Guest Commentator: Malik Brown, President and Chief Executive Officer, and Sena Owereko, Vice President, Programming and Innovation, Graduate Philadelphia, Inc. @GraduatePhilly
What are some of the barriers to entry in higher education that frequently have a greater impact on low-income populations and how does this affect diversity in the workforce?
We must design and reimagine higher education to not only be a space for learning and academic achievement but also an instrument to confront the most stubborn and pressing issues of our time.
The COVID-19 pandemic forced added pressure upon colleges and universities to both self-examine and transform themselves in a rapidly changing ecosystem. Consumers of postsecondary education (and related stakeholders) have called for more affordability in pricing, hybrid learning offerings, wrap-around support services, and career bridges to family-sustaining wages. This dynamic is exacerbated in the emerging and increasingly important adult learning market where postsecondary education is a lifeline to more social mobility and financial security.
The postsecondary ecosystem (institutions, employers, funders, nonprofits) must continue to work together to remove barriers to entry for lower-income populations. These barriers have cross and downstream impacts on hiring, retention, and promotability of diverse populations in the workplace.
Financial Constraints
The cost of education remains a significant factor for families often facing multiple demands on limited household finances. Therefore, addressing affordability to quality education and training programs for low-income populations must remain a priority for institutions and providers. Failure to do so will only exacerbate the current issues associated with incurring student loan debt, defaulting on loans, and generating institutional back balances that many adult and non-traditional learners face. When faced with the pressures associated with trying to find ways to finance returning to the “classroom,” it is understandable that many individuals and households get discouraged and choose not to enroll.
If our goal is to help individuals and communities achieve economic mobility while underscoring postsecondary education as a viable solution, then we must be prepared to disrupt the processes and systems that result in unnecessary barriers.
Traditional Models
There is a growing realization that many postsecondary models are not well designed for non-traditional students. Part of the solution includes offering in-person classes that are conducive to students who may work varying shifts or have multiple commitments that call for increased flexibility. This also includes the options for remote learning and considerations for synchronous and asynchronous options. We also must revisit how we measure levels of engagement. For example, ‘seat time’ versus successful completion and confirmation of competencies and skills.
Access to Resources
A well-designed support system for an adult learner requires resources that are responsive to that learner’s needs and provided in ways that respect the dignity of the individual. If we do not operate in this way, we feed into “othering” in a way that creates barriers between institutions and learners seeking safe spaces to learn, progress, and advance. On the other hand, when we proactively facilitate access to resources addressing transportation, childcare, mental health services, digital literacy, rent and utilities, and food insecurity, we can create inclusive and equitable practices that foster belonging.
Learning and Earning Connection
We stand at a time when there is still active debate about the value of a college degree. For individuals who may not have access to timely and relevant information, this discussion can lead to decisions not to pursue a credential. Higher education must be equated with opportunities to foster long-term occupational resiliency in the face of automation and other trends in the “future of work.” As a collective body, we must help individuals and colleges see the inextricable connection between learning and earning in order to empower them to embrace the relevance of career planning.