The Impact of Immigration Policy on STEM Degree Classification at US Universities

Abstract

Many academic departments at US higher education institutions have either recently begun to offer STEM-degree programs or have reclassified their traditionally non-STEM degree programs as STEM. It has been theorized that departments may do this to recruit F-1 student visa holders, who may be eligible to apply for two-year US work extensions after graduation after graduating from a STEM-designated degree program. However, this theory has not been studied at US higher education institutions. This quantitative study therefore explores the factors that have driven the creation or reclassification of STEM degree programs at six New England universities, focusing on the perceptions and observations of administrators. The findings show that currently-enrolled or recently-graduated F-1 students were most significant in influencing degree program reviews, although international student recruitment influenced and other institutional goals influenced this as well. Surveyed administrators reported that much of their time was spent ensuring compliance with US Department of Homeland Security regulations, which required significant time working with faculty and staff. The findings demonstrated that immigration policy may, by way of F-1 international students, influence academic decisions, suggesting a shift in the role academic faculty have in curriculum.