the “Constitution-free zone” is appalling. Our Constitution was made to protect our rights as citizens, no matter where we are in the country. These systems that we are using to “secure” our country are failing, and we need to find a way to change them. —Isis Liaw, Brier Terrace Middle School, Brier, Wash.

I won’t let anyone, especially a man, tell me what I can do, because I am a strong Latina. I will represent where I come from, and I am proud to be Mexican. I will show others that looks can be deceiving. I will show others that even the weakest animal, a beautiful butterfly, is tough, and it will cross any border, no matter how challenging the journey may be. —Brittany Leal, The East Harlem School, New York City, N.Y.

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Your chance of acceptance, your chancing factors, extracurriculars, how to approach writing a college essay as a first-generation immigrant.

Hey everyone, as a first-generation immigrant, I wanted to share my unique experiences in my college essay. However, I'm not sure how to approach it without sounding cliché or like I'm complaining. Any advice or tips from fellow immigrants who have written successful essays would be greatly appreciated!

Hey! As a parent of a first-generation immigrant who has gone through the college admissions process, I can share some tips that worked for my child. When writing your college essay, focus on the positive aspects of your journey and the lessons you've learned from your experiences.

Instead of sounding like you're complaining, discuss how your background has shaped your perspective and contributed to your personal growth. For example, you could write about how your experiences have made you more resilient or adaptable to new situations.

It's also important to make your story unique and personal. Avoid generalizations and clichés by diving deep into specific moments, feelings, or events that have had a significant impact on your life. Providing vivid descriptions and reflecting on these experiences will help your essay stand out from the rest.

Lastly, don't forget to proofread your essay and ask for feedback from trusted friends, teachers, or counselors. Good luck with your college essay and the admissions process!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

College Nut

College Essays on Immigration: Crafting a Compelling Narrative

The significance of immigration in college essays.

Immigration has always been a hot-button issue in the United States, and in recent years, it has been at the forefront of national discourse. The country has seen a steady stream of immigrants from all over the world, and they have contributed significantly to the nation’s economic, social, and cultural development. For college applicants, writing about their immigration experiences can be a powerful way to showcase their unique perspectives and demonstrate their resilience, determination, and adaptability. However, crafting a compelling essay on immigration is not easy, and it requires a deep understanding of the topic, a clear narrative structure, and excellent writing skills.

The Dos and Don’ts of Writing College Essays on Immigration

When it comes to writing college essays on immigration, there are a few dos and don’ts that you should keep in mind. Here are some tips to help you craft a successful essay:

• Do tell a personal story that highlights your immigration experience.
• Do focus on your strengths, resilience, and determination.
• Do showcase your unique perspective and how it has shaped your identity.
• Do highlight how your immigration experience has influenced your academic and career goals.
• Do show how you can contribute to the college community.
• Don’t write a sob story or use your immigration experience as an excuse for poor grades or test scores.
• Don’t generalize or stereotype your culture or community.
• Don’t write a political essay or use your essay to argue for or against immigration policies.
• Don’t use clichés or overused phrases such as “the American Dream” or “land of opportunity.”

Crafting a Compelling Narrative

The most critical element of a successful college essay on immigration is a compelling narrative. Your story should be personal, authentic, and engaging. Here are some tips to help you craft a narrative that stands out:

Start with a hook

Your introduction should grab the reader’s attention and make them want to read more. You could start with a surprising fact, a quote, an anecdote, or a rhetorical question.

Tell a personal story

Your essay should focus on your immigration experience and how it has shaped your identity and aspirations. Your story should be unique, specific, and honest.

Use vivid imagery and sensory details

To make your story come alive, use descriptive language, and sensory details that help the reader imagine the scene. Don’t just tell them what happened; show them.

Show, don’t tell

Instead of just stating your strengths or accomplishments, show how you have demonstrated them through your actions, experiences, or challenges.

Connect your story to the college

Your essay should demonstrate how your immigration experience has prepared you for college and how you can contribute to the college community. You could research the college’s mission, values, and programs to show how they align with your goals and aspirations.

Common Mistakes to Avoid

When writing about immigration, there are some common mistakes that applicants make. Here are some things to avoid:

Pity parties

Don’t use your immigration experience as an excuse for poor grades, test scores, or other shortcomings. Instead, focus on your strengths and how you have overcome challenges.

Stereotyping

Don’t generalize or stereotype your culture or community. Instead, focus on your personal experience and how it has shaped your identity and aspirations.

Political essays

Don’t write a political essay or use your essay to argue for or against immigration policies. Instead, focus on your personal story and how it has prepared you for college and beyond.

Avoid overused phrases such as “the American Dream” or “land of opportunity.” Instead, use your own voice and language to tell your unique story.

Writing a college essay on immigration can be a challenging but rewarding experience. By following these dos and don’ts and crafting a compelling narrative, you can showcase your unique perspective and demonstrate your resilience, determination, and adaptability. Remember to stay authentic, specific, and honest, and to connect your story to the college’s mission, values, and programs. Good luck!

Op-Ed: The immigrant experience, as told by college essays

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For more than 20 years, Marcos M. Villatoro has read and graded hundreds of essays about immigration as a writing teacher at Mount St. Mary’s University in Los Angeles. Here are excerpts from two student essays.

‘What if this coyotaje stole her daughter?’

I don’t know whether my mother left my father or whether she tried to get him to come with us to America. I like to think that my dad didn’t want us to leave, but my mom chose herself and [me] rather than a man who wanted to hold her back from all the infinite possibilities a new life in America could only give her. Only she and I crossed the border. We went on an airplane. The winds howled and the rain felt like it shook our plane. I screamed every time I saw the lightning and heard the thunder that followed. I was 4 and this is one of the truths I wish I could forget.

I was later told that when we landed, my mother was instructed by a coyotaje to separate from me and allow me to go with her and pretend she was my mother. They said it was so we could all blend in better. My mother refused. What if this coyotaje stole her daughter? There would be no way to track me down. The police wouldn’t help her, her family wouldn’t be able to help her because those that were already in America barely had a faint grasp of it and those who were in Mexico could do even less.

— Diana Rodriguez, who graduated in 2018

Enter the Fray: First takes on the news of the minute »

‘The day that my uncle got deported’

Santa Fe del Rio, Michoacán, is where I am from. I was brought into a new country with no self-expectation nor self-identity. I did not understand what it meant to be far from home until one day, the news [came] that my grandparents’ visa was no longer valid and due to circumstances, they could not apply for a renewal. The day that my uncle got deported is the day when I was old enough to understand that odds are, I probably won’t ever see them again.

For a good period of my life, I did not care about the fact that I was and am undocumented, however the time to apply to college began and I noticed that being undocumented according to others is who I am. ... When the personal statements were due, my college counselors would repeatedly tell me to write about being undocumented, but I soon came to realize that being undocumented doesn’t make me. ... Esa no soy yo (That’s not me).

— E.O., a student who asked to be identified only by her initials

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College Essay: My Parents’ Sacrifice Makes Me Strong

After living in Texas briefly, my mom moved in with my aunt in Minnesota, where she helped raise my cousins while my aunt and uncle worked. My mom still glances to the building where she first lived. I think it’s amazing how she first moved here, she lived in a small apartment and now owns a house. 

My dad’s family was poor. He dropped out of elementary school to work. My dad was the only son my grandpa had. My dad thought he was responsible to help his family out, so he decided to leave for Minnesota   because  of  many  work opportunities .   

My parents met working in cleaning at the IDS  C enter during night shifts. I am their only child, and their main priority was not leaving me alone while they worked. My mom left her cleaning job to work mornings at a warehouse. My dad continued his job in cleaning at night.   

My dad would get me ready for school and walked me to the bus stop while waiting in the cold. When I arrived home from school, my dad had dinner prepared and the house cleaned. I would eat with him at the table while watching TV, but he left after to pick up my mom from work.   

My mom would get home in the afternoon. Most memories of my mom are watching her lying down on the couch watching her  n ovelas  –  S panish soap operas  – a nd falling asleep in the living room. I knew her job was physically tiring, so I didn’t bother her.  

Seeing my parents work hard and challenge Mexican customs influence my values today as a person. As a child, my dad cooked and cleaned, to help out my mom, which is rare in Mexican culture. Conservative Mexicans believe men are superior to women; women are seen as housewives who cook, clean and obey their husbands. My parents constantly tell me I should get an education to never depend on a man. My family challenged  machismo , Mexican sexism, by creating their own values and future.  

My parents encouraged me to, “ ponte  las  pilas ” in school, which translates to “put on your batteries” in English. It means that I should put in effort and work into achieving my goal. I was taught that school is the key object in life. I stay up late to complete all my homework assignments, because of this I miss a good amount of sleep, but I’m willing to put in effort to have good grades that will benefit me. I have softball practice right after school, so I try to do nearly all of my homework ahead of time, so I won’t end up behind.  

My parents taught me to set high standards for myself. My school operates on a 4.0-scale. During lunch, my friends talked joyfully about earning a 3.25 on a test. When I earn less than a 4.25, I feel disappointed. My friends reacted with, “You should be happy. You’re extra . ” Hearing that phrase flashbacks to my parents seeing my grades. My mom would pressure me to do better when I don’t earn all 4.0s  

Every once in  awhile , I struggled with following their value of education. It can be difficult to balance school, sports and life. My parents think I’m too young to complain about life. They don’t think I’m tired, because I don’t physically work, but don’t understand that I’m mentally tired and stressed out. It’s hard for them to understand this because they didn’t have the experience of going to school.   

The way I could thank my parents for their sacrifice is accomplishing their American dream by going to college and graduating to have a professional career. I visualize the day I graduate college with my degree, so my  family  celebrates by having a carne  asada (BBQ) in the yard. All my friends, relatives, and family friends would be there to congratulate me on my accomplishments.  

As teenagers, my parents worked hard manual labor jobs to be able to provide for themselves and their family. Both of them woke up early in the morning to head to work. Staying up late to earn extra cash. As teenagers, my parents tried going to school here in the U.S .  but weren’t able to, so they continued to work. Early in the morning now, my dad arrives home from work at 2:30 a.m .,  wakes up to drop me off at school around 7:30 a.m . , so I can focus on studying hard to earn good grades. My parents want me to stay in school and not prefer work to  head on their  same path as them. Their struggle influences me to have a good work ethic in school and go against the odds.  

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Studying the Challenges of Immigrant and Refugee Students

by Tom Hanlon / Jun 12, 2020

The research of Dr. Liv Thorstensson Davila, whose promotion to associate professor in the College of Education becomes official later this summer, uncovers the challenges immigrants face and the factors that can lead to a successful transition to their new country.

Liv Davila’s passion for language learning and immigrant identity began long before she became a professor.

“I was born into this in a way,” says Davila, part of the Education Policy, Organization & Leadership Department in the College of Education at the University of Illinois at Urbana-Champaign . “My dad is an immigrant and my mom is not. I was immersed in cultural differences not just in terms of my family, but in terms of who my parents interacted with and the traveling we did when I was a kid.”  

One of Davila’s degrees is an MEd in Teaching English as a Second Language. Attaining and using that degree sparked even greater interest in language and language learning experiences of refugees and immigrants. “Not just in the language, but in the different levels of integration and adaptation in schools, the community, and the workforce,” she says.

Studying Non-native Learners

Davila, who earned her PhD in Education from the University of North Carolina at Chapel Hill in 2010, has spent the last 20 years studying immigrant groups in the US, in Sweden, and in other locales around the globe.

“What kids all over the world right now are experiencing because of COVID-19—like not being able to go to school, or being home with parents who can’t help them with remote learning—these are the kinds of things that most of the kids in my research have always faced,” Davila says. She argues that COVID-19 presents unique new challenges, however, including social isolation, concerns around access to health care, and parental job insecurity.

Davila conducted a study from 2016 through 2018, funded by the Spencer Foundation, on adolescent English learners from the Democratic Republic of the Congo. The study focused on learners’ identities and learning within linguistically diverse high school classrooms in the US.

“A lot was going on politically at the time,” she says, referring to the US presidential election and the increased negative rhetoric and action regarding immigrants. “I saw these kids negotiate the discourse that was lobbed against them. They would try to save face or keep a low profile. But sometimes they would say really candid things to each other about how immigrants should be treated.” Since Donald Trump was elected president in 2016, the topic of immigration has been much more on the surface, Davila says. “It makes this kind of research even more important, because the groups I’ve been working with over the last 20 or so years feel stigmatized and will always feel stigmatized, but are stigmatized in more direct ways now,” she adds. “So as a researcher, I’ve definitely become more politicized in my thinking about my findings—about language, race, citizenship, and legal status—and even to some degree the questions I ask in my research. The topic is very sensitive, so I don’t ask without paying close attention to whether it’s appropriate to ask.”

Challenges Being Faced

Among the challenges immigrants and their families face, Davila says, are learning a new language; speaking with accented English (“If it’s accented, they’re more likely to be discriminated against”); having skills that don’t transfer and that lead to lower-paying jobs (“If you were trained as a doctor in your country, you more than likely would be a skilled doctor in the US, but your license won’t transfer, so you can’t practice here”); and differences in the way subject matter is taught (“That can be an obstacle, at least initially”).

“Many kids rely on public schools for two meals a day that they might not get at home,” Davila says. “So the importance of my research is not just about what kids are learning in school, but the role of schools in general, as places where they learn, of course, but where many other things are going on.

“How can the knowledge that I have about the populations I work with be applied in situations that most kids around the world are facing right now? At the core of all my research is this process of taking what’s happening at the micro level and widening the lens to see what it means for the larger community.” She believes that much can be learned from listening to people—the words they use, how they use them (in speaking and writing), and in the interactional contexts in which they are used.

One takeaway for teachers, Davila says, “is to, as much as possible, be linguistically responsive.” That means taking the time to understand each learner’s academic history and the language demands of the tasks they are asked to perform. “And,” she adds, “try to gain a bigger understanding of the complexity of family dynamics.” For example, she says, maybe some children are here in the States with their dad, but their mom is back in the Congo. Such a separation can have a strong ripple effect emotionally, physically, and academically on kids who are already facing challenges as immigrants.

These barriers can be overcome when children have the family and community stability, the access to learning resources at home and in the community, and the academic support they need to further their learning, Davila says.

Unique Experiences, but Common Needs

Davila works primarily with high school-aged immigrant students but cautions against categorizing people. “You can’t really lump groups together: ‘English learners’ or ‘immigrants’ or ‘US citizens,’” she says. “There’s such diversity within those categories; we need to understand the nuanced experiences of immigrants or refugees as individuals and as groups.

“People come from different places with their own histories. They come here, or wherever, to settle, and their experience will be different from other immigrants. But there are some common threads that come out of that. Regardless of a person’s language, background, or immigration history, that person will still have basic needs in school—language support, caring adults, that kind of thing.”

During her research, Davila has discovered an increased understanding of the importance of immigrants maintaining their first language, even as they learn a second. “You see more dual language or bilingual programs now than you did 10 years ago,” she says. “Society is beginning to see linguistic diversity as a resource rather than a hindrance.”

Current Research

In her current work with immigrants, she is looking at the role of family with regard to learning, family interactions with teachers, and parent beliefs about school.

“Parents are really invested in their kids’ education,” Davila says. “They want them to succeed here in the US. But there’s often a lot of conflict around how to do that. Many families face complications around income and job loss and legal status and family separation. All of this impacts a child’s experience in school.

“I’m looking into a variety of things that factor into kids’ experiences in school, and also looking at the community health side of things as well—health literacy, health practices in the home or community, and teaching kids how to be healthy in ways that are meaningful to them.”

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How to Write an Inspiring First Generation College Student Essay: A Step-by-Step Guide

Discover how to write an inspiring first-generation college student essay with this comprehensive guide. Follow our step-by-step instructions to create a powerful essay highlighting your unique experiences, showcasing your resilience, and leaving a lasting impression on college admissions committees.

• By: William Davis

Introduction  

The first-generation college student essay plays a significant role in college applications, allowing admissions officers to understand better the applicant's background, values, and aspirations (Engle & Tinto, 2008). This essay helps to showcase the applicant's unique perspective and qualities, making them stand out among other candidates. Furthermore, colleges and universities often value diversity and strive to support first-generation students. A compelling essay on this topic can increase applicants' chances of acceptance into their desired institution. 

This step-by-step guide will walk you through writing an inspiring first-generation college student essay . We will cover essential aspects such as:

• What is a First Generation College Student Essay?
•  Understanding the Prompt and Requirements
• Brainstorming Your Story
• Creating an Engaging Narrative
• Organizing Your Essay
• Writing Tips for an Inspiring First Generation College Student Essay
• Submitting Your Essay

1. What is a First Generation College Student Essay?

  A first-generation college student essay is a personal statement that focuses on the unique experiences and challenges faced by students who are the first in their families to attend college. These essays often highlight the individual's resilience, determination, personal growth, and the impact of their family background on their educational journey. The phrases "first-generation college student struggles essay," "first generation essay", and "first-generation immigrant college essay" can also be used to describe similar essays that emphasize the student's background and experiences as a first-generation college student or immigrant.

2. Understanding the Prompt and Requirements

What is the college looking for in a first-generation college student essay.

In a first-generation college student essay , colleges are looking for an authentic representation of your background, experiences, and the challenges you have faced as a first-generation college student (Collier & Morgan, 2008). They want to learn about your personal growth, resilience, and determination to overcome obstacles. Additionally, they seek to understand your unique perspective, values, and aspirations. By sharing a compelling and well-written story, you can demonstrate these qualities and help the admissions committee see the value you would bring to their institution.

How can you make sure you address all the requirements?

To address all the requirements for a first-generation college student essay, start by carefully reading the essay prompt and guidelines provided by the college (Pascarella et al., 2004). Take note of any specific questions or topics they ask you to cover, such as your family background, educational experiences, or personal challenges. Be sure to adhere to word limits and formatting requirements. Additionally, consider seeking feedback from teachers, counselors, or peers to ensure you are addressing the prompt effectively.  

3. Brainstorming Your Story

How can you identify your unique experiences as a first-generation student.

Reflect on your educational journey to identify your unique experiences as a first-generation student (Engle & Tinto, 2008). Consider how your family background has influenced your academic experiences, your challenges, and the resources or support systems you've utilized. Consider your achievements and how your first-generation status has shaped your personal growth. By exploring these aspects, you can identify the key experiences that will form the basis of your first-generation college student essay.

What challenges have you faced, and how did you overcome them?

In your first-generation college student struggles essay, it is important to share your challenges and how you have overcome them (Inman & Mayes, 1999). Reflect on the obstacles you have encountered, such as financial constraints, cultural differences, or lack of access to resources. Describe the strategies you used to overcome these challenges, such as seeking help from mentors, developing time-management skills, or engaging in extracurricular activities. By sharing these experiences, you can demonstrate your resilience and adaptability to the admissions committee.

How can you highlight your resilience and determination?

• Focus on specific examples demonstrating your ability to overcome adversity and pursue your academic goals (York-Anderson & Bowman, 1991).
• Describe the personal qualities and skills you have developed through your experiences, such as problem-solving, perseverance, or leadership.
• Emphasize these qualities' impact on your personal growth and future aspirations. You can create a compelling and inspiring first-generation immigrant college essay by showcasing your resilience and determination.

4. Creating an Engaging Narrative  

How do you start your first generation college student essay with a strong hook.

To start your first-generation college student essay with a strong hook, begin with an attention-grabbing sentence or a thought-provoking question related to your experiences (Graff & Birkenstein, 2014). This opening statement should pique the reader's interest and entice them to continue reading. Use vivid language and powerful imagery to create a compelling introduction that sets the tone for the rest of your essay.

What are the key elements of an inspiring and engaging story?

Key elements of an inspiring and engaging story include a clear focus, a strong narrative arc, and compelling characters (Zinsser, 2006). A first-generation essay should focus on your unique experiences and challenges as a first-generation student. Develop a narrative arc that takes the reader through your journey, showcasing your growth, resilience, and determination. Create compelling characters, such as yourself, your family, or your mentors, to bring your story to life and make it relatable to the reader. 

How can you use anecdotes and vivid descriptions to make your first-generation immigrant college essay stand out?

To make your essay stand out:.

• Use anecdotes and vivid descriptions that showcase your experiences and emotions (Hacker & Sommers, 2011).
• Use specific, concrete details to paint a picture of the events, people, and settings that have shaped your first-generation journey.
• Show rather than tell by using sensory language and strong verbs to evoke emotions in the reader.

You can create an engaging and memorable first-generation immigrant college essay by incorporating anecdotes and vivid descriptions. 

5. Organizing Your Essay

How do you create a clear and logical structure for your essay.

To create a clear and logical structure for your first-generation college student essay, start by outlining your main ideas and supporting points (Hacker & Sommers, 2011). Arrange these points in a logical order that follows a clear progression, such as chronological, thematic, or cause-and-effect. This organization will guide your reader through your story and make your essay easier to follow and understand.

What should you include in the introduction, body, and conclusion?

In the introduction, provide a brief overview of your essay's topic, a hook to capture the reader's attention, and a thesis statement that outlines the main points you will cover (Graff & Birkenstein, 2014). In the body, develop your main ideas and supporting points in separate paragraphs, using evidence and examples to illustrate your points. The conclusion should summarize your main ideas, restate your thesis statement, and leave a good impression on the reader, emphasizing the importance of your experiences as a first-generation college student (Zinsser, 2006).

How can you ensure smooth transitions between paragraphs?

To ensure smooth transitions between paragraphs, use transition words and phrases, for example, "however," "in addition," "on the other hand," or "as a result" (Hacker & Sommers, 2011). These words help guide the reader from one point to the next and show the relationship between your ideas. Additionally, ensure each paragraph begins with a clear topic sentence that connects to your thesis and the previous paragraph. This cohesion will help your essay flow smoothly and be more engaging for the reader.

6. Writing Tips for an Inspiring First Generation College Student Essay

How can you maintain a personal and authentic voice throughout your essay.

To maintain a personal and authentic voice in your first-generation college student essay, write conversationally, using natural language and first-person pronouns (I, me, my) (Zinsser, 2006). Share your unique experiences and thoughts, and avoid using generic phrases or trying to sound overly academic. You'll create a relatable and engaging essay that resonates with your reader (Graff & Birkenstein, 2014).

What are the best ways to maintain simplicity and clarity in your writing?  

Maintaining simplicity and clarity in your writing involves using clear, concise language and short sentences (Zinsser, 2006). Avoid jargon, complex words, or lengthy sentences that may confuse your reader. Instead, choose simple words and phrases that accurately convey your ideas and break down complex thoughts into smaller, more manageable parts (Hacker & Sommers, 2011). This approach will ensure that your essay is easily understood by readers of all backgrounds, including those from ESL countries.

How do you avoid common writing pitfalls, like clichés and overgeneralizations?

To avoid clichés and overgeneralizations in your first-generation college student essay, focus on providing specific, concrete details and examples from your experiences (Zinsser, 2006). Instead of relying on stock phrases or general statements, use vivid descriptions and anecdotes that illustrate your points and showcase your unique perspective. By grounding your essay in specific details, you'll create a more engaging and memorable narrative that stands out among first-generation college students' personal statement examples (Graff & Birkenstein, 2014). 

7. Submitting Your Essay

  what should you double-check before submitting your first generation college student essay.

Before submitting your first-generation college student essay, it's essential to double-check a few key elements to ensure your essay is polished and error-free. First, proofread your essay for grammar, spelling, and punctuation errors (Hacker & Sommers, 2011). Second, verify that your essay meets the required word count and formatting guidelines specified by the college or university. Finally, ensure that your essay addresses the prompt, demonstrates your unique perspective as a first-generation student and has a coherent structure with smooth transitions between paragraphs (Graff & Birkenstein, 2014).

How can you ensure your essay makes a lasting impression on the admissions committee?

To ensure your first-generation college student essay leaves a lasting impression on the admissions committee, create a compelling narrative showcasing your resilience, determination, and unique perspective (Zinsser, 2006). Use vivid descriptions and anecdotes to engage your reader and maintain a personal and authentic voice throughout the essay (Graff & Birkenstein, 2014). Moreover, make sure your essay is well-organized and error-free, as a polished and professional essay demonstrates your commitment to your education and your ability to succeed in college (Hacker & Sommers, 2011).

In conclusion, writing an inspiring first-generation college student essay is crucial for showcasing your unique experiences and resilience to the admissions committee (Graff & Birkenstein, 2014). By creating a compelling narrative and addressing the essay prompt, you can demonstrate your potential to succeed in college and overcome the challenges that first-generation students often face (Zinsser, 2006). By observing the step-by-step process outlined in this guide, you can craft a powerful and engaging essay to help you stand out among other counterparts and increase your likelihood of admission to your dream college. 

As a first-generation college student, you should be proud of your accomplishments and embrace the unique experiences that have shaped your educational journey (Hacker & Sommers, 2011). Your resilience, determination, and perspective are invaluable assets that can contribute to your success in college and beyond. Use your first-generation college student essay as an opportunity to celebrate your achievements, share your story, and inspire others who might be facing similar challenges. Remember, your unique background and experiences can be a source of strength and inspiration for yourself and those who read your essay.

SUGGESTED READINGS:

" How First-Generation College Students Find Success "  by Kameron Higginbotham: 

This article, published in the Journal of Postsecondary Student Success, discusses strategies and recommendations for colleges to increase retention among low-income, first-generation students​​​​.

" First-Generation College Students as Academic Learners: A Systematic Review " : 

This literature review conceptualizes first-generation college students as learners, focusing on how their lived experiences can aid their academic learning and personal growth​​​​when connected to academic content.

" Journal of First-generation Student Success " : 

This publication, part of NASPA - Student Affairs Administrators in Higher Education, is a robust resource managed by the Center for First-generation Student Success. It provides a variety of articles and research on the experiences and challenges of first-generation students​​.

" Reflections of a First-Generation College Student, American, and Scholar " : This piece in the National Center for Biotechnology Information (NCBI) reflects on the personal experiences of a first-generation college student, offering insights into the unique challenges faced by students whose parents did not complete a bachelor's degree​

" Is First-Gen an Identity? How First-Generation College Students Make Meaning of Institutional and Familial Constructions of Self " : 

This article explores how first-generation college students construct their identities in the context of their institutional and familial backgrounds. It's a thoughtful examination of the intersection between personal and academic life for these students​​.

LIST OF REFERENCES:

• Collier, P. J., & Morgan, D. L. (2008). “Is that paper due today?”: Differences in first-generation and traditional college students' understandings of faculty expectations. Higher Education, 55(4), 425-446. 
• Cushman, K. (2006). First in the family: Advice about college from first-generation students. Providence, RI: Next Generation Press. 
• Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education. 
• Graff, G., & Birkenstein, C. (2014). They say/I say: The moves that matter in academic writing. New York, NY: W.W. Norton & Company. 
• Hacker, D., & Sommers, N. (2011). Rules for writers. Boston, MA: Bedford/St. Martin's.
•  Inman, W. E., & Mayes, L. D. (1999). The importance of being first: Unique characteristics of first-generation community college students. Community College Review, 26(4), 3-22. 
• Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284. 
• York-Anderson, D. C., & Bowman, S. L. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32(2), 116-122. 
• Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction. New York, NY: HarperCollins.

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Standing Out From the Crowd

By Ron Lieber

• May 17, 2013

“I wonder if Princeton should be poorer.”

If you’re a high school senior trying to seduce the admissions officer reading your application essay, this may not strike you as the ideal opening line. But Shanti Kumar, a senior at the Bronx High School of Science, went ahead anyway when the university prompted her to react in writing to the idea of “Princeton in the nation’s service and in the service of all nations.”

Back in January, when I asked high school seniors to send in college application essays about money, class, working and the economy, I wasn’t sure what, if anything, would come in over the transom.

But 66 students submitted essays, and with the help of Harry Bauld, the author of “ On Writing the College Application Essay ,” we’ve selected four to publish in full online and in part in this column. That allowed us to be slightly more selective than Princeton itself was last year.

What these four writers have in common is an appetite for risk. Not only did they talk openly about issues that are emotionally complex and often outright taboo, but they took brave and counterintuitive positions on class, national identity and the application process itself. For anyone looking to inspire their own children or grandchildren who are seeking to go to college in the fall of 2014, these four essays would be a good place to start.

Perhaps the most daring essay of all came from Julian Cranberg, a 17-year-old from Brookline, Mass. One of the first rules of the college admissions process is that you don’t write about the college admissions process.

But Mr. Cranberg thumbed his nose at that convention, taking on the tremendous cost of the piles of mail schools send to potential students, and the waste that results from the effort. He figured that he received at least $200 worth of pitches in the past year or so.

“Why, in an era of record-high student loan debt and unemployment, are colleges not reallocating these ludicrous funds to aid their own students instead of extending their arms far and wide to students they have never met?” he asked in the essay.

Antioch College seemed to think that was a perfectly reasonable question and accepted him, though he will attend Oberlin College instead, to which he did not submit the essay.

“It’s a bold move to critique the very institution he was applying to,” said Mr. Bauld, who also teaches English at Horace Mann School in New York City. “But here’s somebody who knows he can make it work with intelligence and humor.”

Indeed, Mr. Cranberg’s essay includes asides about applicants’ gullibility and the college that sent him a DHL “priority” envelope, noting inside that he was a priority to the college. “The humor here is not in the jokes,” Mr. Bauld added. “It originates in a critical habit of mind, and the kind of mind that is in this essay is going to play out extremely well in any class that he’s in.”

Admissions professionals often warn people not to think that they can write their way into the freshman class. “The essay is one document that, even in the best of circumstances, is written by an individual telling one story,” said Shawn Abbott, the assistant vice president for undergraduate admissions at New York University. “I don’t believe that any one writing sample should trump what they did over four years.”

Still, he acknowledged that his staff had been taken with the story told by Lyle Li, a 19-year-old Brooklyn resident who applied this year. He wrote about his family’s restaurant and his mother, an immigrant from China who once wanted to be a doctor and now works behind a cash register.

“When I visit my friends, I see the names of elite institutions adorning the living room walls,” wrote Mr. Li, a senior at Regis High School in Manhattan. “I am conscious that these framed diplomas are testaments to the hard work and accomplishments of my friends’ parents and siblings. Nevertheless, the sight of them was an irritating reminder of the disparity between our households. I was not the upper-middle-class kid on Park Avenue. Truth be told, I am just some kid from Brooklyn. Instead of diplomas and accolades, my parents’ room emits a smell from the restaurant uniforms they wear seven days a week, all year round.”

Mr. Abbott said that N.Y.U. received plenty of essays about the immigrant experience. So Mr. Li risked writing one of many stories about long odds and hard work in an unfamiliar, unforgiving place.

But he did not fall into that trap and will be attending N.Y.U. this fall. “His essay brought his family’s circumstance and background into Technicolor,” Mr. Abbott said. “He paints a very vivid picture of what life is really like in his home. I think he’s proud of his accomplishments and work ethic, but there’s also a humility each day when he takes off his preppy blue blazer in front of his mom.”

The essay by Ana Castro, an 18-year-old senior at the Doane Stuart School in Rensselaer, N.Y., is about not quite arriving, in spite of having been born in the United States. And her essay for Hamilton College, which she will attend in the fall, centers on her desire to serve in the Peace Corps. It opens with a joke about her hating clowns and leeches and tells a sad story of a visit to the Dominican Republic, where her father refused to let her play with the destitute boy next door. “My heart broke, not because I was now stuck eating plantains by myself in the stinging sun, but because that boy experienced a level of poor I never knew.”

Then she makes a startling statement that stopped both me and Mr. Bauld as we were reading it for the first time. “I have never seen the United States as my country,” Ms. Castro wrote. “I have never felt total patriotism to any country. I do not instantly think of staying here to help ‘my home,’ because I do not consider the United States my home. The Earth is ‘my home.’ ”

To Monica Inzer, Hamilton’s dean of admission and financial aid, bold declarations like this one are a strong sign of authenticity if nothing else. “Lots of essays have been doctored or written by other people,” she said. “You know that a parent didn’t write this. I don’t know how I know, but I do.”

Mr. Bauld knows how he knows. “There’s always an attempt in some of these college admissions factories to smooth out a student’s edges,” he said. “But what I loved about this piece is that there is no attempt to smooth out anything.”

As for Ms. Kumar, the 18-year-old Princeton applicant, her essay wasn’t so much smooth as it was slick, gliding effortlessly from her breakfast table to the manicured campus of Princeton to the “occidental bubble” of her school classroom. There’s a detour onto the city bus and then a quick trip to India before coming back to the “towering turrets” of New Jersey again.

Nevertheless, Princeton rejected her, and when I approached the university to find out if it had anything to do with her essay, it cited its policy of not commenting on any applicants or admissions decisions. I told its spokesman, Martin Mbugua, that other schools had commented on their own applicants once the students gave them permission, but he was unmoved.

Ms. Kumar suggested that her grades might not have been quite high enough, but Mr. Bauld contended that Princeton should have been swayed by her words.

“One of the things that makes this essay is her tone,” he said. “It could have been, ‘Princeton should be poorer,’ but she opens it as an inquiry. What she does is that she listens very carefully to what you have assigned her to do, and as a response to that, she says, ‘Well, let me ask you this!’ ”

Next week, Ms. Kumar will take the stage as Marty in the Bronx Science production of “Grease,” and she’ll collect her diploma on June 21. In the fall, she’ll attend Cornell, for which she wrote no essays about the university’s level of affluence.

To Mr. Bauld, that’s Princeton’s loss. “She is that person who is always going to give an interesting answer, even to the most boring question,” he said. “That’s my confidence in reading it, and I’d want that person in my class as a teacher.”

Twitter: @ronlieber

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My Family’s American Dream Didn’t Go Quite as Planned — But Here’s How I Succeeded Anyway

This article was originally written for freshu.io by Miguel Paulo Flores . It has been given minor edits before re-posting.

Just like any other immigrant family that comes to the United States, we have hopes and dreams of living a happy and successful life. I came to the United States to fulfill my dream of becoming a computer engineer, to have my own home, my own family, and my own business. Amidst the joy that I felt when I stepped on the soil of this foreign land, my family wasn’t prepared for the worst. All they knew was that once we set foot on the U.S. life will be alright and our lives will be moving forward. Two to three months of living in the U.S., my mom was unemployed with no flowing income, just the money she saved before coming here. I can tell by mother’s face that she needed help. Fortunately, she found a part-time job at a clothing retail store and a full-time job as a cashier at our local grocery store – she got paid minimum wage which is better than not having a job! Realizing the financial burden we have, I helped her by working as a tutor at a local middle school while balancing my duties and responsibilities as a freshman honor student, a section leader of our high school marching band, and a secretary of the Student Council. That was the time I realized that life here in the U.S. wasn’t going to be easy.

Sophomore year in high school, my mom had asked me to quit my job so I can focus on my schooling. The school that I went to was very diverse in terms of student population; however, there are some instances that I got stereotyped. Sometimes I would cry at night thinking what did I do wrong, or do I deserve to be treated like this? Once, I broke down in front of my teacher after a classroom presentation. I was feeling sorry for myself, pitying myself, and asking myself why I get treated like a piece of trash that always gets kicked around. My teacher comforted me and told me to keep my head up high because in the end no matter how terrible are the people around you, you always have yourself — don’t be afraid to stand out. And that’s exactly what I did.

Junior year in high school, things got better. I remained a consistent member of the National Honor Society, held several leadership positions at various school clubs and organizations, and was a distinguished student at our school. I got an internship at the State Capitol and I was awarded as an outstanding student of the year. My family finally got some financial assistance; we receive SNAP/EBT benefits monthly, my brother and I are listed as free and reduced lunch students (we don’t have to worry about not having money in our school lunch accounts), we also get waivers for school dues on exams or tests, and my mom found a better job. All of these happened in one year and without my teacher’s motivation I wouldn’t have the drive to succeed in that short amount of time.

Senior year was the best year I had. I felt like a burden was lifted off of my shoulders when I found out that I was a Dell Scholar. I can now go to college without worrying about paying for my tuition or for my books. At graduation, I was ranked 1st in our class and I graduated as a valedictorian. I got accepted to over 30 schools and they all offered me scholarships. At graduation day, my smile was from ear to ear because my family and I know that I finally made it, despite of all the hardships we went through.

Today, I am currently attending the University of California Davis on a partial scholarship and I am majoring in computer engineering. I am also a high school mentor where my aim is to empower and encourage students to have hope and trust in themselves that whatever they’re going through, they’ll surpass it in the end. I learned a lot from the experiences that I had in high school and I hope that experience will strengthen and motivate me in the years to come.

Through all the obstacles I’ve been through, there are a few things I want to share to everyone: don’t be afraid to stand out. Ignore all the negativity and absorb all the positivity in your life. Laugh from time to time, be humble, and always thank the people who made a difference in your life. Remember that in every beginning of any journey there’ll be always challenges, but if you persevere and work hard toward your goals, nothing’s impossible.

Related: A High School Valedictorian Just Used Her Graduation Speech to Come Out as an Undocumented Immigrant

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Imagine being tasked with setting the precedent of success for your entire family at 17 years old. No matter the personal cost, it is now your responsibility to lift your family out of poverty. This is the crucial promise many first-generation Latine college students make when they head off to higher education. Once they reach college, however, these students only uncover a disheartening reality. They were set up to fail from the start.

Stricken with discouragement when comparing childhoods with their wealthier peers, these first-generation Latine students recognize that university was not intended for them. Since the inception of higher education institutions, and up until a couple of generations ago, there was no reasonable path for these students to even attend university, and the few lucky enough to enroll could only do so under the demeaning conditions of systematic racism.

From K-12, Latine students are at a disadvantage. Born to immigrant, working-class parents, Latine children begin their educational journey with a lack of socioeconomic privileges that their peers have become accustomed to by pre-school. Often, neither parent in the household speaks English fluently enough to teach their child(ren) the language. Spanish is all these kids know, as they suddenly enter an environment where they will be excluded because of the simple fact that they speak a different language that isn’t English. Thus, a striking 82 percent of all students K-12 situated in California English language learning programs are Latine. 

Any English learned at school then becomes a tool for the parents and family as these students commonly become a resource for translating, whether spoken in a movie or present in billing letters. It is important to note that a large portion of Latine parents did not make it past high school due to a lack of educational resources in their home country, so it is particularly difficult for them to learn English upon reaching the U.S.

Many Latine children are familiar with poverty. Representing 17 percent of the American workforce , Latine families are actively working to improve the lives of their children but can commonly only do so through exhausting manual labor. In agricultural, construction, or housekeeping occupations, the Latine population composes over half or close to half of the labor force . However, the unreliability and unlivable wages of these jobs severely limits the financial capacities of these working families.

As a result, Latine children in California K-12 schools account for 71 percent of all economically disadvantaged students and 73 percent of all homeless students. Considering that these same Latine children make up over one-half of all California students, it is an unfortunate reality that poverty strikes these children at disproportionately high rates.

When looking at Latine high school seniors graduating and potentially enrolling in the University of California (UC) or California State University (CSU) system, only 44 percent would even be eligible to apply. In order to qualify for either of these public institutions, a series of A-G courses must first be completed in high school, but the low-income school districts where these students are from are not sufficiently informing or preparing them for the admission requirements of higher education. 

Getting into a four-year university is simply not a possibility for a majority of first-generation Latine. Out of 1,391,503 Latine undergraduates in California, 72 percent enroll in community colleges optimistically planning to transfer after two years. However, after six years, only about a third of these students actually end up enrolling in four-year colleges or universities while the rest drop out or postpone their education indefinitely. 

The good news is that Latine students who are lucky enough to attend a major California four-year institution do tend to be first-generation. In both the UC and CSU system three out of four Latino students are the first in their family to reach higher education, which is over double that of other races. This luck has a limit though, as these students will face certain struggles the rest of the student body does not.

First and foremost comes the stress of paying for higher education, and Latine communities are granted less state and federal financial aid when compared to other races. Furthermore, expected contributions from parents and family members are significantly lower. On average, families of Latine students are expected to pay $5,911, compared to $13,319 for white families .

To make up for a lack of family funds, a majority of Latine students find employment to cover tuition and the cost of living. At the expense of academic performance and social participation, about 32 percent of all employed Latine students are working full-time with the rest being employed part-time. It is discouraging that so many of these Latine students must work long hours while trying to maintain a reasonable commitment to school, and this stress contributes to higher dropout rates.

Each year, the amount of Latine students entering higher education rises, so it’s not all bad news. However, proportional to the number of other races, Latine are at a severe disadvantage on all academic grounds, especially those who desire to be the first in their families to attend college. Without proper accommodations and consideration, beginning from grade school, Latine students will commonly find themselves unable to reach any adequate mantle of success for their families and will continue in poverty.

• Science & Tech

18 Essays About The Immigrant Experience You Need To Read

These stories illuminate what it takes, and what it means, to uproot your life in one country and begin it again in a new one.

BuzzFeed Staff

Growing Up American In Gaza Taught Me What We Owe To Refugees — Rebecca Peterson Zeccola

"In Palestine, we could so easily have been treated as the enemy, but we were welcomed like family."

I’m Not OK With Being One Of The Lucky Muslims — Romaissaa Benzizoune

"This weekend’s immigration order doesn’t apply to me or my family; I’ll be fine. But so many others I know and love will not."

I Grew Up In The Rust Belt, But I'm Not In Any Of The Stories About It — Alia Hanna Habib

"It’s strange to see the media turn its attention to places like my hometown in coal-country Pennsylvania and find that my experience there, as part of the non -white working class, is still invisible."

Here’s What I’m Telling My Brown Son About Trump’s America — Mira Jacob

"Sometimes I wish I could ask America when, exactly, it made its mind up about us. The myth, of course, is that it hasn’t, that there is still a chance to mollify those who dictate the terms of our experience here, and then be allowed to chase success unfettered by their paranoia. To live, as it’s more commonly known, the American dream."

There’s No Recipe For Growing Up — Scaachi Koul

"My mom’s Kashmiri cooking has always tethered me to home. So it’s no wonder she won’t give me (all) the secrets to doing it myself."

How I Learned That Beauty Doesn’t Have To Hurt — Sonya Chung

"Growing up in a Korean American family, I absorbed the idea that any feeling of pleasure comes at a cost. But as I get older, I’m realizing it doesn’t have to work that way."

Why Brexit Has Broken My Heart — Bim Adewunmi

"As a child of immigrants, I am deeply ashamed that this is who we are."

I Found A Home In Clubs Like Pulse, In Cities Like Orlando — Rigoberto González

"I cherish the time I have spent in clubs like Pulse in cities like Orlando, where gay Latinos — the immigrants, the undocumented, and the first-generation Americans alike — gravitate because we love men and we love our homelands, and that’s one of the places our worlds converge."

Making Great Pho Is Hard, But Making A Life From Scratch Is Harder — Nicole Nguyen

"After fleeing Vietnam, my parents turned to food to teach us about what it means to be Vietnamese."

When Home Is Between Different Countries And Genders — Meredith Talusan

"I moved to the U.S. from the Philippines when I was 15, where I had been raised as a boy. About a decade later, I started to live as a woman and eventually transitioned. I think of migration and transition as two examples of the same process – moving from one home, one reality, to another."

I Found The House My Grandparents Abandoned in 1947 — Ahmed Ali Akbar

"So many Americans go to India to find themselves. But I went to find the history my family lost in the subcontinent’s Partition."

How I Became A Southern-Fried Nigerian — Israel Daramola

"I once felt torn between Nigeria and Florida, between jollof rice and fried alligator, but there is no real me without both."

Learning To Mourn In My Father's Country — Reggie Ugwu

"After my brother died and my father was partially paralyzed, my family traveled 7,000 miles in search of an old home, a new house, and the things we’d lost on the road in between."

How To Get Your Green Card In America — Sarah Mathews

"When you perform the act of audacity that is consolidating an entire life into a couple of suitcases and striking out to make your way, what is not American about that? When you leave the old country so that your daughters can have a good education and walk down their streets without fear, what is not American about that? When you flee violence and poverty to come to a land of plenty, when you are willing to learn new languages, to haul ass, to do twice as much work, what is not American about that?"

A Childhood Spent Inside A Chinese Restaurant — Susan Cheng

"Being one of the few Asians in my school was hard enough. Working at my parents’ Chinese restaurant didn’t make it any easier."

How I Learned To Celebrate Eid Al Adha In America — Zainab Shah

"I bent over backward to explain myself. 'From Pakistan,' I would say. 'Not a terrorist,' I almost added. But I didn’t — the joke would only be funny if racial profiling didn’t exist."

Texts From My Parents: What It Was Like To Leave Vietnam — Nicole Nguyen

"They did it for us, and I'll spend the rest of my life trying to make the most of it."

What It’s Like Speaking A Different Language From Your Parents — Zakia Uddin

"My parents and I communicate in an incomplete mash-up of Bengali and English. I sometimes wonder what we are missing."

Topics in this article

• Immigration

I'm a DACA recipient in college. My story is more common than you think: It's the future.

Thanks to a 2022 measure granting in-state tuition, arizona students like me have a chance to prove we belong in the education system..

As young Latinos are one of the nation’s fastest-growing populations in the United States, the time has come to show that we have the exact same career expectations, dreams and ambitions as our peers.

In Arizona,  Proposition 308 is an opportunity for more students, regardless of immigration status, to access in-state tuition while demonstrating we belong in the education system and can access a path to grow and thrive. The legislation enables anyone who has lived in Arizona for two or more years and graduated from an Arizona high school to attend the state’s colleges.

Students who meet eligibility requirements can access affordable tuition and are eligible for financial aid, including grants, scholarships or tuition waivers.

My immigration status was a liability

Before Proposition 308 passed  in 2022, the uncertainty of my immigration status became a liability in the pursuit of education.

After graduating high school in 2015, I went to Paradise Valley Community College, a public community college in Phoenix. As a Deferred Action for Childhood Arrivals (DACA) recipient, I had access to in-state tuition.

But two years later, the Justice Department announced the ending of DACA , the Obama-era program that allowed undocumented immigrants who came to the United States as children to remain in the country.

And in the spring of 2018, the Arizona Supreme Court upheld a 2006 voter-approved law that restricted state-funded services and benefits, including in-state tuition, to people who have legal status.

Enrollment in Maricopa Community Colleges plunged 40% that fall .

U.S. immigration system fails: Defendants are excluded from the right to legal representation in immigration court. It's time to change that.

This led me to join Aliento, a local community organization that advocates for the well-being of undocumented, DACA and mixed immigration status families.

Aliento’s advocacy efforts contributed to the passing of Proposition 308 with campaigns that involved legislators, community members, friends, families and leaders.

I'm working to become a doctor. Undocumented and DACA students like me are the future.

After Arizonans approved Proposition 308, I was finally accepted into a competitive program.

As a proud Latina and a nursing student who struggled to enroll in college with the dream of becoming a doctor, I’ve learned the importance of organizations such as Aliento, using one’s own voice and joining conversations to ensure more young students receive opportunities like those that Proposition 308 provides. 

How much does college really cost? Why the college application process isn't adding up for students – and how to help them

The  2021 American Community Survey  found that more than 408,000 undocumented students are enrolled in U.S. colleges and universities, making up 1.9% of all college students in the country.

This estimate represents a decrease of 4% since 2019, when 427,000 undocumented students were enrolled.

Proposition 308 means hope for hundreds of students to pursue their dreams. It recognizes the value and potential of youth to build a stronger economic future for our state.

Since its passage, eligible students’ tuition has been reduced by more than 150% since the start of the 2023 spring semester.

Let's open more doors for students of all backgrounds

Expanding this access to higher education still faces many challenges, such as misinformation, discrimination, stereotypes and inequality.

This can only be remedied when community members rely on each other and work together with common goals for an inclusive education and the well-being of youth.

Therefore, we need the support of universities, colleges, legislators, media, fellow students and the general community to open more doors for students experiencing a disconnect between high school, college and noncollege education programs.

This can be done through outreach efforts to successfully raise awareness about the benefits and eligibility for in-state tuition, including scholarships from the likes of Helios Education Foundation, Arizona Community Foundation, the three state universities and Maricopa Community Colleges.

Empowering more students to enroll in college can translate into massive benefits to Arizona and our country. 

It is our state’s effort to tackle society’s education challenges and provide pathways to success for students of all backgrounds.

Our goal is to solidify the progress that was made for students.

As more students fill classrooms and schools, more students can share their dreams and touch hearts with our stories, so that people know we belong in the United States, our country, and the opportunities it has to offer.

Maria Leon is a recipient of Arizona’s Future Fellowship of Aliento and an advocate for accessible and equitable higher education. This column was originally published in The Arizona Republic .

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A first-generation college student’s guide to navigating the application process.

Senior Associate, JPMorgan Chase

If you’re the first person in your immediate family who’ll be attending college, you may be on your way to becoming a first-generation college student. While this may feel intimidating, know that you aren’t alone. According to recent data by the Center for First-Generation Student Success, about one in four college students have parents who didn’t attend any form of schooling after high school.

Being the first person in your family to attend college is an outstanding achievement. Not only will you be furthering your education, but you’ll also set yourself up for future career success . While you don’t need a college degree to land a job, some estimates show that having a bachelor’s degree may help you earn 84% more than having only a high school diploma . A college degree may also serve as a buffer during an economic downturn.

Understanding the benefits of college is one thing, but navigating applying and enrolling in college as a first-generation college student is another. How do you get started on your college application journey and ensure your transition is a successful one?

Keep reading as we break down the college application process for first-generation college students and provide resources that may help you on your journey.

What’s a first-generation college student?

First things first, what’s a first-generation college student? According to the federal government, a first-generation college student is someone whose parents did not complete a bachelor's degree or some kind of higher education. In a scenario in which you only lived with one parent your whole life who cared financially for you (and this could be for many reasons), and this parent didn’t complete a bachelor’s degree, and you end up attending college, you too count as a first-generation college student under this definition. This definition is important to understand because the federal government uses it to determine eligibility for financial aid programs like the TRIO programs, for instance.

The definition of what a first-generation college student is may vary among colleges and universities, though. For instance, the University of Pennsylvania definition includes students whose parents received a degree outside of the U.S.

Given that institutions define first-generation student differently and offer benefits and resources to first-generation students specifically, you may want to check with college and university admissions offices during the application process to see if you qualify as a first-generation student, according to their unique standards.

How to apply to college as a first-generation student

The college application process may feel daunting, especially if you don’t have parents or immediate family who’ve attended college to guide you. During the process, you’ll have to research colleges, study for standardized exams, fill out school applications, potentially apply for financial aid, and decide where to attend. Fortunately, many resources are at your disposal to make these responsibilities easier.

Checklist for first-generation college students applying to college

Here’s a list that may help you prepare for college applications.

1. Start preparing early (like in your sophomore year of high school)

• Research potential colleges and universities to understand their offerings, campus culture, and admissions requirements.
• Identify the type of college experience you want (size, location, majors, extracurriculars).

2. Understand the academic requirements you need to meet

• Understand your target schools’ grade point average (GPA) and standardized test score requirements.
• Consider meeting with your high school academic advisor and college counselor often to ensure you’re enrolled in the right classes and overall tracking toward your goal of attending college.

3. Prepare for standardized tests

• Register for the SAT or ACT exams and check if your desired schools require or recommend taking them.
• Prepare for these exams using online resources, books, or classes.

4. Research and apply for financial aid and scholarships

• Fill out the Free Application for Federal Student Aid (FAFSA ® ) to determine if you're eligible for federal financial aid along with other types of financial aid.
• Consider researching and applying for scholarships. Consider looking for those that specifically support first-generation students (see below for tips for this).

5. If you’re able to, plan college visits

• Schedule campus visits if it’s feasible for you to get a feel for the environment and ask questions.
• Attend college fairs in your area and meet with college admissions representatives.

6. Tee up your letters of recommendation

• Identify teachers, counselors, or mentors who can write strong, personal recommendations.
• Request these letters well in advance of deadlines.

7. Prepare your personal statement and essays

• Start brainstorming and drafting your college essays early (see below for tips for this).
• Have teachers, counselors, and others review your essays for feedback.

8. Complete your college applications

• Familiarize yourself with the Common App (which you can use to apply to over 1,000 U.S. colleges) and individual college applications.
• Complete all sections of applications carefully and accurately.

9. Keep track of deadlines to make sure you meet them

• There are many deadlines to keep track of during the college process, including college application deadlines, financial aid deadlines, and scholarships deadlines.
• Consider Early Decision or Early Action applications in which you’d apply to colleges earlier in the process.

10. Utilize all the resources that you can

• Connect with organizations and programs that support first-generation college students.
• Look for mentorship programs at potential colleges and within your community to help with the college process.

11. Undergo interview preparation

• If interviews are required, prepare by practicing with teachers, counselors, or mentors.
• Research common interview questions and think about your responses.

12. Do a final review and submit your applications

• Review all materials for completeness and accuracy.
• Submit applications and confirm receipt with each college.

13. Start preparing to enroll in college

• Prepare for potential waitlist or deferral outcomes that may come from your college applications.
• Accept an offer and complete any necessary steps for enrollment.

First-generation college student essay tips

As covered briefly above, you’ll likely need to write one or several personal essays during the college application process. As a first-generation college student, your college essay is a unique opportunity to showcase your perspectives, experiences, and the obstacles you’ve overcome on your road to college.

You may want to begin by reflecting on your journey — what being the first in your family to attend college means to you, the challenges you’ve faced, and how these experiences have shaped your ambitions and character. By crafting a compelling essay, you may help admissions officers understand your background and the resilience you bring to your educational pursuits.

As you write your essay, you may want to focus on specifics rather than generalities to bring your story to life. Instead of simply stating that you’ve faced challenges, describe a moment that illustrates how you’ve been challenged and how you responded. Remember, the goal is to let college admissions committees see the world through your eyes and appreciate the context of your achievements.

After you have a draft of your essay or essays ready, don’t hesitate to seek feedback from teachers, mentors, and counselors who understand the college application process. They may be able to provide valuable insights into how college admissions officers might perceive your essays. 

First-generation college student scholarship tips

As briefly covered above, alongside the college application process, if you’re looking for financial aid to support your college journey, you may consider looking into scholarships specifically for first-generation college students. Some organizations and nonprofits are specifically seeking to help students like you.

Here are a few scholarships you may consider as a first-generation college student:

• The Thurgood Marshall College Fund and The Sallie Mae Fund Completing The Dream Gap Scholarship
• Esperanza Scholarship Foundation Dollars for Scholars Scholarship
• The National Society of High School Scholars First Generation Scholarship
• EducationDynamics Minority First Generation Scholarship Contest

Programs that support first-generation college students

If the steps involved in applying for college seem overwhelming, the good news is that many programs aim to support first-generation college students on their educational journey. Here are a few.  

College Track Scholar Program

College Track is a nonprofit organization dedicated to helping students with limited resources achieve their dream of attending college. The organization works with students from the time they’re in ninth grade through college to help them on their journey to receiving a bachelor’s degree.

At the high school level, they help students through academic learning labs, college counseling, and even individualized coaching. When students reach college, the organization helps with career readiness, community building, and financial wellness activities. Finally, they provide early career support in the first two years after a student’s college graduation.

Let’s Get Ready

Let’s Get Ready prioritizes admittance for students who meet specific criteria, such as first-generation college students or students from historically underrepresented communities. It provides students with free college application support with help from peer-led coaches and virtual SAT exam prep courses, and other tools. For those who’d like to seek help from someone who’s been in their shoes, Let’s Get Ready pairs program participants with current college students who act as mentors.

America Needs You

For first-generation students already enrolled in college, America Needs You is a nonprofit organization with a Fellows Program that supports low-income, first-generation college students with resources to help them successfully graduate college, succeed in their careers, and remain competitive in today’s workforce. The Fellows Program helps with internship placements, provides up to $1,000 in grant funding annually, and offers one-on-one mentorship to all enrollees.

Navigating the summer before college starts as a first-generation college student

After you commit to college, you may want to see if any summer orientation programs or bridge programs at your chosen college specifically for first-generation students are available to you before you start school.

Some colleges offer orientation programs that bring together faculty, students, and in some cases, family members to help ensure first-generation students have an easy transition into college life.

If the college you’re enrolling in offers one of these programs, consider taking part. They typically last from between two to four weeks during the summer months. During these programs, you can also ask questions related to everything from picking out classes to navigating dorm life if you plan to live on-campus. You can also start to make college friends.

Final thoughts

If you’re a first-generation student embarking on your college journey, know that it may feel confusing at first, though many resources are available to help. Above all else, as you undergo this journey, you should feel proud that you’re the first in your family to start this path toward higher education. You may inspire many others in your professional and personal circles for years to come.  

"I couldn’t help but wonder why nine numbers made such a world of difference in our experiences," Miriam Galicia writes. (Miriam Galicia)

The botched FAFSA rollout hurt immigrant families like mine

The new financial aid application was supposed to be ‘faster and easier.’ for me, it has been anything but..

Leer en español

Sitting at my dining room table, I dialed the toll-free number, hoping that today would be the day that someone actually picked up. Instead, I heard the words that have rung in my ears for the past few months. The helpline was experiencing a high volume of calls. Call again later, the automated message urged before ending with an unceremonious “Goodbye.”

The more I heard that message, the more anxious I became.

I knew I wasn’t alone in this experience, and that somehow made it worse. Thousands of high school seniors who needed financial assistance to go to college were unable to complete the federal aid application — the same application that the U.S. Department of Education insisted was now “faster and easier” to fill out.

“Faster and easier” would be the last words I’d use to describe my family’s experience with the application, known widely as the FAFSA. It’s all because of nine little digits that not all applicant family members have: a social security number. Parents without one couldn’t initially submit the required form.

The FAFSA, which usually opens in October, was postponed amid the updates and released instead in late December . This delayed the process for everyone applying for federal financial aid, not just families in which not all members have a social security number. But once the application finally went live, many aid-seeking students breathed a sigh of relief.

At this point, those with an undocumented parent were told to call a federal government number to verify their parents’ identity.

That’s how I found myself memorizing that infuriating automated message that ended with “Goodbye.” After dialing the number 20-plus times in the span of a month, one day I got an answer. I was sitting in my college counselor’s office as the February chill crept into the room. I was surprised to hear a woman’s voice on the other end of the line. I explained my family’s situation as clearly and concisely as I could. The woman told me that my parents needed to make the call themselves or be present for it — something that proved hard to do during their workday.

The call ended there, and I headed back to class. I breathed in and out, trying to push the FAFSA out of my mind. But like the phone call, it felt hopeless. I sat in class, making no move to settle in.

“So how did it go?” my friends asked discreetly.

“They said I can’t do it,” I replied, not realizing until then how emotional I was.

Tears started rolling down my cheeks. They were not tears of sadness or even hopelessness; they were tears of anger. I was angry — I am angry — about the jumbled-up application and the disregard for thousands of first-generation Americans.

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Stress was written on my face and, as my teacher came over to offer words of kindness and encouragement, I tried to look ahead to when my FAFSA was finally complete.

After negative media attention about the botched FAFSA rollout , the government did take steps to correct its mistakes , but it took months. They moved the verification process to email. At that point, we were required to email passports, driver’s licenses, and bills with my parents’ names and home address. The verification process seemed endless until early March when my parents’ account was finally verified.

Once I received that email, I logged in as quickly as I could, thankful that this process was almost over. But even with my parents’ accounts verified, the portal showed up blank, once again stopping me from submitting my FAFSA. I felt my body heating up, my face turning bright red. I had taken all the right steps. I thought I’d finally emerge from the FAFSA maze. I was wrong.

With only a few weeks left to decide where I would spend the next four years of my life — the deadline to commit to a college is May 1 — the FAFSA felt like my worst enemy.

It wasn’t until early April, after months of phone calls, paperwork, and meetings with my college counselor, that I was finally able to submit my federal aid application. My application is in, and that’s a relief. But like many other students in the same situation, I wonder if I will ever know what my financial aid packages would look like at some schools I’ve been accepted to.

Even with all the hurdles I’ve had to face these past months, I am one of the lucky ones. Just recently, I was offered scholarships from two private liberal arts colleges, allowing me to bypass the government aid process altogether. It is because of these scholarships, and only these scholarships, that the stress of FAFSA isn’t looming over me. But my good fortune makes me think about the other first-generation students who don’t have these options.

Coming from an immigrant household, I’ve known since I was a little girl that my family and our experiences weren’t like those of most of my friends. I knew this when my friends talked about their vacations abroad or when both of their parents showed up to parent-teacher conferences. The differences became especially apparent during the college application process.

I remember sitting with my friends at school as they voiced relief about being done with their applications, personal essays, paperwork, and FAFSA. Now all they needed to do was wait. Everyone agreed — everyone but me.

One friend even suggested throwing a party to celebrate.

I couldn’t help but wonder why nine numbers made such a world of difference in our experiences. Months after that hangout session, I’m left with that and other questions. Questions like: Why are students from immigrant families made to jump through so many hoops? Why was our family, our experience, overlooked when this new “easier” FAFSA was implemented?

I know the immense privilege I have to pursue a higher education, thanks to the support of my family, my college counselor, and the private institutions offering me financial aid. Still, sometimes self-doubt creeps up like a shadow. I wonder why I am trying so hard to get to college when some of the processes that make college possible don’t seem to value people like me and families like mine.

Miriam Galicia is a senior at The Institute For Collaborative Education and is a 2023-24 Chalkbeat Student Voices fellow. In the fall she will attend Skidmore College. As a soon-to-be first-generation college student, she values the opportunity to pursue higher education not afforded to previous generations of her family.

FAFSA problems put students from immigrant families at a disadvantage

Missteps and technical problems associated with the new Free Application for Federal Student Aid are fueling concerns about the government’s ability to serve students from immigrant families effectively.

Once a week, for three months, 17-year-old Daelyn Angulo logged onto the federal student aid website and tried to complete the Free Application for Federal Student Aid, or FAFSA.

A flyer informing Benson Polytechnic High School seniors about FAFSA, April 17, 2024. This year’s new FAFSA was intended to be simpler for students and their families to fill out, including students with undocumented parents. But it has so far been the opposite.

Tiffany Camhi / OPB

The high school senior knew submitting the form, which launched on Dec. 31, 2023, was the key to unlocking the financial aid she’d need to attend college.

But January passed and Angulo hadn’t successfully completed the FAFSA.

February flew by. Nothing.

Then March. No success again. Major scholarship deadlines were approaching — and she needed a completed FAFSA for them.

“I thought that I wasn’t going to get my FAFSA done,” Angulo said.

Angulo, a senior at Benson Polytechnic High School in Portland, wants to someday become a nurse in a neonatal intensive care unit. But without the FAFSA being completed, her dream of heading to Western Oregon University to study nursing was fading away.

“My family can’t put me through college out of pocket,” said Angulo. “It’s really important for me to get as much [aid] as I can so I can get the career and the life that I want for myself.”

Finally, on April 1, Angulo received an email from the U.S. Department of Education. It said her application was successfully submitted. The reason why it took three months to fill out, Angulo said, is because her mother does not have a social security number.

The Education Department’s bungled rollout of the new FAFSA has been challenging for many students and families in Oregon and across the country this year. But completing the application has been nearly impossible for many students from mixed-status families, in which different members of the family have different citizenship or immigration statuses. Multiple technical errors have barred students from these families from applying for months. Now some student and higher education advocates are worried these roadblocks are closing an important gateway to economic and social mobility for many immigrant families in the U.S.

Problems for mixed-status families compound

Angulo, who is Latinx, said she saw many of her white friends have little problem filling out the FAFSA. But peers who also had parents without social security numbers were all having the same problems as her: they could not finish the application.

“I thought FAFSA was racist,” said Angulo of the many times she tried filling out the form. “It was just so annoying how it didn’t let us through.”

In previous year’s FAFSAs, there was a workaround for students from mixed-status families. Students printed out paper applications, physically filled out the financial information for their parents and wrote in zeros where a social security number would go. They would then sign and send those applications to the Education Department in the mail.

The workaround required students to do more work than the online application. But it worked.

This year’s FAFSA is online only. When students tried to help parents with their portion of the application, error messages would pop up if the social security number was left blank. The online form would not let parents move forward in the process, essentially blocking students from finishing the application at all.

Alberto Plata-Hurtado, a youth engagement specialist with Latino Network’s college prep program Escalera, said applying to the FAFSA has always been a nightmare for the students he mentors. This year it’s impossible.

“It’s like a sequel to a movie where they make the first movie, then they try to make the second one and it’s even worse than the first,” said Plata-Hurtado.

Alberto Plata-Hurtado helps a Benson Polytechnic High School Escalera senior with his FAFSA on April 17, 2024. The Education Department rejected the student’s application due to a spelling error.

For months, students from mixed-status families were at a loss. High school, college and career counselors did not know how to help them. FAFSA call centers and online chat functions could not provide any real guidance either.

In February, congressional Democrats in Oregon joined dozens of other lawmakers who signed a letter calling on the U.S. Education Secretary Miguel Cardona to quickly resolve issues involving mixed-status families. Later that month, the Education Department released a temporary fix to the problem: a nine-step process that would allow students to get further in the application but ultimately still not able to complete it. Student advocates said this revision only made the process more time-consuming and confusing.

The federal government made several more corrections to this problem last month. After these fixes, undocumented parents could check a box that stated they did not have a social security number. They would then be directed to fill out and send a separate identity verification form to the Education Department.

But even with these patches, some students from mixed-status families are still having trouble completing the FAFSA.

FAFSA problems put higher education opportunities at risk

Plata-Hurtado works hard to make sure the students he mentors in Benson’s Escalera program have a good chance of making it to college. He checks on their grade point averages, supports them if they’re experiencing issues in their social or family life and he helps them apply for financial aid.

In past years, Plata-Hurtado has been able to make sure every one of his students has completed the FAFSA by now. But this year only seven of the 20 seniors he mentors have been able to successfully complete the application, a rate that closely mirrors the lower-than-usual statewide FAFSA completion percentage of 38% .

“In years before, by this time, everybody was done with it,” said Plata-Hurtado. “Even if they were undecided as to where they wanted to go to college, at least the FAFSA was done and we didn’t have to worry about it.”

Plata-Hurtado was a first-generation college student himself and has firsthand experience with how higher education can transform and uplift immigrant families. Plata-Hurtado says many immigrant families rely on their children for support. And they see college as a gateway to economic stability.

“A lot of my students have that pressure to go to college or go to a trade school,” said Plata-Hurtado. “But in order to do that, they need financial aid. And in order to get financial aid, we need to submit the FAFSA.”

But even with these family pressures, Plata-Hurtado says morale around getting a higher education among his students has been severely eroded by all the problems with this year’s FAFSA. Many students don’t see how going through the trouble of applying for federal aid is worth it.

Plata-Hurtado says some families he’s worked with feel they are being discriminated against.

Students pressed to persevere through difficult process

With just two months of high school left and college enrollment deadlines looming, college career counselors and admissions staff at universities and colleges are scrambling to make sure these students aren’t left behind.

Graduation stoles from past Benson Polytechnic High School Escalera cohorts hang in Alberto Plata-Hurtado’s office space on April 17, 2024. Many of Plata-Hurtado’s students have had trouble filling out the FAFSA.

Western Oregon University is an emerging Hispanic Serving Institution in Oregon , and the school has implemented several initiatives to help boost FAFSA completion among the Latinx community, said WOU Admissions Director Jamiere Abney.

WOU has held FAFSA nights, which offer one-on-one application clinics, on campus and at local schools. Some workshops have been in Spanish and the school employs a bilingual Spanish financial aid navigator.

“There is an understanding that Latinx immigrant families are a huge part of our campus community,” said Abney.

Abney also said he’s had to change his pitch to students and families this year that have become wary of going to college due to this year’s FAFSA rollout. He has found himself talking more about the value of higher education this year than in years past.

“The question about going to college continues to be so much up in the air and people question the value of a college education,” said Abney. “This rollout just gives them another reason to say, ‘Well, I don’t really trust the system.’”

And while it’s always been the responsibility of students and parents to fill out the FAFSA, the challenges have created an even bigger undue burden for mixed-status families this year.

The advice they’re getting? Keep trying.

”There’s a level of, can you be persistent?” said Abney. “Can you be resilient in some of the process even though it is annoying and very frustrating.”

Resilience is what got Angulo through.

Now she’s waiting for WOU to send her a financial aid package, which will be delayed until at least next month, according to Abney. Angulo is hoping she’ll receive enough money from grants and scholarships to cover the full cost of attending the school. With enough financial aid, Angulo will be the first person in her family to pursue a higher education.

And, Angulo jokingly said, the Education Department could maybe throw in a few extra dollars for students like her who had to go through so much strife to complete this year’s FAFSA.

”The amount of stress they caused was so frustrating,” said Angulo. “We need more money from the stress because it’s been crazy.”

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Queens College opens office to help immigrants with visa and citizenship applications

Queens College officials held a ribbon-cutting ceremony on Apr. 16 to celebrate the grand opening of its newest CUNY Citizenship Now! office, which has opened in the Student Union building on the Flushing -based campus. The office , like the dozens of others in the CUNY system, aims to help immigrants with visa applications as well as to obtain citizenship.

Queens College President Frank H. Wu and Ja y Hershenson, Queens College’s vice president for Communications and Marketing and Co-founder of CUNY Citizenship Now! , were on hand to open the office. They were joined by guest speakers such as Carla Córdova, a Queens College alumna and CUNY Citizenship Now! service recipient. 

The new office provides one-on-one counseling via online pre-booked appointments. Specific services include assistance with naturalization, family-based petitions and Deferred Action for Childhood Arrivals (DACA).

Members of the Queens College community will also have priority access to immigration attorneys twice a week. Since 2023, the CUNY Citizenship Now! program has partnered with the Queens College Immigrant Student Support Initiative . The initiative assists students of varying immigration statuses with undergraduate and graduate applications, FAFSA navigation, and other services. 

Wu spoke during the ceremony, touching upon how his upbringing as the son of Taiwanese immigrants gave him a deep connection to the CUNY Citizenship Now! Program.

“Programs such as this did not exist when I went to college, and today’s event speaks to the progress we have made. As I’m sure you know, the Borough of Queens is nicknamed the “World’s Borough,” a place where over 120 nationalities call home, and our student population reflects that wonderful diversity. So it’s only fitting that we should have an office on campus for CUNY Citizenship Now, an organization dedicated to helping immigrants, “he said. 

Founded in 1997, Citizenship Now! is America’s largest legal assistance program. It provides free and confidential citizenship and local immigration services to local communities. The attorneys and paralegals who  work with the program support thousands of individuals annually as they pursue citizenship.

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About the scholarship.

The Mae Hampton Watt Presidential Scholarship in Psychology - Leadership and Service is open to undergraduate students enrolled in the Department of Psychology at Florida State University. Students who can submit an essay about their relevant leadership and service are encouraged to apply.

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