This guide is designed to provide general information and links to resources about DACA – Deferred Action for Childhood Arrivals.
History of DACA
- Deferred Action for Childhood Arrivals (DACA): DACA HistoryPrepared by ASU Sandra Day O'Connor School of Law
- Deferred Action for Childhood Arrivals (DACA): An OverviewDeferred Action for Childhood Arrivals (DACA) is an exercise of prosecutorial discretion, providing temporary relief from deportation (deferred action) and work authorization to certain young undocumented immigrants. DACA was created on June 15, 2012, by then-Secretary of Homeland Security Janet Napolitano. Unlike federal legislation, DACA does not provide permanent legal status to individuals and must be renewed every two years.
Books
Persistent Inequality : Contemporary Realities in the Education of Undocumented Latina/o Students by
The children of undocumented migrants in the U.S. are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students' lives as well as those which face nearly all Latinos in the U.S. educational system. How solid is the Supreme Court precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public school K-12 free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the U.S. educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily.
Call Number: eBookISBN: 9780415957939Publication Date: 2009-11-18
Lives in Limbo: Undocumented and Coming of Age in America by
"My world seems upside down. I have grown up but I feel like I'm moving backward. And I can't do anything about it." -Esperanza Over two million of the nation's eleven million undocumented immigrants have lived in the United States since childhood. Due to a broken immigration system, they grow up to uncertain futures. In Lives in Limbo, Roberto G. Gonzales introduces us to two groups: the college-goers, like Ricardo, who had good grades and a strong network of community support that propelled him to college and DREAM Act organizing but still landed in a factory job a few short years after graduation, and the early-exiters, like Gabriel, who failed to make meaningful connections in high school and started navigating dead-end jobs, immigration checkpoints, and a world narrowly circumscribed by legal limitations. This vivid ethnography explores why highly educated undocumented youth share similar work and life outcomes with their less-educated peers, despite the fact that higher education is touted as the path to integration and success in America. Mining the results of an extraordinary twelve-year study that followed 150 undocumented young adults in Los Angeles, Lives in Limbo exposes the failures of a system that integrates children into K-12 schools but ultimately denies them the rewards of their labor.
Call Number: JV6600.G66 2016 - General CollectionISBN: 9780520287259Publication Date: 2015-12-08
Teachers as Allies: Transformative Practices forTeaching DREAMers and Undocumented Students by
Learn how to engage and advocate for undocumented children and youth with this new resource written by and for teachers. Teachers as Allies provides educators with the information and tools they need to involve immigrant students and their American-born peers in inclusive and transformative classroom experiences. The authors show how immigration policies, ICE enforcement and societal attitudes affect undocumented students and how teachers and school leaders can recognnize these influences on students day-to-day lives and learning. Offering teaching strategies that address the needs of DREAMers and undocumented youth as they move through their K - 12 and college education, this timely book includes a broad range of curriculum connections and resources.
This book: assists educators who work with students from Mexico, Central and South America, the Caribbean, Africa, Asia, Europe, and the Middle East; outlines practical strategies to involve students, such as using music, drama, student newspapers, letter writing, and social networks; supports school leadership in higher education and secondary school. It can be used as a professional development tool.
Call Number: LC3746 .T43 2018 - General CollectionISBN: 9780807758861Publication Date: 2018
(Re)Building Bi/Multilingual Leaders for Socially Just Communities by
The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017). This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations -- places that are seeing rapidly increasing numbers of immigrants -- often find themselves dealing with a host of unexpected issues: immigrant students' unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.
Call Number: eBookISBN: 9781648020599Publication Date: 2020-03-31
The DREAMers: How the Undocumented Youth Movement Transformed the Immigrant Rights Debate by
On May 17, 2010, four undocumented students occupied the Arizona office of Senator John McCain. Across the country a flurry of occupations, hunger strikes, demonstrations, and marches followed, calling for support of the DREAM Act that would allow these young people the legal right to stay in the United States. The highly public, confrontational nature of these actions marked a sharp departure from more subdued, anonymous forms of activism of years past. The DREAMers provides the first investigation of the youth movement that has transformed the national immigration debate, from its start in the early 2000s through the present day. Walter Nicholls draws on interviews, news stories, and firsthand encounters with activists to highlight the strategies and claims that have created this now-powerful voice in American politics. Facing high levels of anti-immigrant sentiment across the country, undocumented youths sought to increase support for their cause and change the terms of debate by arguing for their unique position--as culturally integrated, long term residents and most importantly as "American" youth sharing in core American values. Since 2010 undocumented activists have increasingly claimed their own space in the public sphere, asserting a right to recognition--a right to have rights. Ultimately, through the story of the undocumented youth movement, The DREAMers shows how a stigmatized group--whether immigrants or others--can gain a powerful voice in American political debate.
Call Number: JV6477 .N53 201ISBN: 9780804788847Publication Date: 2013-08-21
Also, check out these eBook search results and Library books for more reading and information!
Personal Story of Oscar Hernandez
As a Deferred Action for Childhood Arrivals (DACA) student, Oscar’s progression to college was limited despite having been academically prepared. Fortunately, the Maricopa Community Colleges stood by their values to provide a quality higher education to all students and provided in-state tuition prices to DACA recipients. PVCC became “home for his initial college years due to the financial accessibility to DACA recipients and the broader commitment by the Maricopa colleges to educate those that make up its communities.”
Oscar recalls a number of influencers during his educational journey at PVCC. Without these interactions, from big to small, Oscar “would have not turned in to the Puma he is proud of being.”
Hispanic Heritage in the Southwest professor who challenged the class to question their position in society and to ask bigger questions about how our current society functions;
Microeconomics professor taught him how, through economics, capitalism can work for the people, but requires integrity by parties involved;
Computer Systems professor increased his appreciation for and understanding of technology and its functions;
- He will always be grateful for both of his passionate and forward-thinking Sustainability professors who encouraged him to obtain his sustainability certificate;
- Criminal Justice professor demonstrated how learning can be fun, by mesmerizing the class with conversations that allowed all students to participate;
- Geography professor who sparked his curiosity about our planet;
- The academic services team was so helpful, showing him how he could best showcase his abilities as a student and as a young professional; and
- Lastly, the Student Life staff provided a space for Oscar and other leaders to come together to be part of the change they wanted to see. They gave him access to professional opportunities early on in his undergraduate years.
His fondest memory at PVCC was “Spike for the Cure,” a volleyball tournament hosted by the student government (STUGO) to raise money for Breast Cancer Awareness. STUGO came together to organize and advertise the event. “The tournament itself was a lot of fun, it was one of those moments that made me proud of my campus for participating in a good cause.”
As President of STUGO in his Sophomore year, Oscar participated in the Student Public Policy Forum (SPPF). Through this program, he began to understand the different power structures at various levels of government in Arizona. Additionally, the SPFF created spaces to discuss issues affecting local communities and provided a bridge to insight from local politicians and community leaders. This opportunity refined his professional skills but more importantly was one of the reasons he pursued a degree in Public Policy.
Oscar’s advice to students is to "challenge themselves to grow academically, socially, and professionally. College is meant to be a learning experience, not simply to attend for certification." While joining extracurricular events or participating in campus events does not always fit everyone’s schedule, in his opinion, "it is the ultimate way to ensure a path of success."
PVCC holds a special place in Oscar’s heart. “I believe that this campus contributed to shaping me into the person and professional I am today. Every milestone I hit, I always take time to reflect on how it all started at PVCC. I am happy for the professors I had, the mentors and friendships I made, but I am more joyful over choosing PVCC because I was able to experience college with people from my own neighborhood. I think PVCC is great because it affords opportunities to all while still representing the communities it serves.”
After his time as a Puma, Oscar moved on to Arizona State University to pursue a degree in Public Policy and a minor in Justice Studies. While at ASU, he was involved in various extracurricular and student roles. As a senior, Oscar gave back to his ASU community by working for the First-Year Success Center as a Sophomore Success Coach mentoring and advising young ASU students. During his time as a coach, he worked with other ASU students to found Undocumented Students for Educational Equity (USEE). This organization supports the undocumented community by providing resources to undocumented students, educating the ASU community on how to be an ally, and bringing awareness to the broader community.
Currently, Oscar is a fifth-grade teacher in Avondale thanks to the guidance from Teacher for America. As a second-year teacher, Oscar is excited to be part of the Arizona Department of Education Latinx Advisory Board. Oscar is committed to paying it forward as he acknowledges all those who supported him along his journey.
Personal Story of Darian Benitez
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