Higher Education Institutional Agents as Policy Implementers: The Case of Policies That Affect Undocumented and DACAmented Students

Abstract

This study examines 45 community college institutional agents across four states in their role as implementer of policies that affected undocumented and DACAmented students. The findings delve into the role of changing implementation landscape, policy vagueness, implementation burden, and institutional support in this implementation environment. These conditions influence several roles that implementers fulfill: facilitator of educational opportunity, compliance officer, learner and disseminator of implementation strategies, and supporter and advocate, which can engender internal conflict. Understanding how higher education institutional agents implement policies for undocumented and DACAmented students may help reshape practices to expand educational opportunities for these students.

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