Higher Education for Whom? Higher Education for What?: A Critical Quantitative Analysis of the Expansion of Access to Higher Education in the United States

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Author(s): Brooke Midkiff (University of North Carolina at Chapel Hill, USA)
Copyright: 2017
Pages: 31
Source title: Disability and Equity in Higher Education Accessibility
Source Author(s)/Editor(s): Henry C. Alphin, Jr. (Drexel University, USA), Jennie Lavine (University of Hull, UK)and Roy Y. Chan (Indiana University, USA)
DOI: 10.4018/978-1-5225-2665-0.ch005

Keywords: Business Science Reference / Education / Educational Administration and Leadership / Higher Education

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Abstract

This chapter provides a critical quantitative examination of issues related to increasing access to higher education in the United States. The chapter first offers insights into the utility of using empirical evidence within a critical, theoretical framework to unpack underlying issues of expanding accessibility. Specifically, critical theory is used to excavate the limits of liberal approaches to expanding higher education through increasing access, coupled with empirical analysis of disparities in college completion rates. That is, while increasing access is important, access is hardly enough to decrease social and economic gaps. Issues of hegemony within higher education are examined through an examination of which students, despite increased access to higher education broadly, have access to specific types of post-secondary educational experiences.

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Higher Education for Whom? Higher Education for What?: A Critical Quantitative Analysis of the Expansion of Access to Higher Education in the United States

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