Street‐level immigrant policy implementation: The role of school counselors

Abstract

This article contributes to the literature on the pathways of incorporation of undocumented immigrants in the United States by providing insights into the perspectives of street-level bureaucrats implementing policies seeking to increase college access at the state level. Results from a survey of public school counselors in New Jersey show that most counselors have limited knowledge of the policies that affect undocumented students' access to college, whether those policies concern attendance or eligibility for in-state tuition and financial aid. Those who are familiar with these laws have usually sought specific professional development on their own rather than relying on training provided by their employers. The results also indicate that counselors who work in urban areas and in majority-Latino institutions had greater knowledge of these policies than those working in suburban and rural areas or in predominantly white schools. This article highlights the role of place in the bureaucratic incorporation of undocumented immigrants at the state level, specifically investigating the type and level of services that this group receives in the public education system. We also contribute to the public policy literature by showing the effects of ad hoc implementation of inclusive policies by street-level bureaucrats. | INTRODUCTIONUndocumented youths living in the United States face a constantly changing policy environment. This includes policies related to both their presence in the United States and their ability to participate in the full life of the community by going to school, driving, getting a job, and going to college (Gonzales et al., 2019;Gonzales & Burciaga, 2018a;Roth, 2017). In this article, "undocumented" refers to youths who are both out of status as well as those covered by