Reimagining College Access for Immigrant and Undocumented Students: A Critical Policy Analysis of Educational Technology in the Biden and Trump Eras

Abstract

This paper critically analyzes the impact of federal immigration and education policy changes on college access for immigrant and undocumented students in the United States by focusing on the differing policy environments of the Trump administration (2017–2021) and the Biden administration (2021–2025). Using comparative historical analysis and the dual frameworks of critical policy analysis, as well as Santos' ethics of care, the study examines the design, implementation, and transformative potential of Educational Technology (EdTech) tools during periods characterized by both restriction and affirmation. The paper critically analyzes executive orders, federal and state law, and landmark policies to assess how the risk-mitigation emphasis required by the hostile environments of the Trump administration contrasts with the inclusion-oriented opportunities that emerged during the Biden era. These findings reveal that EdTech often serves as a double-edged sword. While promising expanded access and support, it can inadvertently reproduce structural inequities or instantiate “digital benevolence” if not supported by explicit equity and justice mandates. By combining theoretical and empirical literature, the study suggests that a successful EdTech policy for marginalized students must take a proactive stance against policy-induced burdens and incorporate principles of data sovereignty, humanization, and institutional accountability. The paper concludes by contextualizing its arguments within broader discourses on inclusion, belonging, and educational equity.