The higher education policy implementation landscape has substantially shaped postsecondary education opportunities for undocumented youth, who are already negatively affected by discriminatory public policies, and institutional agents, who are often unprepared to address their needs. Guided by Bressers’s contextual interaction theory that identifies the role of contexts, actor characteristics, and social interactions among implementers in the policy implementation process, the researchers examined the experiences of 45 community college administrators in four states to understand how these elements shaped the participants’ role as implementers of policies for undocumented students. Implications are significant given current social and political landscapes and challenges higher education institutional agents encounter in implementing policies that affect undocumented students’ educational opportunities.

高等教育政策的实施格局已为那些没有证件的年轻人（通常已经受到歧视性的公共政策的负面影响）和机构人员（这些人通常不准备满足他们的需求）大大影响了中学后教育的机会。在Bressers的上下文互动理论的指导下，研究人员确定了上下文，角色特征以及实施者之间在政策实施过程中的社会互动的作用，研究人员考察了四个州的45位社区大学管理员的经验，以了解这些因素如何塑造参与者的角色作为无证件学生政策的实施者。