"Just Being Undocumented You Gotta Find Loopholes": Policy Enactment of an In-State Resident Tuition Policy

Autor/in	Castrellón, Liliana E.
Titel	"Just Being Undocumented You Gotta Find Loopholes": Policy Enactment of an In-State Resident Tuition Policy
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 4, S.480-492 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castrellón, Liliana E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000314
Schlagwörter	Undocumented Immigrants; Policy Formation; State Policy; Educational Policy; Tuition; In State Students; College Students; Admissions Officers; Compliance (Legal); Nevada + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Politische Betätigung; Politics of education; Bildungspolitik; Unterweisung; Unterricht; Collegestudent
Abstract	Access to higher education varies across states for undocumented students (with or without Deferred Action for Childhood Arrivals [DACA]). In-state resident tuition policies (ISRTs) provide eligible undocumented students to pay in-state tuition rates at public universities and colleges. This qualitative study examines interviews from institutional agents and undocumented students at one institution to highlight how an ISRT policy is enacted by institutional agents and how undocumented students use their experiential knowledge to create unique approaches to navigate access to the policy. This research untangles the complexities of making policy decisions that dictate the educational experiences of historically marginalized populations. Situating the voices of institutional agents and undocumented students is significant to understand how institutional agents' actions can determine, disrupt, or empower the educational trajectories of undocumented students. ISRT and financial aid policies are situated within the epicenter of contradicting ideological and political landscapes of federal, state, and institutional policies and procedures. To enact these policies, institutional agents must navigate multifaceted contexts, including multiple layers of policy, their commitment to facilitate access to students, as well as their individual beliefs on immigration. Findings in this study uncover multiple approaches to policy compliance and how power and privilege can undergird enactment. Undocumented students highlight how institutional agents can use their privilege to support undocumented students by "finding loopholes," negotiating restrictive language in policy text, and cross-departmental collaborations to maximize access. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01