History of Policy on College Access and the Change in Integration of Access and Diversity

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October 17, 2023
College Access
Access to higher education continues to be at the forefront of educational debates and policy-making due to its pivotal role in ensuring educational equity and inclusivity. As articulated by Salmi and D’Addio, the consensus suggests that a combination of academic preparation and financial aid is critical in facilitating college access across various income brackets. This paper traces the historical shifts in policies affecting college access, explores the evolving paradigms of diversity and inclusivity, examines recent policy research, and envisages the future trajectory of access to higher education.
History of Policy on College Access from the Civil War to the 1980
The journey toward democratizing access to higher education in the United States has been tumultuous and marked by significant legislative and policy shifts since the Civil War. Following the Civil War, enacting the Morrill Act of 1862 was a watershed moment, establishing land-grant colleges to make education more accessible to the broader populace, moving beyond the traditional elite (Ris). These institutions focused on applied sciences and practical skills, reflecting a transformative shift in the educational paradigm.
Despite the progress made, the period was plagued by profound racial disparities. The Plessy v. Ferguson decision of 1896, which upheld racial segregation, cast a long shadow over educational institutions, perpetuating systemic inequalities that disproportionately affected African-American students (Sterling). Segregated education systems, under the facade of the “separate but equal” doctrine, fostered environments of pronounced inequality and limited access for minority populations.
The period following World War II was emblematic of transformative changes reverberating through higher education. The Servicemen's Readjustment Act of 1944, commonly known as the G.I. Bill, facilitated increased college enrollments and provided veterans with educational benefits (Rubalcaba et al.). However, the democratizing potential of the G.I. Bill was not uniformly realized, with disparities persisting, particularly