At 27 years old, Ernesto Jimenez’s path to the UCLA
graduation ceremonies has not been easy.
As a first-generation Mexican American and the son of
naturalized citizens who came to the United States without
documentation, his family background and education distinguish him
from most UCLA students.
Both his parents were born in Jalisco, Mexico, and moved to
California in the 1970s, when it was much easier for undocumented
Mexicans to cross the border, Jimenez said.
“One of the most basic reasons they left was the economic
situation,” Jimenez said. “My dad was a small-scale
farmer, and he couldn’t make a living any more.”
His father received a green card in a matter of weeks, and his
mother became naturalized as a result of the Immigration Reform and
Control Act of 1986, which both controlled unauthorized entrance to
the United States and granted amnesty to certain immigrants.
Thirty years later, his father is retiring from his work in the
janitorial industry, while his mother is entering the workforce in
waste management after raising five children.
Many other immigrant families have not been as lucky in
attaining citizenship, making it difficult for students who grew up
in the United States for most of their lives to attend college.
California Assembly Bill 540, passed in 2001, allows nonresident
students to pay in-state tuition under certain circumstances. The
bill states that “a fair tuition policy for all high school
pupils in California ensures access to our state’s colleges
and universities.”
But for many undocumented students, it is still hard to afford
college, as they cannot receive federal financial aid.
“I know several people that work 40-hour-a-week jobs, plus
go to school full-time. … Even if they do qualify for AB540,
(they) still have a tough time,” Jimenez said.
There is currently a national form of AB540, Senate Bill 1545,
also known as the Dream Act. This bill would allow undocumented
students to receive both in-state tuition and the chance to obtain
permanent residency.
But the quality of California high schools does not always
encourage college attendance. Jimenez went to South El Monte High,
a predominantly Hispanic school where he said he was not prepared
for college.
“I was in the remedial track, (where) you knew you
weren’t going to college,” Jimenez said. “I
didn’t even know about the SATs.”
Jimenez struggled with drug addiction and alcoholism, but with
the help of friends entered a community college and got his life
back on track.
But for Jimenez, like many students coming from community
college, transitioning to UCLA was no easy step.
“(The transfer process) really is complicated,”
Jimenez said.
The challenges that Jimenez faced getting into UCLA led him to
help others in similar situations once he got here, and he now
works at the Center for Community College Partnerships.
Volunteers are sent to colleges to encourage students to apply
and show them how to get into a University of California
school.
Students coming from inner-city schools may have an even harder
time.
“In inner-city colleges especially, the transfer function
is not the primary goal,” said the center’s assistant
director, Santiago Bernal.
The center then works with schools to change their priorities
and provide guidance for potential transfers.
“A lot of these communities that are underrepresented at
UCLA are way behind in K-12,” Jimenez said.
Once Jimenez was accepted to UCLA, he entered the Academic
Advancement Program, which he credits for much of his success at
UCLA.
Now, Jimenez will graduate with a degree in history and
Chicana/o studies and plans to attend graduate school in
education.
The specific challenges Jimenez has faced both as a son of
immigrant parents and as a student within the California schools
has made him want to go back and work to fix the system. He hopes
to teach high school history.
“Ultimately, it’s my goal and ambition as a student
who actually went through the process to create that environment
where students can approach me and talk to me about going to
college,” Jimenez said.