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DEBATE SYNOPSIS
Running Head: DEBATE SYNOPSIS

Debate Synopsis: Pro Immigrant Student Access to Higher Education

Tony Miller Jr.
Beth Ann Simpson
Lori Spencer
University of Memphis: HIAD 7444

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The United States is founded on and culturally identified by immigration. It is

often referred to as a melting pot of both immigrants and natural-born citizens; however,
modern day also portrays negative perceptions of immigrants, especially those
undocumented or otherwise known as illegal-aliens. In 2010, the United States estimated
11 million undocumented immigrants were residing in the country (Kim & Diaz, 2013b).
An estimated 1.3 million were between the ages eighteen and twenty-four, with a
majority of those having spent their childhood or young adult lives in the United States
(Kim & Diaz, 2013b). Many have been educated by our K-12 system, consider
themselves American, and have no plan of returning to their home country (Kim & Diaz,
2013b). However, of the 80,000 eighteen year olds only 50 65,000 graduate from high
school, and in 2003 only 13,000 undocumented students enrolled into postsecondary
institutions (Kim & Diaz, 2013b). In todays economy it is essential to receive a
postsecondary degree in order to compete in the workforce and improve ones
socioeconomic status. According to Toossi (2012), Between years 2010 and 2020,
immigrants and their children are expected to make up the majority of the U.S.
workforce (as cited in Kim & Diaz, 2013b, p. 79). Why would we not want to better
educate our workforce our society?
While undocumented students receive free public K-12 education under Plyer v.
Doe, upon graduating high school their education is forced to a halt (Alfred, 2003). Many
students born to illegal parents often do not discover they are undocumented until final
years of high school with the hope of higher education hanging in the distance (Alfred,
2003). These limitations are a result of legislative decisions in the Personal
Responsibility and Work Opportunity Reconciliation Act (PRWORA), which restricts

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undocumented students from receiving federal financial aid or student loans (Alfred,
2003). The Illegal Immigration Reform and Immigration Responsibility Act (IIRIRA) of
1996 prohibits states from charging in-state tuition to undocumented students unless the
institutions provide these rates to all non-resident students (Alfred, 2003). Undocumented
students charged out-of-state rates with no federal aid makes it nearly impossible for
these often low-income families to afford a college education. The DREAM Act of 2001,
along with several revisions, attempted to alleviate the damage caused by PRWORA and
IIRIRA as a means to receive a degree and create a fast track towards obtaining legal
citizen status (Hartle & Bloom, 2013). Unfortunately, the only progress has been through
state legislation in which a dozen states are now granting undocumented students in-state
tuition under certain requirements (Kim & Diaz, 2013b). While many believe illegal
immigrants flood the job market, increase crime rates, consume public resources, and do
not pay taxes, research dispels these misnomers (Kim & Diaz, 2013b). According to
Alfred (2003), Hindering these students ability to obtain higher education hurts the
United States both economically and socially (p. 618).
Granting immigrant access to higher education would benefit the countrys
economy in creating new jobs and businesses (Carabelli, 2009). Educating immigrants
provides more educated skilled workers and entrepreneurs. While some contend illegal
immigrants cost the government in social services and criminal expenses, data refutes this
claim (Carabelli, 2009). In actuality, immigrants are considered target earners in which
they are motivated to work, make money, and reunite with families (Carabelli, 2009, p.
116). According to Alfred (2003), American economy has reaped major benefits from
immigrants over the past three decades through tax payments, job creation,

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entrepreneurial activity, consumer spending and neighborhood

revitalizationimmigrants pay between $120,000 and $200,000 more to the U.S.
government than they exhaust in government services (p. 640). Specifically, in 2007 the
Presidents Council of Economic Advisors reported, Entrepreneurial activity is
reportedly nearly 40 percent higher for immigrants than for natives (Carabelli, 2009, p.
116). Further contribution to the economy comes with taxes, which contrary to the
publics belief, the IRS reports about 6 million unauthorized immigrants file individual
tax returns each yearbetween 50 percent to 75 percentpay federal, state and local
taxes (Carabelli, 2009, p. 117). In addition to $8.5 billion contributed to Social Security
and Medicare, the IRS determined undocumented immigrants paid about $50 billion in
federal taxes from 1996 2003 (Carabelli, 2009). In regards to economic contributions,
immigrants add twice as many jobs as does the native-born population and add to local
employment more than non-immigrants (Alfred, 2003). Providing education today will
save money the government may spend on welfare, rehabilitation, or medial emergency
services for this low-income population. Why would we not spend our money on
educating immigrants rather than spend it on the repercussions of the uneducated?
International students contribute to the innovation-rich fields of science,
technology, engineering, and mathematics (STEM) as well as diversify the education
system and workplace (Hartle & Bloom, 2013). STEM graduates are steadily among the
most productive workers in our economy (Caret & Guzzi, 2014). Rather than taking jobs
from Americans, they are creating new jobs with every foreign-born advanced degree in
the STEM field creating 2.62 American jobs (Caret & Guzzi, 2014). Additionally, In
2012 2013, more than 819,000 international students studied in the U.S. 3.9 percent

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of total student population, contributing more than $24 billion to the U.S. economy
(Caret & Guzzi, 2014). However our immigration policies are prohibiting these students
from staying to work and create comfortable lives in our country. Data demonstrates the
importance of educating immigrants on creating greater opportunities for global
collaboration and competition.
Lastly, our current immigration policies not only shut out the opportunity for
economic growth but also for social betterment within individuals, communities, and
society as a whole. In those states allowing undocumented students to receive in-state
tuition, these students are persisting at rates equivalent to counterparts (Kim & Diaz,
2013b). Family and culture play a large part in perseverance and persistence in college
(Kim & Diaz, 2013b). Research indicates that immigrant students have higher
educational expectations than their native-born peers due to their parents optimism of
migrating to the U.S. for a better life and often a determination to seize the opportunity
due to family sacrifices (Kim & Diaz, 2013a). If these students were provided assistance
and legal employment, more will successfully complete degrees, improve lives, and
contribute to the growth of communities and the nation.
Our immigration policies continue to make it difficult to obtain legal status,
further education, and improve livelihood which in turns hurts our economy and society.
In order to resolve these issues we must first change our negative perceptions of
immigrants, which is one of the greatest challenges we face due to our deep-rooted
history of racial anxiety, xenophobia, and discrimination within our legislature (Alfred,
2003). States and local institutions must continue to make efforts to create access and
affordability for immigrant students; however, change must come from the federal

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government to see significant improvement. The most effective solution would be to

reverse the 1996 laws that inhibit undocumented immigrants from receiving an education.
Suggestions for resolution may be to increase the availability of resident visas for
students, specifically STEM degrees, H-1B visas to recruit and retain highly skilled
international students and employees, and create new startup visas for immigrant
entrepreneurs (Caret & Guzzi, 2014). Another promising solution is the Student
Adjustment Act, which would allow states to charge in-state tuition, provide long-term
residency, and relief to become citizens for those living in the U.S. in moral good
standing for five years (Alfred, 2003). Additionally, those applying for immigration relief
would be given the opportunity for Pell grants and student loans, all of which would be
available for immigrants already living within the United States at the date of the Acts
enactment (Alfred, 2003).
It is important we recognize how uncertain legal status shapes the experiences
within our educational system; the nature of immigration policies determines immigrants
expectations, aspirations, and prospects for the future (Menjivar, 2008). Quoted in
Menjivars (2008) narrative account of immigrant perceptions on education, a thirty-three
year old with a ninth-grade education reflects on sitting in a classroom, It would be
beautiful if I could go there, no? But how? This country is supposed to be the country of
opportunities, but I think I entered through the wrong door! (p. 189). Contributions,
talents, and skills are the principal resources upon which any community must rely in its
effort to improve its condition (as cited in Alfred, 2003, p. 642). So I ask why would we,
as a nation, deny those working and living among us to better themselves through
education and open the doors of possibility that follow?

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References

Alfred, J. (2003). Denial of the American dream: the plight of undocumented high school
students within the U.S. educational system. New York Law School Journal of
Human Rights, 19(2), 615-650.
Carabelli, M. J. (2009). Whose children are these? A rational approach to educating
illegal-alien school children. International Social Science Review, 84(3/4), 115134.
Caret, R.L., & Guzzi, P. (2014, February 14). Economy will benefit from immigration
reform. Retrieved from http://thehill.com/blogs/congress-blog/economy
budget/198373-economy-will-benefit-from-immigration-reform
Hartle, T. W., & Bloom, S. M. (2013, Fall). Federal watch: immigration reform: one step
forward, but no clear path to passage. The Presidency, Fall 2013. Retrieved
March 28, 2014, from http://www.acenet.edu/the-presidency/columns-andfeatures/Pages/Federal-Watch-Fall-2013.aspx
Kim, E., & Diaz, J. (2013a). Access to higher education for immigrant students. ASHE
Higher Education Report, 38(6), 47-60.
Kim, E., & Diaz, J. (2013b). Undocumented students and higher education. ASHE Higher
Education Report, 38(6), 77-90.
Menjivar, C. (2008). Educational hopes, documented dreams: Guatemalan and
Salvadoran immigrants' legality and educational prospects. Annals of the
American Academy of Political and Social Science, 620(November), 177-193.