Review: We ARE Americans: Undocumented Students Pursuing the American Dream by William Perez

Abstract

We ARE Americans: Undocumented Students Pursuing the American Dream by William Perez. Sterling, VA: Stylus Publishing, 2009. 161 pp. ISBN 978-57922-376-2. In the context of rising tuition and diminishing aid, the cost of attending higher education continues to be a serious concern for many college-bound Americans. Rightfully so, much of the attention regarding undocumented students and higher education has revolved around the financial barriers of going to college (Gonzales, 2007; Zehr, 2006). We ARE Americans: Undocumented Students Pursuing the American Dream moves beyond issues concerning in-state resident tuition and addresses the obstacles that limit the educational experiences of undocumented students in college. Perez chronicles the stories of 16 students and 4 formerly undocumented students at different stages in the education pipeline. Often indistinguishable from their peers, he counteracts the tendency to alienate undocumented students by arguing that they are substantive members of American society. Furthermore, the author draws attention to the missed opportunity that arises when American society does not capitalize on a pool of talent that continually shows devotion despite being shunned politically and socially. Narrowing Opportunity and Postsecondary Advancement Contrary to the belief that colleges and universities serve as “engines of opportunity” (Bowen, Kurzwell, & Tobin, 2005), undocumented students face a different reality: the higher they go up, the more they are excluded (Perez Huber, Malagon, & Solorzano, 2009). For many of the undocumented students chronicled in We ARE Americans, gaining admission to college is the easiest part (Song, 2009); however, without legal status, they are deprived of reaching their full potential. This book captures some of the missed opportunities across a broad range of diverse educational settings. In Part 1, Perez focuses on the experiences of high school seniors. Like many of their college-bound peers, undocumented students demonstrate academic excellence, engage in meaningful activities within their community, and possess the savvy and resourcefulness that is rewarded in the college admissions process (Bowen et al., 2005; Comeaux & Allen, 2009). Unlike their peers, they are forced to limit their dreams and aspirations. As Jaime states, “It’s almost like I am tied down to the ground with a ball and chain because I don’t have my citizenship” (p. 15). For Jaime, receiving a high score on the military school entrance exam was not enough to fulfill his dreams of attending the Naval Academy at Annapolis and eventually joining the U.S. military. Perez emphasizes that even when