The Effect of Neoliberalism on Higher Education

By Jessica Voce / Fall 2019

The essence of empowerment and social mobility in the United States is defined by the opportunity to pursue higher education. Due to the growing economic and industrial standards of modern America, the general consensus for many years remains: in order to obtain financial security and freedom one must earn a bachelor’s degree in a dependable field. The stark reality of this socialized train of thought reveals the controversial outcomes for disadvantaged communities consistently ignored and marginalized throughout American history. The promises of democratic education in the United States is what draws many into the idea of creating the foundation for their future. As a first-generation college student, both of my parents continuously encouraged me to pursue higher education so I could avoid physical, financial, and emotional suffering that occurs in today’s workforce. Many of us were fed a similar narrative to succeed from our families, schools, and society to the point of internalizing ideologies without a second thought. We are shown a highly convergent path of education that emphasizes entrepreneurial success and corporate business models, leaving no room for our passions and creativity.

Humanities, social sciences, and the arts have been deemed as hobbies and unimportant by this narrative which narrows the possibilities of student pursuits in higher education. The contradictions of our education system are increasingly constraining students who are endeavoring to have stronger financial security and be more competent in society. Education has gradually developed to become a standardized economic good. Consumerist ideologies, materialism, and neoliberalism ultimately contribute to the current state of our higher education system that neglects proper democratic values to ensure the success of students, specifically transfer students, who take non-traditional routes to navigate these institutions. For transfer students lacking idealized socioeconomic circumstances, the higher education system fails to effectively support their rights to pursue advancement in society while utilizing their passions. True student democracy and equity provides a platform for institutional changes that assist transfer students’ acclimation and ultimate success at four-year institutions.

Due to community colleges stereotyped as a "second rate" experience, transfer students often face rejection in regards to their abilities, intellect, creativity, and work ethic. The negative attitude towards two year community college stems from a lack of understanding how these multifaceted students bring richness into their campuses. This unfair assessment of transfers by society and institutions affects our social mobility, evident through research showing that about half of students enrolled at four-year universities begin at two-year colleges, yet selective institutions admit 14 percent transfer students, of which only five percent begin at community college (Camera). Students from low-income families and disadvantaged backgrounds commonly begin their higher education at community colleges for financial reasons and personal responsibilities, factors unrelated to willingness and ability to learn. The fact that many prestigious institutions with higher selectivity disregard the notion of accepting transfer students from community college is transparent evidence against equality and a democratic education system. Elitist universities not considering transfer students for their admissions process borders discrimination and exemption from obtaining social mobility based on socioeconomic background and circumstances, which goes against the purpose of education to empower individuals and communities. The pattern of admissions bias effectively keeps select individuals and communities away from more prestigious universities that already present issues regarding unfair criteria that favor alumni networking, standardized testing, and wealth-disparities. The few individuals who are able to push through these barriers and be accepted to these campuses are continually expected to perform above and beyond in order to justify their presence at these notable institutions. Interestingly, the research conducted by Dr. Gylnn for the Jack Kent Cooke Foundation found that transfer students “have equal to higher graduation rates than students enrolling from high school or transferring from other four-year institutions.” Dr. Jennifer Glynn’s image below portrays graduation rates at various universities in 2010, which shows that community college transfers at the most competitive universities graduated at the same or better rate than those entering from high school.

The willingness of community college transfer students to learn and succeed at the university level is highly evident in our graduation and retention rates. Inevitably, transfer students represent a diverse group of people who manage to overcome a wide variety of struggles and circumstances in order to make a difference. The passion for social and economic justice is commonly found at the center of many transfer students’ motivation to successfully complete their higher education. The manifestation of transfer students’ passions, dreams, and motivations, not driven by neoliberal thought, should be the priority of our higher education institutions.

Education has become merely transactional in the eyes of the institutions and students alike, which erases the meaningful aspects of education to be inspiring and uplifting. David Hursh writes in an editorial called ​Environmental education in a neoliberal climate​, “Evaluating students and teachers through standardized tests reflects a neoliberal faith in the fact that those key features of the world worth measuring can be objectively evaluated and expressed numerically in this ‘age of accountability.’” The incorporation of business and administrative models from the corporate world into classrooms exemplifies a narrow set of values that are perceived as profitable and worth pursuing in higher education. Students are encouraged to follow entrepreneurial business models to create financial wealth and success, which may not fit every individual’s measure of success. The detachment of oneself from society, community, and humanity is almost instinctual due to the lack of opportunity for students with diverse backgrounds; they are restricted in exploring career paths based on the passion that is not the facade of promised economic stability and financial prosperity.

The normalization and integration of neoliberal thought in society have inevitably shaped the way we perceive and measure levels of success. The proposed success and stability that can be achieved through hard work and determination is optimistic, at best. The “self-made” mentality that arose in the early twentieth century is an ideology that dangerously promotes consumerism, materialism, and the measure of success by wealth, resulting in the isolation of our self from society. This mentality not only managed to be ingrained into our economic and social systems but also in our education systems, beginning in K-12. Students are no longer able to feel empowered or enabled to contribute back to their communities because of the fixation on achieving material wealth and competition with peers throughout our education and careers. Transfer students are placed at a further disadvantage with underlying pressures to succeed and outcompete their fellow peers in this race of neoliberal capitalism. Many transfer students have to deal with situations that work against their acceptance in society; however, they are still fed with the same narrative and held accountable for their circumstances despite not being given the proper equipment and support in higher education. We are taught that there is no room for emotional growth and diving into personal passions - the workforce does not wait for these individuals.

University transfer students are not demanding educational equality, rather, educational equity from our corporate-modeled institutions. Ensuring that transfer students have proper equity in higher education is essential to the fairness of the system. Equality involves equal treatment of all, while equity ensures that each individual is given access and support needed to be successful in their way. The problems within our education system today stem from the delusion of “capitalist equality,” which protects the rights of businesses and corporations while ignoring the concerns of marginalized people and the common good. The ideal solution cannot be reached without the input and active involvement of those being pushed out by these ideologies and systems. Students for a Democratic Society published “Port Huron Statement” in 1962, a public cry for the implementation of true democratic measures to ensure the equity of university students. It is mentioned that in a participatory democracy, “decision-making of basic social consequence be carried on by public groupings” (Students). Policies that directly affect the lives of students should involve an active setting where students can voice their opinions and be heard by the administration. For example, UC San Diego has implemented funding for the new Seventh College for the 2020 academic year. As a part of solving the housing situation for a new dedicated college in their multiple college system, transfer students will have their housing compromised for the 2020-2021 academic year to accommodate freshmen. UC San Diego’s Academic Affairs department and Dean of Undergraduate Education, John Moore, met on January 8th, 2019 to discuss construction and curriculum plans for the new Seventh College. Moore stated that as graduate students will move out of Rita Atkinson graduate housing, “some of the transfer students will move to those apartments. That will free up space in The Village, where Seventh College will start” (Faurot). The Village is the designated housing for transfers at UC San Diego, where transfer students can find groceries at the Market and study in the Village break rooms. Keeping transfer students together is an aspect unique to UC San Diego in comparison to the other University of California schools, but this fosters a tight-knit community for incoming and returning transfer students. The mixing of transfers with freshmen can have both positive and negative outcomes depending on how transfer students acclimate to their new environment. The decisions which affect the housing needs of many transfer students overlooked the democratic participatory values to listen to the students who were affected by administrative processes. UC San Diego managed to hold several meetings to discuss the new housing proposal after the decisions were set in stone. The actions of UC San Diego Academic Affairs and the Dean of Undergraduate Education reveals a small portion of the issues transfer students face and how we are continuously considered as an afterthought to the agendas of universities that prioritize profit over people.

There are undeniable structural and motivational barriers within community colleges that hinder the ability for transfer students to formulate a clear path for themselves. Elizabeth Levesque’s report on transfer students for Brookings reveals that “it is often difficult for students to identify a clear pathway from enrollment to obtaining a credential, earning a two-year degree, or transferring to a four-year program. Program requirements and options are often unclear, and students have insufficient guidance and support to make informed choices.” There are complex issues within community colleges and four-year institutions that lead to the overwhelming stress for transfer students to make life-changing decisions on their own. If we want to ensure the equity of our transfer students to improve our society, environment, economy, and workforce, we need to structurally modify the current system. On average, the ratio of one advisor to approximately 800-1,200 students at community college (Levesque) indicates the need for more effective democratic values within these systems. We cannot expect one advisor to provide the depth of support needed to every individual at community college. A more effective method for students and colleges would be direct student involvement and safe spaces for implementing policies that will impact the outcomes for transfer students.

The struggles that transfer students daily face against neoliberal-capitalist norms precedent by universities also significantly impacts the state of our nation. Our issues can no longer be ignored by universities since the issues students face on campus truly “reflect the habits of society at large” (Students). We need to remind ourselves to analyze the educational system and experiences of transfer students with a deeper perspective, and to use our critical lens when we stand against issues that challenge our ingrained ideologies. If the administrative forces and institutions were to severely reflect on their current practices and encourage transfer students to apply their voice on campus, this would have downstream effects on the American workforce and economy. Ultimately, transfers make up almost half of university students in the United States. Now that policies are in place for Californian residents to attend the first two years of community college for free, we can expect the population of transfer students to steadily increase throughout the years. If more people are choosing to attend community college, we need to consider how we as a society can shift our perspectives to appreciate the assets transfer students bring to higher education. The educational system should focus on the needs of transfer students at four-year institutions, and continually challenge the neoliberal and capitalist ideologies that prevent students from flourishing beyond the business and corporate models in place. The only way to achieve a proper democratic form of education in the United States would be to adopt a participatory democratic approach and promote student involvement in policy making on campus.

Works Cited

David Hursh. “Environmental education in a neoliberal climate.” ​Environmental Education

Research,​ 2015, Vol. 21, No. 3, 299–318, Warner School of Education, University of Rochester, Rochester, NY, USA.

Faurot, Tyler. “7th College Theme, New Affordable Housing Plans Revealed at Town Hall on Academic Planning.” ​UCSD Guardian,​ 10 Jan. 2019.

Glynn, Jennifer. “EXHIBIT 21: SIX-YEAR GRADUATION RATES, BY STUDENT TYPE AND INSTITUTIONAL SELECTIVITY.” ​Jack Kent Cooke Foundation,​ 2019.

Levesque, Elizabeth. “Improving Community College Completion Rates by Addressing Structural and Motivational Barriers.” ​Brookings​, Brookings, 22 Oct. 2018.

Students for a Democratic Society. “Port Huron Statement.” (1962) ​Fair use,​ Public Broadside.