Undocumented Immigrants and State Higher Education Policy: The Politics of In-State Tuition Eligibility in Texas and Arizona

Autor/inn/en	Dougherty, Kevin J.; Nienhusser, H. Kenny; Vega, Blanca E.
Titel	Undocumented Immigrants and State Higher Education Policy: The Politics of In-State Tuition Eligibility in Texas and Arizona
Quelle	In: Review of Higher Education, 34 (2010) 1, S.123-173 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2010.0012
Schlagwörter	Undocumented Immigrants; High School Graduates; Barriers; College Attendance; Eligibility; Tuition; State Government; Educational Policy; Policy Analysis; Politics of Education; Advocacy; Comparative Analysis; Arizona; Texas; United States + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Eignung; Unterweisung; Unterricht; Bund-Länder-Beziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational policy; Sozialanwaltschaft; USA
Abstract	Every year about 65,000 undocumented students graduate from U.S. high schools. A major obstacle to their attending college is not being eligible for in-state tuition. Today, nine states permit it while four prohibit it. Even if the federal DREAM Act passes, state policy decisions will continue to strongly shape college opportunities for undocumented students. This situation makes the contrasting policies of Texas and Arizona--one permits in-state tuition eligibility; the other prohibits it--highly instructive. To analyze the political origins of their divergent responses, we draw on the advocacy coalition framework and policy entrepreneurship theory of policymaking. (Contains 1 footnote and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10