Addressing College ‘Deserts’: A Challenge for Equitable Educational Access

The landscape of higher education accessibility has been a focal point for researchers, especially concerning the concept of “college deserts.” Defined as regions where residents are more than a 30-minute drive from any college campus, these areas exhibit significant disparities in educational attendance and completion. One of the most recent and profound insights into this issue comes from a study conducted in Texas, revealing the disproportionate impact on Black, Hispanic, and low-income students.

According to the study, students from these demographics who reside more than 30 miles from a public two-year institution are markedly less likely to pursue higher education. In contrast, white and Asian students in similar communities often find themselves more inclined to move and enroll in four-year programs because of the absence of local two-year options.

For instructional designers in eLearning, this highlights the importance of contextualizing educational access issues according to geographic and demographic nuances. Acknowledging these disparities can aid in developing more equitable eLearning solutions and outreach programs that cater to the unique needs of diverse student populations.

Riley Acton, one of the researchers involved, emphasizes the urgency for institutions, particularly community colleges, to reconsider decisions about consolidations and closures with these findings in mind. Innovative solutions such as offering transportation support to students in these barren areas could significantly alleviate access barriers.

Broadening the Impact

Nicholas Hillman, a pioneer in examining the effects of college location on educational outcomes, shares that the new findings reinforce the need to rethink higher education strategies. As Black and Hispanic students are more likely to inhabit these educational deserts, creating a seamless transfer process between two-year and four-year institutions could provide these students with stronger opportunities to advance their educational goals.

Today’s educational narrative tends to oversimplify access issues by focusing solely on providing better college information. A revisit of this approach is necessary, says Hillman, citing personal experience—growing up in a community far from nearby colleges, he understands that merely having information is insufficient when logistical roadblocks like transportation remain unaddressed.