Producing (im)Possible Peoples: Policy Discourse Analysis, In-state Resident Tuition, and Undocumented Students in American Higher Education

• Published in: International journal of multicultural education Vol. 14; no. 2; pp. 1 - 19
• Main Authors: Gildersleeve, Ryan Evely, Hernandez, Susana
• Format: Journal Article
• Language: English
• Published: Logan Eastern College, Department of Education 01.01.2012; International Journal of Multicultural Education (IJME); International Journal of Multicultural Education
• Subjects: Analysis; California; Citizenship; College Attendance; College costs; Connecticut; Discourse Analysis; Education; Educational Change; Educational Opportunities; Educational Policy; Emigration and immigration; Federal Aid; Higher Education; Higher education costs; Illegal immigrant children; Illinois; Immigration; In State Students; Kansas; Migrant Education; Multicultural Education; Nebraska; New Mexico; New York; Oklahoma; Periodicals; Policy Analysis; Political Attitudes; Politics of Education; Power Structure; School Policy; Self Concept; State Legislation; Student Financial Aid; Students; Texas; Tuition; Undocumented immigrant children; Undocumented Immigrants; Utah; Washington; Wisconsin; New York; New Mexico; Illinois; Oklahoma; Texas; Connecticut; California; Kansas; Utah; Washington; Wisconsin; Nebraska
• ISSN: 1934-5267; 1934-5267
• DOI: 10.18251/ijme.v14i2.517

<span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">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 this question are the discursive opportunities made available for enabling and/or constraining higher education opportunity, particularly for undocumented students. Findings point to a contradictory set of identities simultaneously made possible and impossible for undocumented students pursuing American higher education.