Reconciling Federal, State and Institutional Policies Determining Educational Access for

Immigrant & Undocumented Students: Implications for Professional Practice

Demographics of Undocumented Students

Nearly 5% of the US population is undocumented. Approximately 11 million people total 9.6 million are from Latin America 7 million are from Mexico

Approximately 1.1 million children are undocumented immigrants in the US.

An estimated 65,000 undocumented children graduate from high school each year

Research Questions

To what extent do state policy, professional organizations, and forms of institutional control influence the way that institutions mediate policies related to undocumented students?

What mechanisms do institutional leaders perceive influence the development and implementation of policies related to undocumented students at their institutions?

Methodology

Collected survey data on financial aid and admissions practices in February and June 2011

Survey was completed by financial aid directors, admissions directors, and enrollment managers (i.e. members of NASFAA and AACRAO) n = 448 (NASFAA); n = 228 (AACRAO)

Findings: Impact of State Policy Environments on Institutional

Access for Undocumented Students

Institutions located in states with inclusive policies are more likely to have institutional policies that admit undocumented students.

Institutions in states with an inclusive policy environment are more likely to have institutional policies that extend the provision of in-state tuition to undocumented students.

Institutions located in states with inclusive policies are more likely to offer financial aid to undocumented students.

Findings: Impact of Institutional Characteristics on Institutional

Access Policies for Undocumented Students

Public institutions are more likely than private institutions to have policies in place that admit undocumented students.

Private and for-profit institutions are more likely to offer financial aid to undocumented than public institutions.

Four-year colleges and universities tend to provide financial to undocumented students more so than community colleges, trade school and graduate-level only institutions.

Findings: Impact of Demographic Shifts on Access Policies for

Undocumented Students

Institutions located in states with a higher proportion of undocumented immigrants tend to report maintaining an in-state tuition policy more so than institutions in states with fewer undocumented immigrants.

Findings: The Role of Professional Organizations on Access

Policies for Undocumented Students

Awareness at the institutional level of NASFAA’s access-oriented position on undocumented students increases the probability that an institution has an inclusive admissions policy relative to institutions that did not report an awareness of NASFAA’s position on the issue.

Awareness of NASFAA’s policy increased the likelihood that an institution had financial aid policy for undocumented students.

Factors That Appear to Influence Institutional Leaders’ Decisions:

Personal/professional experience with issue of undocumented students

Institutional mission and values Demographics and needs of surrounding

communities Support/interest from governing board

Implications: State Policy

State policy plays a tremendous role in determining institutional practice

State policy acts as a filter for institutions as they mediate federal policy

States serve as a central source of legitimacy

Institutions as Catalysts for Change

Institutions have autonomy to mediate the law The diffusion of policy among public institutions is an

important source of legitimacy Public institutions’ role in providing access to education

is important

Lack of financial aid at the public and community college levels is still a barrier for access

Associations

National higher education associations such as NASFAA and AACRAO are critical in shaping institutional practice

Following associations’ policy positions may also bring legitimacy to institutions

Recommendations

Empower educators to take an active role in informing state policy In order to ensure access, state policy should also focus in

offering financial aid

Enhance professional associations’ influence by: Intensifying dissemination efforts regarding institutional

policies and practices to institutions Offering continuous training to professional staff about the

complexities of serving undocumented students

Future Research

Expand research to other important boundary function associations

Sophisticate the financial aid model by adding resources and financial information

Historical and longitudinal analyses are necessary to understand changes in institutional policy and practice over time

Expand case studies to other institutions, including a community college

Questions?

Thank you!