Who is Responsible? Varying Solutions for Improving Equity of College Access in an Era of Rising Costs

Abstract

Researchers interviewed higher education professionals, asking: How do professionals working in higher education equity and access sectors, both public and private, assign responsibility for improving access, and what solutions do they propose? Informed by Kingdon’s multiple streams framework and Guajardo et al.’s theory of change in action, researchers spoke with professionals to analyze inequities in college access. Respondents disagreed on responsibility for improving access, with solutions varying based on vantage points, values, and privilege.

Latina Women in the U.S. Physician Workforce: Opportunities in the Pursuit of Health Equity

“…While the terms Hispanic and Latino often are used interchangeably in the literature, some prefer the use of one over the other, given their connotations and controversy over associated and implied classifications. [28][29][30]…”

What We Talk About When We Talk About Ethnicity: Hispanic Self-classification and Appraisal in an Online College Forum

“…In addition, the data includes not only individuals' concerns about others' scrutiny, but how those others actually respond-in other words, the scrutiny is not just hypothetical, but real. Ultimately, despite assertions that "you are [Hispanic] if you say you are" (e.g., M. H. Lopez et al 2020), "self"-classification can entail reflecting on others' perceptions.…”