Geography of College Choice

Hillman, Nicholas; Boland, William Casey

doi:10.4324/9780429438127-2

Cited by 5 publications

(7 citation statements)

References 1 publication

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“…To date, research and policy initiatives have addressed the underrepresentation of specific demographic groups such as women, racial/ethnic minorities, and persons with disabilities within STEM fields (National Science Foundation [NSF], 2019). However, little attention has been given to STEM participation among geographically defined populations, particularly rural and small-town students, who account for approximately 30% of the student population in the United States (National Center for Education Statistics [NCES], 2017) and face unique, geographically linked structural opportunities and barriers that shape their educational and occupational pathways (Agger et al, 2018;Hillman & Boland, 2019;Schmuck & Schmuck, 1993;Wells et al, 2019).…”

mentioning

confidence: 99%

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment

Saw

Agger

2021

Educational Researcher

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Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM and had lower STEM teaching capacity. Those opportunities to learn in STEM were linked to the widening geographic gaps in STEM academic preparation. Overall, our findings suggest that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.

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confidence: 99%

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment

Saw

Agger

2021

Educational Researcher

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“…However, in order to reach a more meaningful explanation regarding the layers we have adopted the classification termed 'Typology of Local Higher Education Markets' (Hillman & Boland, 2019), which is shown in Figure 5. They defined a local higher education market by using the U.S. Department of Agriculture's commuting zone classifications, in which it is mentioned that since students choose a college based on its proximity to home and work, these 709 commuting zones represent the "local" community from which students might search for a college.…”

Section: Resultsmentioning

confidence: 99%

“…The left side of this continuum represents commuting zones with the fewest alternatives nearby, where prospective students either have no or only one alternative from which to choose. On the right side of Source: Hillman and Boland (2019).…”

Section: Resultsmentioning

confidence: 99%

“…The negative association between distance and university enrolment is cited in a study using a Canadian national dataset with a regression analysis, and it concluded that students living beyond commuting distance (80 km) were 37% less likely to attend a university than those living within commuting distance (Frenette, 2004). College decision-making is shaped not only by institutional or programme factors but also by a given college's selectivity and distance from the student's home (Hillman & Boland, 2019). Similarly, college access and choice studies, geographic enquiry, falls under the term proximity research (López Turley, 2009;Rouse, 1995;Turley, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Layer Groups Obtained in the Study Area is Classified in Tune with Typology Proposed byHillman and Boland (2019).…”

mentioning

confidence: 99%

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Deserts and Oases: Geospatial Analytics of Higher Education Access

Ram

Lakshman

Manoharan³

et al. 2022

Higher Education for the Future

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Despite the high level of literacy, near universal enrolment in elementary education, and higher indices of social and human development among Indian States, Kerala has not made an impressive headway in higher education. Several studies show that there is ubiquitous relationship between ‘place’ and educational opportunities. Learners’ choice in enrolling to a programme and or an institution of study is largely driven by the geography and physical access to these institutions. This aspect has been widely covered in the Western context, but there are not many studies in the Indian context, especially so in Kerala. In this article, we propose a spatial-metric tool to assess disparity in educational opportunities by assigning a fixed dimension to define the ‘catchment’ area of an institution. We integrated our results with a model of higher education opportunity markets proposed in earlier studies for better understanding. This provides information about the graded nature in the choice of opportunities available in a region and its spatial distribution. Such regions are further classified as regions of negligible opportunities (education deserts) and abundant opportunities (education oases). The spatial-analytical tool proposed here can be recreated and applied across different regions employing various socio-economic and other relevant components of interest. This can have significant implications in educational planning and administration of a region.

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