Access to Quality Higher Education

My research examines the ways that social structures, educational practices, and public policies promote and limit college access and success, particularly for low-income, first-generation, and non-traditional students. As the novel coronavirus triggers sweeping changes to the delivery of higher education, I will be keeping a close eye on two evolving and interrelated issues in particular: the role of technology in supporting student success, and the characteristics of learners who do—and do not—have access to high-quality higher education.

The relationship between technology and higher education is constantly evolving, with higher education both spurring technological change and responding to technological change. Adoption of technological change tends to be incremental; as I wrote with co-author Roman Ruiz, “many forces restrict the widespread adoption and use of online learning and other technological innovation.” But shelter-in-place directives and the consequent reliance on remote-access technology have disrupted business as usual. Ensuring that the now-ubiquitous embrace of these technologies supports rather than inhibits student access and success is paramount.

As we look to technology to provide solutions, we must recognize that access to the Internet and computers at home continues to be unequal. Access to technology continues to be lower among students from low-income families, racial/ethnic minoritized groups, and others from groups that continue to be underserved by and underrepresented in higher education. Without intentional actions that close the digital divide, a strategy that relies on technology will only exacerbate longstanding inequities in higher education opportunity and outcomes.

Laura Perna is GSE Centennial Presidential Professor of Education and Chair, Higher Education Division, Penn Graduate School of Education; Executive Director, Penn Alliance for Higher Education and Democracy (AHEAD); and a Penn IUR Faculty Fellow.

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