Higher Ed Must Take Action on Immigration Policy (opinion) – Inside Higher Ed

Report on the Impact of U.S. Immigration Policies on Higher Education and the Sustainable Development Goals

This report analyzes the adverse effects of recent United States immigration policies on the higher education sector. These policies present significant challenges to the achievement of several key Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions). A coordinated response from the higher education community is required to mitigate these impacts and uphold global development commitments.

Analysis of Policy Impacts on Sustainable Development

SDG 4: Quality Education

Current immigration policies directly undermine the principles of SDG 4, which calls for inclusive and equitable quality education for all. The negative consequences for educational access and quality are evident in several areas:

• A significant decline in prospective international student confidence has led to a drop in new international enrollments by over 10 percent at many institutions, impeding the global exchange of knowledge and talent.
• Actions are being taken to revoke in-state tuition and financial aid access for undocumented students, creating formidable barriers to higher education for this demographic.
• Increased immigration enforcement activities on and around campuses contribute to a climate of fear, disrupting the learning environment for students, faculty, and staff.

SDG 10: Reduced Inequalities

The policies disproportionately affect vulnerable populations, thereby exacerbating inequalities, in direct opposition to the aims of SDG 10. By targeting specific groups, these measures deepen societal divisions and limit opportunities for marginalized communities.

• Undocumented students face targeted threats to their educational pursuits.
• Humanitarian parolees and holders of temporary protected status are losing protections and work authorizations, increasing their vulnerability to deportation and economic instability.

SDG 8: Decent Work and Economic Growth

The economic repercussions of these policies pose a direct threat to SDG 8, which promotes sustained, inclusive, and sustainable economic growth. The reduction in skilled individuals and innovators is projected to have long-term negative effects on the U.S. economy.

• A National Foundation for American Policy study projects that current policies could reduce the U.S. workforce by 6.8 million by 2028 and 15.7 million by 2035.
• This reduction is estimated to lower the annual rate of economic growth by nearly one-third.
• Research on “brain freeze” indicates that declines in international students and researchers will lead to significant adverse impacts on U.S. innovation and economic productivity.

A Strategic Framework for Collective Action

To counteract these challenges and reaffirm commitment to the SDGs, a multi-pronged strategy of collective action is necessary. This framework involves legal challenges, public advocacy, and robust coalition-building, aligning with SDG 16 (Peace, Justice and Strong Institutions) and SDG 17 (Partnerships for the Goals).

Support for Litigation to Uphold SDG 16

Engaging in legal action is a critical mechanism for upholding the rule of law and ensuring justice, central tenets of SDG 16. Higher education institutions can support litigation through several methods:

1. Serve as a named plaintiff: Institutions and associations can directly challenge policies that are potentially unlawful and harmful to the educational mission.
2. Submit a declaration: Providing fact-based declarations of the concrete harms experienced by an institution offers crucial evidence in legal cases.
3. Join an amicus brief: Participating in amicus briefs demonstrates sector-wide solidarity and highlights the collective importance of protecting students and scholars.

Public Advocacy and Communication

Clear, consistent, and unified public messaging is essential to shift the narrative and educate stakeholders on the importance of an inclusive academic environment. Effective methods of advocacy include:

1. Affirming solidarity: When one institution is targeted, others must issue public statements of support, reinforcing the shared mission of serving all students.
2. Supporting associational statements: Leveraging the collective voice of higher education associations amplifies the sector’s position on critical policy issues.
3. Educating and engaging: Institutional leaders can publish commentaries and engage with media to disseminate accurate, positive messages about the contributions of immigrant and international students to achieving national and global goals.

Coalition Building in Accordance with SDG 17

Building strong partnerships, as championed by SDG 17, is fundamental to a successful response. Coordinated efforts among institutions and across sectors can create a more resilient and effective advocacy front.

• Establish coordinating groups: Dedicated spaces for higher education institutions to strategize and coordinate responses are essential for building consensus and buy-in.
• Strengthen internal coordination: Institutions must prepare internally to navigate evolving policies, ensuring rapid and appropriate responses to enforcement actions without resorting to overcompliance.
• Advocate for reform: Coalitions should work to advocate for forward-looking immigration reforms that are aligned with the principles of sustainable development and recognize the vital role of higher education.

Analysis of Sustainable Development Goals in the Article

SDG 4: Quality Education

The article directly addresses SDG 4 by focusing on the impact of immigration policies on higher education. It highlights how these policies create significant barriers to accessing quality tertiary education for specific groups, undermining the principle of inclusive and equitable education for all.

• The core issue is the threat to the future of colleges and universities due to policies affecting international and undocumented students.
• It discusses the decline in international student enrollment and the removal of financial support for undocumented students, which directly impedes their access to higher education.

SDG 8: Decent Work and Economic Growth

The article connects the discussed immigration policies to significant economic consequences, which relates to SDG 8. It argues that restricting access for immigrant and international populations will harm the U.S. economy, productivity, and innovation.

• It cites a study estimating that the policies would “reduce the number of workers in the U.S. by 6.8 million by 2028” and lower the “annual rate of economic growth by nearly one-third.”
• The loss of work authorization for humanitarian parolees and Temporary Protected Status (TPS) holders is a direct impediment to their ability to secure decent work.

SDG 10: Reduced Inequalities

SDG 10 is central to the article, as the immigration policies described create and exacerbate inequalities based on national origin and immigration status. The policies specifically target noncitizen groups, denying them opportunities available to others.

• The article points to the administration “taking away in-state tuition and financial aid access for undocumented students,” which is a clear example of a policy that increases inequality of outcome.
• The call to challenge these “dubious” and “unlawful” policies is an effort to eliminate discriminatory practices and ensure equal opportunity.

SDG 16: Peace, Justice and Strong Institutions

The article’s call to action for higher education institutions to engage in litigation, advocacy, and coalition-building aligns with SDG 16. It emphasizes using legal and institutional mechanisms to challenge unjust policies and uphold the rule of law.

• The text explicitly encourages institutions to “Support Litigation,” serve as plaintiffs, submit declarations, and join amicus briefs to “halt implementation and call out the administration for its constitutional violations.”
• The formation of groups like the “Presidents’ Alliance on Higher Education and Immigration” and the call to “build common ground” represent efforts to build effective, accountable, and inclusive institutions to advocate for change.

Specific Targets Identified

SDG 4: Quality Education

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • The article demonstrates how this target is being undermined. The administration is “taking away in-state tuition and financial aid access for undocumented students,” creating a direct financial barrier and ensuring that access to university education is unequal.
2. Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries… for enrolment in higher education… in developed countries.
   • While not about scholarships, the spirit of this target is to promote international student mobility. The article shows a reversal of this goal, noting that “Prospective international student confidence in pursuing their studies in the U.S. has declined dramatically” and “New international student enrollments are already down more than 10 percent.”

SDG 8: Decent Work and Economic Growth

1. Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.
   • The article states that “temporary protected status holders are losing their protections and work authorization,” which directly prevents them from achieving productive employment and decent work.

SDG 10: Reduced Inequalities

1. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices.
   • The entire article is a call to action against policies described as discriminatory. The efforts to “support litigation” against “unlawful” immigration policies are a direct attempt to eliminate practices that create inequalities of outcome for immigrant and international students.
2. Target 10.7: Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies.
   • The article describes the current situation as a “dangerous cascade of immigration policies” that leads to “fear and anxiety” on campuses. This is the opposite of orderly, safe, and well-managed migration policy, particularly for students and scholars.

SDG 16: Peace, Justice and Strong Institutions

1. Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • The call for higher education institutions to “support litigation,” “serve as a named plaintiff,” and join “amicus briefs” is a direct effort to use the legal system to promote the rule of law and ensure that the rights of affected communities are defended in court, thereby seeking equal access to justice.

Indicators for Measuring Progress

SDG 4: Quality Education

• Implied Indicator for Target 4.3: The number and percentage of undocumented students with access to in-state tuition and financial aid. The article indicates this is decreasing in a “growing number of states.”
• Mentioned Indicator for Target 4.b: The rate of new international student enrollment. The article explicitly states that “New international student enrollments are already down more than 10 percent this fall for many institutions.”

SDG 8: Decent Work and Economic Growth

• Implied Indicator for Target 8.5: The number of noncitizens who lose work authorization. The article mentions that “temporary protected status holders are losing their… work authorization.”
• Mentioned Indicator for Economic Growth: Projected changes in the size of the workforce and the rate of economic growth. The article cites a study estimating a reduction of “6.8 million” workers by 2028 and a lowering of “the annual rate of economic growth by nearly one-third.”

SDG 10: Reduced Inequalities

• Implied Indicator for Target 10.3: The number of discriminatory policies enacted or reversed. The article focuses on the need to challenge and reverse policies like the removal of tuition equity for Dreamers.
• Mentioned Indicator for Target 10.7: The level of confidence among prospective international students. The article notes that this confidence has “declined dramatically.” Another indicator is the frequency of enforcement actions, as the article states that “Reports of immigration enforcement on and around campuses are increasing.”

SDG 16: Peace, Justice and Strong Institutions

• Mentioned Indicator for Target 16.3: The level of engagement by higher education institutions in legal challenges. The article provides a concrete example: “86 institutions and organizations joined the Presidents’ Alliance on an amicus brief.”

Summary Table of Findings

Source: insidehighered.com