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ERIC Number: EJ1019109
Record Type: Journal
Publication Date: 2014-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0091-5521
Role of Community Colleges in the Implementation of Postsecondary Education Enrollment Policies for Undocumented Students
Nienhusser, H. Kenny
Community College Review, v42 n1 p3-22 Jan 2014
This article examines the case of how the City University of New York (CUNY)--its central administrative offices and two of its community colleges--has addressed the issue of college access for undocumented immigrants in its implementation of New York's college in-state resident tuition (ISRT) policy for this population. It highlights the role of implementers--those individuals who make day-to-day decisions and whose responsibility it is to carry out mandates--and policy ambiguity in the execution of policies. A total of 19 individuals ranging from interest group representatives, local community-based organization officials, CUNY central administrative office officials, and staff from two community colleges were interviewed. This investigation finds that CUNY's central administrative offices have devoted a fair amount of resources on disseminating the availability of ISRT for undocumented immigrants and attempts to ensure proper institutional implementation of the state's policy as interpreted by its system-level policy. Day-to-day implementation measures at CUNY and its individual community colleges included two processes: application for admission and residency verification. Furthermore, community colleges, to varying degrees, have developed outreach efforts that have focused on disseminating the availability of this policy and to a certain extent its procedures via one-on-one counseling and written communication. Last, this article concludes with implications for the literature and institutional policies and practices to increase the level of students enrolled in community colleges.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Two Year Colleges; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A