We ARE Americans: Undocumented Students Pursing the American 
Dream

by W. Perez
Published by Stylus Publishing, 2009, 158 pages

Reviewed by
Mackenzie R. Streit (mrs08e@fsu.edu), Graduate Assistant, Office of the Vice President for 
Student Affairs, Florida State University
 
        In We ARE Americans: Undocumented Students Pursing the American Dream, William Perez 
describes the challenges faced by undocumented students in America. The author advocates for a 
better life for the undocumented students, stressing their economic and social benefits to the 
American way of life. He writes:

 The overwhelming majority of undocumented children and young adults have grown 
up in the United States, attended U.S. schools, and lived in the country for virtually all 
of their lives. Since they were raised in the United States during their formative years, 
they consider themselves Americans. In fact, most know no culture other than that 
of the United States, as their ties with their native countries were severed years ago 
when they left with their parents…Without full legal rights, undocumented youth will 
be barred from the traditional paths of upward mobility available to other immigrants 
throughout U.S. history (p. xxx).

 
        This book is a collection of personal narratives “drawn from in-depth interviews with 
undocumented students from diverse educational settings that included public high schools, 
community colleges, state universities, private universities, and highly selective four-year 
institutions in Arizona, California, Colorado, the District of Columbia, Georgia, Illinois, Missouri, 
New Mexico, New York, Texas, Virginia, and Washington” (p. xxvii). It delivers a compilation of the 
author’s research culminated from individual stories of undocumented students. 
        Perez began interviewing undocumented students in 2006, attempting to “better understand their 
educational experiences” (p. xvii). As his research progressed, more questions emerged. Though the 
undocumented students are not eligible for financial aid for college, “What motivates these 
marginalized young adults to be so civically involved? Why are they devoted to a society that shuns 
them socially and politically?” (p. xvii). These questions help to guide Perez’s research and the 
context of his book.
        The author begins with the struggles of undocumented students, an introduction to his research, 
and the background for his work. He discusses the changing demographics of immigrants. He then 
challenges long-held negative stereotypes of immigrants. Perez asserts that immigrants “(1) 
contribute to the economy, (2) do not strain social services, (3) and are not prone to criminal 
activity” (p. xxi). The author completes this discussion by detailing legislation regarding immigrant 
students, including Plyer v. Doe, in-state tuition and access legislation, and the DREAM 
(Development, Relief and Education for Alien Minors) Act.
        The narrative portion of the text tells the stories of four high school students, four community 
college students, four university students, and four college graduates. This section concludes with 
the stories of four formerly undocumented college graduates. As Perez details the voices of 20 
current and formerly undocumented students he finds a strong emphasis on family values and close 
relationships and support from family members. Most parents had not attained higher education;

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however, parents encouraged their children to attend college to have a better life than what they 
could provide to their children. Through these values, the students garnered a strong work ethic and 
deep determination. For example Penelope, a high school student, says this about her parents: “They 
have always motivated us to do better than they are doing” (p. 6). 
        Additionally, many students cite mentors and counselors as keys to their successes. Raul, a 
university student, remarks, “My second-grade teacher, who I actually still keep in touch with, was 
always very helpful…Also, my third-grade teacher, she actually bought me a laptop before I went 
to college” (p. 78). Lucia, a college graduate, also emphasizes the financial and emotional support 
of her teachers, “My high school history teacher paid for my grad night ticket; my other high school 
teacher paid for my class ring” (p. 89). Julieta, a college graduate, mentions a counselor who was 
particularly encouraging to her: “I met one counselor who took an interest in me…He told me, 
despite my status, I would get far in life, whereas my other counselors would never tell me that” 
(p. 104).
        Perez found that despite high academic achievement (earning scholarships, participating in 
gifted and talented magnet programs, being in the top 5% of the graduating class, completing AP 
classes), the students were not afforded many opportunities for college attendance, such as financial 
aid. Jamie, a high school student remarks, “It was tough being called the nerd in middle school, but 
I realize that is who I needed to be. I realize I needed to be a hardworking student… if I didn’t do it 
for myself, nobody else would” (p. 12). 
        Finances are of great concern to undocumented students. Typically, their families make lower 
incomes, as they are often undocumented as well. Angelica, a university student notes, “I am 
taking a lot more units so I [can] graduate early because I don’t have enough money to pay for 
the next year” (p. 61). Michael, a college graduate states, “I remember [that] out of high school, I 
had been accepted to seven different universities, and I had already picked one…but my situation 
wouldn’t let me go…Where the heck are we going to get the money [for out-of-state tuition]?” 
(p. 95)
        The undocumented status is also an obstacle in gaining lawful employment to assist in paying 
for college. There were stories of students’ initially learning of their undocumented status when they 
applied for their first job: “That was the first time that it opened my eyes to that fact that I was 
limited. In school, they say you can accomplish whatever you want or set your mind to, but they 
don’t say that it’s just for some” (p. 40).
        Even though most undocumented students consider United States to be their home rather than 
their country of origin, the American government does not recognize them as citizens. Lucila, a 
community college student, says, “I don’t belong in Mexico, and I’ve always been here. This is the 
only place I know…If I go back there, I’m a little White girl who can’t really speak Spanish very 
well… I don’t belong here because I don’t have my papers, so it’s kind of like I’m in limbo” (p. 46). 
Sasha, a university student, echoes Lucila’s sentiments, “A lot of undocumented students embrace 
higher education. We just want an opportunity to show that we feel that this is our home…. We are 
ready to contribute” (p. 70).
        Despite their continued financial and political hardships, many undocumented students are 
driven to pursue work in political action, public service, the military, advocacy, teaching, law, and 
the medical field. Jeronimo, a high school student wanted to be involved in the Reserve Officers 
Training Corps (ROTC), but was unable to because he could not obtain formal identification or 
citizenship. This may come as a surprise to some, but many of the students feel a strong sense of 
patriotism to the United States. 

 
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Strengths and Limitations

        Perez’s text is well written and demonstrates the “thick description” typical of qualitative 
research. The author demonstrates the challenges that undocumented students face on a daily 
basis while highlighting their accomplishments. Perez interviewed mainly high-performing students, 
which may not be representative of the entire population of undocumented students in the United 
States. Additionally, while the text shares the experiences of the students, it provides a seemingly 
biased view of the issue. The author is passionate about the rights of undocumented students; 
however, he tends to only advocate and propagate his views on the subject. 

Application

Areas of Concern
        This book could be a meaningful text for a first-year experience curriculum; however, a few 
areas of concern exist. While the stories speak to the uniqueness of the experience for each student, 
the message is repetitive at times. This text is a compilation of narratives, so it does not read like a 
novel. The nature of the book may lend itself to a first-year curriculum, but it also may be 
challenging for some traditionally-aged college readers.

Discussion Opportunities
        Since the book is a compilation, a resulting benefit is that individual stories could be selected 
for focused discussions. The students’ stories can be taken separately, a few at a time, or as a whole 
without losing the meaning for the reader. In fact, this book may be well-suited as a supplemental 
reading as opposed to a primary text. One major benefit of this book is that Perez provides a 
“Reading Group Guide” with a list of discussion questions to assist in facilitating group conversation 
as a whole. This may be a helpful tool for the first-year experience or orientation coordinating staff. 
        Excerpts from this book could be used in a first-year experience class, as part of new student 
programming or in a unit involving diversity. Discussion could surround immigration laws or the 
importance of strong mentoring. Or the book may work well as part of a discussion on transitions in 
an FYE course. The instructor could ask students to think about current adjustments they are making 
to college, and to imagine how that would be different if they were undocumented students. 
        Some outside offices that may be interested in assisting with programming and/or facilitating 
discussion may include partners in financial aid, commuter services, international programs, social 
work, multicultural centers, and student groups (specifically groups targeted to underrepresented 
populations, student political organizations such as College Republicans/Democrats, and advocacy 
groups). Financial Aid staff could assist in helping students understand the complex governmental 
aid structure during group discussions. Commuter Services could also benefit from the thoughts and 
voices of undocumented students, as many undocumented students are true commuters, often 
utilizing public transportation.

Other Institutional Applications

        Community colleges may find this text of particular interest because it emphasizes that for the 
undocumented high school students, the only affordable option for higher education (despite their 
academic achievement) might be to attend a community college. Some community colleges offer 
bachelor’s degrees; in other cases, students may later transfer from a community college to a 
university. Therefore, community colleges play a unique role in educating undocumented students. 
This text would be useful to those people in the states where the research was conducted (Arizona,

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California, Colorado, the District of Columbia, Georgia, Illinois, Missouri, New Mexico, New York, 
Texas, Virginia, and Washington), as these are the specific areas of larger concentration of 
undocumented students. A beneficial discussion may also arise from a regional conversation. For 
example, students in Maryland may benefit from reading stories from students in Virginia and/or the 
District of Columbia.
        Perez challenges the reader to think about the positive contributions of the undocumented 
student and to advocate for equal protection for them. The book offers a variety of 
opportunities for discussion among first-year students as it increases awareness that “legal 
incorporation of undocumented youths and their families is a question of dignity and 
fundamental human rights” (p. 154).

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