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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

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

Brooke Midkiff
Copyright: © 2017 |Pages: 31
ISBN13: 9781522526650|ISBN10: 152252665X|EISBN13: 9781522526667
DOI: 10.4018/978-1-5225-2665-0.ch005
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MLA

Midkiff, Brooke. "Higher Education for Whom? Higher Education for What?: A Critical Quantitative Analysis of the Expansion of Access to Higher Education in the United States." Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., et al., IGI Global, 2017, pp. 104-134. https://doi.org/10.4018/978-1-5225-2665-0.ch005

APA

Midkiff, B. (2017). Higher Education for Whom? Higher Education for What?: A Critical Quantitative Analysis of the Expansion of Access to Higher Education in the United States. In H. Alphin, Jr., J. Lavine, & R. Chan (Eds.), Disability and Equity in Higher Education Accessibility (pp. 104-134). IGI Global. https://doi.org/10.4018/978-1-5225-2665-0.ch005

Chicago

Midkiff, Brooke. "Higher Education for Whom? Higher Education for What?: A Critical Quantitative Analysis of the Expansion of Access to Higher Education in the United States." In Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., Jennie Lavine, and Roy Y. Chan, 104-134. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2665-0.ch005

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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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