“They Asked for More, More, and More Paperwork”: Administrative Burdens When Undocumented Youth Claim In-State Resident Tuition Policy Benefits

Abstract

Undocumented immigrants face learning, compliance, and psychological costs when confronting in-state resident tuition (ISRT) policy implementation. Building on administrative burdens scholarship and using qualitative data from 19 semi-structured interviews with undocumented youth immigrants, this article examines administrative burdens that may discourage and prevent students from accessing ISRT policy—a public benefit aimed at extending their educational opportunities. Findings demonstrate that undocumented youth navigate multifaceted contexts, including multiple rules at different organizational levels and interactions with admissions officers whose attitudes may facilitate or obstruct access. This study spotlights how some intended beneficiaries may be more affected by stigma and fear, depriving them of accessing public benefits. Furthermore, the study shows how bureaucratic procedures reinforce existing social inequalities by affecting those less well-positioned to address burdens.