“They Asked for More, More, and More Paperwork”: Administrative Burdens When Undocumented Youth Claim In-State Resident Tuition Policy Benefits

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-07-11 DOI:10.3102/01623737231182672
Andrea Briceno Mosquera
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引用次数: 1

Abstract

Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.
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“他们要求更多,更多,更多的文书工作”:当无证青年申请州内居民学费政策福利时的行政负担
当面对州内居民学费(ISRT)政策实施时,无证移民面临学习、遵守和心理成本。本文以行政负担奖学金为基础,利用19次对无证青年移民进行的半结构化访谈的定性数据,研究了可能阻碍和阻止学生获得ISRT政策的行政负担。ISRT政策是一项旨在扩大其受教育机会的公共福利。研究结果表明,无证青年在多方面的环境中导航,包括不同组织层面的多种规则,以及与招生官员的互动,他们的态度可能会促进或阻碍他们进入。这项研究表明,一些预期受益者可能更容易受到耻辱和恐惧的影响,使他们无法获得公共福利。此外,该研究表明,官僚程序如何通过影响那些不太有能力解决负担的人来加剧现有的社会不平等。
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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