The concept of “college deserts” refers to regions where higher education institutions are scarce or non-existent, often defined as areas that are more than a 30-minute drive from a college campus. These educational deserts disproportionately impact certain demographic groups, particularly Black, Hispanic, and low-income students, creating significant barriers to higher education access. Research conducted in Texas highlights that students from these demographics, particularly those living over 30 miles from a public two-year college, are significantly less likely to attend college. The study also reveals an intriguing contrast: while minority and low-income students are adversely affected by the lack of nearby colleges, white and Asian students in these areas are somewhat more likely to complete four-year degrees. This indicates that the absence of proximal two-year institutions may encourage white and Asian students to relocate for four-year degrees, possibly attaining higher educational outcomes through migration.
The Crucial Role of Proximity to Community Colleges
Proximity to community colleges plays a pivotal role in facilitating access to higher education for underrepresented and low-income students. For many, the availability of a community college within a reasonable distance is a critical factor in deciding whether or not to pursue higher education. Transportation barriers, family responsibilities, and financial constraints often make it difficult for these students to move away for college. Community colleges offer a more accessible and affordable option, enabling students to pursue their educational goals while remaining close to home. This accessibility is particularly important given the financial and logistical challenges that many low-income and minority students face. In the context of the broader challenges of keeping colleges operational, Riley Acton, an assistant professor at Miami University in Ohio, stresses the importance of public institutions considering the demographics they serve. When contemplating closures, mergers, or the establishment of new campuses, institutions must take into account the crucial role that proximity plays for the students in their region. Without this consideration, decisions to close or consolidate campuses could further exacerbate educational inequities.
Conversely, the proximity of community colleges might inadvertently influence students from other demographics to opt for two-year colleges over four-year institutions. For instance, the study’s findings suggest that white and Asian students may be more inclined to relocate for four-year college opportunities when local community colleges are not an option. This dynamic underscores the complex relationship between geography and educational decision-making. Proximity to educational institutions can have varying effects depending on the demographic group, highlighting the need for nuanced policy approaches that address the diverse needs and circumstances of different student populations.
Addressing the Barriers of College Deserts
To mitigate the barriers posed by college deserts, targeted measures are essential. One potential solution is to provide transportation options or credits, particularly in rural areas where college deserts are most prevalent. Enhancing transportation access can significantly reduce the logistical barriers that prevent students from attending college. This approach aligns with research by Nicholas Hillman at the University of Wisconsin at Madison, which highlights that Black and Hispanic students are more likely to reside in these educational deserts. Hillman’s study finds value in Acton’s quantitative approach, emphasizing how distance differentially affects student groups and advocating for strategies to bridge these gaps.
Another critical measure is to improve the transfer process between two-year and four-year colleges. By facilitating smoother transitions from community colleges to universities, policymakers can enhance the chances of students progressing to higher degrees. Hillman criticizes the focus of some policy initiatives, such as the Obama-era emphasis on better consumer information, arguing that geographic and logistical barriers play a more substantial role in college attendance decisions. His own experience of growing up 40 miles from the nearest college underscores the practical barriers that many students face. Transportation difficulties, economic constraints, and family obligations often outweigh the value of simply having more information about college options.
Understanding the Need for Targeted Policies
The term “college deserts” describes areas where higher education institutions are scarce or missing, commonly defined as regions more than a 30-minute drive from a college campus. These educational deserts disproportionately affect certain demographic groups, particularly Black, Hispanic, and low-income students, creating significant barriers to accessing higher education. Research in Texas shows that students from these demographics, especially those living over 30 miles from a public two-year college, are much less likely to attend college. Interestingly, the study also finds a contrast: while minority and low-income students suffer due to the lack of nearby colleges, white and Asian students in these areas are somewhat more likely to earn four-year degrees. This suggests that the absence of nearby two-year institutions may prompt white and Asian students to relocate for four-year degrees, potentially achieving better educational outcomes through migration. This disparity underscores the need for more accessible higher education options for all demographic groups.
