Open AccessState-Based Policy Supports for Refugee, Asylee, and TPS-Background Students in US Higher Education
Author(s) -
Lisa Unangst,
Ishara Casellas Connors,
Nicole Barone
Publication year - 2022
Publication title -
refuge
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.485
H-Index - 22
eISSN - 1920-7336
pISSN - 0229-5113
DOI - 10.25071/1920-7336.40819
Subject(s) - refugee , political science , context (archaeology) , state (computer science) , equity (law) , economic growth , displaced person , public administration , internally displaced person , geography , law , economics , archaeology , algorithm , computer science
Higher education for displaced students is rarely the focus of academic literature in the context of the United States, despite 79.5 million people displaced worldwide as of December 2019 and 3 million refugees resettled in the United States since the 1970s (UNHCR, 2020). An estimated 95,000 Afghans will be resettled in the US by September 2022, and the executive branch has requested $6.4 billion in funds from Congress to support this resettlement process (Young, 2021). This represents the most concentrated resettlement in the US since the end of the Vietnam War. It is therefore clear that policy supports for displaced students represent a pressing educational equity issue. This paper applies critical policy analysis to state-level policies supporting displaced students and argues that both data gaps and policy silence characterize the current state of play.