By Joanna Perez
Although most undocumented immigrants do not have access to a pathway to citizenship, access to education has been granted to eligible undocumented students (undocustudents). In 1982, the Plyer v Doe Supreme Court case ruling prevented the K-12 public education system from denying any student access from enrolling in school, regardless of their immigration status (Olivas, 2012). As such, undocustudents who partake in the K-12 public education system are able to gain a sense of belonging and are momentarily shielded from the daily consequences of an ascribed “illegal” identity (Gonzales, 2016). Yet, upon graduating from high school and transitioning to adulthood, undocustudents begin to experience various forms of exclusion (Abrego, 2006).