Breaking the silence: the educational narratives of undocumented immigrants before obtaining DACA in the United States

Undocumented students who are not eligible for Deferred Action for Childhood Arrivals (DACA) experience distinct challenges related to pursuing post-secondary education in the United States (US). This paper situates biographical counterstories of four Latina/os who were previously undocumented, providing insights into their educational journeys while they were undocumented and the changes they envision for educational institutions to improve school support services for undocumented students. Commonalities found in the biographical counterstories include feelings of exclusion, discrimination, and experiences with systemic inequities. Academic institutions and educators can greatly benefit from the unique stories of individuals who were previously undocumented. With these narratives, we contribute to the existing body of research by illuminating the academic experiences of individuals who were previously undocumented and centering their counternarratives as critical knowledge. Beyond raising awareness, we call on researchers, educational institutions, and academic counselors to take action by creating safe and affirming spaces where undocumented students can share their stories without fear, access culturally responsive advising and mental health resources, and receive institutional support that addresses systemic inequities. In a sociopolitical climate marked by heightened fear and uncertainty for undocumented communities, institutions must move beyond awareness toward concrete practices that protect, validate, and materially support undocumented students’ educational trajectories.