This study utilizes social capital theory to examine the collective agency available to national higher education associations and better understand the power of the collectivity to influence policy. The analysis draws on a specific issue, the Development, Relief, and Education for Alien Minors Act, and investigates letters and statements submitted by associations to members of Congress in support of this policy between 2006 and 2009. The findings suggest that characteristics unique to this community enhance their ability to influence educational policy.
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