This paper takes up the theme of "Education Policy and Methodology in a Post-truth Era" by emplacing policy within the contemporary condition of the Anthropocene. The conditions of the Anthropocene demand a radical reconfiguring of policy as an apparatus for governmentality, and therefore of methodology. I intraject a potential ethical…

This paper discursively analyzes the public conversation around immigration as it intrasects with state and federal policy, particularly in relation to higher education. I take in-state resident tuition policy as a departure point for an effort to explain how "undocumented" and "illegal" subject positions are produced through…

This article seeks to trace the cartography of truth-telling through a posthuamanist predicament of ritual culture in higher education and critical inquiry. Ritual culture in higher education such as graduation ceremony produces and reflects the realities of becoming subjects. These spaces are proliferating grounds for truth telling and practical…

This multiple-site case study of 24 intermediary organizations (IOs) engaged in postsecondary public policy examined how they identify policy issues and move issues, problems, and solutions onto the higher education policy agenda. Specifically, this study used agenda-setting theory to examine how IOs construct higher education policy issues,…

In this paper, we entangle Latino/a youth activism with ritual culture in U.S. higher education. Specifically, we analyze ethnographically-generated data from Gildersleeve's (2015; 2016) study of Latino graduation ceremonies, emplacing our analyses within new materialist philosophy. We theorize the Latino graduation ceremony as assemblage…

Migrant students face many educational, economic, social, and cultural challenges to college access. Anti-bilingual, anti-affirmative action, and anti-immigrant policies also constrain their postsecondary pathways. With these issues in mind, this article draws on quantitative and qualitative research to examine the influence of a residential…

This chapter investigates the institutionalization of support for undocumented students across states that either extend or deny in-state resident tuition (ISRT) benefits. In their review, the authors highlight promising practices.

This paper examines 12 states' statutes that extend in-state resident tuition for undocumented students, illustrating their ambiguities and contradictions as they produce the "subject" in these on-going policy debates. This study asks and answers the question: "How are students' identities produced in ISRT policy?" At stake in…

Using a life history method to illustrate the college admission process for undocumented students, this article demonstrates how students' social contexts (e.g., schooling, family, migration, and labor) influence their college choice processes and participation in the broader project of college-going. The central argument claims that if admission…

As a white, working middle-class adult queer from the Southwest USA, my subjective relation to the Mexican (im)migrant, poor, working, straight adolescent boys in California participating in my study was tentative, politicized, controversial, and surveilled from both social and individual lenses. Our relationships were also mutually caring,…

This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the…

In this article, the authors critically examine the use of space in education research and illustrate how spatial analyses of education reframe persistent educational problems in productive, actionable ways. The authors juxtapose critical spatial analyses with traditional temporal analyses. The authors approach the knowledge-construction process…

Undocumented students come to college from some of society's most vulnerable circumstances. Often their precollege experiences are marked by racism and poverty. These dehumanizing forces most often are contributors to and re-created by substandard schooling conditions. Furthermore, the labor contexts in which many undocumented families find…

Families migrate to the United States for opportunity. Whether they leave extreme poverty or violence or reunite with relatives who made the move before them, immigrants seek opportunity. Sometimes circumstances force families to make tough decisions. Sometimes circumstances and tough decisions manifest in families entering the United States…

The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences…