The Evolution of Class Inequality in Higher Education

Abstract

This study develops a comprehensive theoretical framework regarding the evolution of the class divide in postsecondary education. I conceptualize three prototypes of class inequality—effectively maintained, declining, and expanding—and associate their emergence with the level of competition in college admissions. I also unearth the twin mechanisms, exclusion and adaptation, that link class hierarchy to a highly stratified postsecondary system in an allegedly meritocratic environment. Intra- and inter-cohort comparisons reveal that while the class divide regarding enrollment and access to selective postsecondary schooling is ubiquitous, it declines when competition for slots in higher education is low and expands during periods of high competition. In such a regime of effectively expanding inequality (EEI), a greater emphasis on a certain selection criterion (like test scores) in admission decisions—required to sort the influx of applicants—is bolstered by class-based polarization vis-à-vis this particular criterion. This vicious cycle of exclusion and adaptation intensifies and expedites the escalation of class inequality. The results show that adaptation is more effective than exclusion in expanding class inequality in U.S. higher education.

effect of learning communities on retention of Pell Grant eligible students in private higher education

“…This research has increased over the most recent 15 years along with the sheer number of post-secondary institutions and, therefore, the number of students receiving undergraduate degrees. However, these increases do not appear to have correlated to increased access for students of low SES into moderately selective or very selective institutions (Alon, 2009;Davis, 2003;Davis, Bauman & USCB, 2013;Karen, 2002;Kim, 2010;Shavit, Arum, Gamoran, & Menachem, 2007). The increased access, which students of low SES have seen over this period, has mostly come through community college expansion and by increased enrollments in for-profit institutions (Davis et al, 2013;Dougherty & Kienzl, 2006;Shavit et al, 2007).…”

“…These studies suggested that it was getting harder for low SES students to enroll in selective higher education as a whole, and that the institution of higher education in the United States was becoming further stratified despite the high degree of total national enrollment in postsecondary educational programs (Alon, 2009;Baum, Ma, & College Board Advocacy & Policy Center, 2011;Curs, 2008;Davis, 2003;Davis et al, 2013;Haveman & Smeeding, 2006;Kim, 2010). This study intended to investigate a selective, high cost of attendance institution where approximately 25% of the annual incoming freshmen class was Pell Grant eligible.…”

“…In this study, he identified the two factors of adaptation and exclusion as being cyclical in postsecondary admissions and selffulfilling. Alon (2009) posited that the demand for higher levels of education over the last 30 years had risen and an effect of that rise was an increase in the tightening of admissions standards. This increase of standards mostly occurred when institutions increased acceptable standardized test scores (Alon, 2009).…”

“…Alon (2009) posited that the demand for higher levels of education over the last 30 years had risen and an effect of that rise was an increase in the tightening of admissions standards. This increase of standards mostly occurred when institutions increased acceptable standardized test scores (Alon, 2009). Indeed, the "privileged class" had been able to adapt to this adjustment in admittance standards because families were able to invest greater resources into educating their children to be successful with these examinations (Alon, 2009).…”

“…This increase of standards mostly occurred when institutions increased acceptable standardized test scores (Alon, 2009). Indeed, the "privileged class" had been able to adapt to this adjustment in admittance standards because families were able to invest greater resources into educating their children to be successful with these examinations (Alon, 2009). Alon (2009) then argued, "By expanding the supply of high-scoring applicants, adaptation sparks a tightening of selection criteria, fuels exclusion, and artificially magnifies the competitiveness of the admission process" (p. 750).…”