How Inclusive Are Higher Education Institutional Policies of DACAmented Students? A Policy Analysis at 50 Flagship Institutions

• In Event: A National Agenda for Student Access and Success

Abstract

We investigate how inclusive are higher education institutional policies of DACAmented students. Accounting for the state and national policy contexts, the authors use problem-driven latent content analysis to systematically examine the institutional policies at 50 flagship universities to determine their inclusiveness post-DACA rescission. The authors identify varying levels of inclusion across institutions and discuss implications for policy and practice.

Authors

• Raquel Muñiz, Boston College

• Natalie Borg, Boston College