Recently, Utah has been getting attention for granting automatic college admission to high school seniors living in the state through the Admit Utah program. This is a great way for us to pat ourselves on the back and say, “Look, we’ve reduced the barriers to higher education.” But the reality isn’t that simple.
This program is a good start, but how can we ensure that students will be able to stay in college and be successful once admitted? If the goal is helping to decrease the barriers to higher education, we must also focus on retention.
There has been growing interest around automatic admission practices since Idaho implemented it in 2015 and other states followed suit. One study explored the impact of these programs on both college admission and college attendance and found that, while these programs do decrease barriers and help families navigate the complex systems of the college application process, they don’t have a substantial impact on overall college attendance.
It’s no surprise, however, that these types of initiatives consistently have a positive impact on students of color and students from lower socioeconomic statuses. One of the biggest hurdles these communities face is money. But, as Taylor Odle and Jennifer Delaney aptly point out in their research, “Direct admissions is not a replacement for financial aid.”
As college tuition continues to rise, students continue to dig themselves deeper into holes of debt for an investment in their future. Unfortunately, the students who most need these initiatives are hit the hardest by financial burdens. While Admit Utah has made the general process of college application easier and more streamlined, it has not done the same with navigating financial aid. Instead, it simply has a link to the FAFSA, a notoriously confusing application.
Financial aid aside, there is another barrier for students who do jump through the necessary hoops and enroll in these schools: navigating the university cultural climate and finding the resources on campus to be successful. As we continue to push our colleges to be more inclusive of students of all backgrounds, how can we ensure these students are being supported when we can not even say the word diversity? In some ways, it has been one step forward, three steps back when we look at how H.B. 261 has impacted the resources available to students on campus. Both the University of Utah and Weber State have effectively eliminated identity based safe spaces for students. While the University of Utah is in the process of opening a general space to support these students, there are still many students left feeling cast aside.
A study from Oregon titled, “What Keeps Me in School,” looked at those aspects of higher education which helped BIPOC students feel comfortable and be successful on predominantly white college campuses. One way was having spaces for people of similar backgrounds.
Universities and colleges can be isolating when students have to wonder how they fit the campus culture and if their presence on a campus is valued beyond what they can bring to a promotional flier. On Utah campuses, it might be hard to feel valued when the very thing that could help remedy the situation has been taken away.
There are programs that are in place to help students navigate unfamiliar spaces and feel safe on campus. One of these programs that many Utah colleges and universities have is a mentorship program for first-generation students. It’s important to ensure that incoming students know about this program and how to get involved.
Programs which bolster admission and make higher education accessible to everyone are important, but it’s just as important for students to know that support doesn’t end once they are admitted. Having spaces where they can connect with others from a similar background, share challenges and get help navigating these systems is crucial for long term student success. They need to have the tools to not only complete the program but also to be successful in doing so.
When we look at these students, we need to consider how they can be supported when we can no longer use the words diversity, equity and inclusion. Now, more than ever, the extra step needs to be taken to continue to support increasingly diverse student bodies in higher education.
(Becca Leaman) Becca Leaman is a master's student in the University of Utah College of Social Work.
Becca Leaman is a master’s student in the University of Utah College of Social Work. Prior to this, she taught kindergarten and first grade for four years. While receiving her master’s she is interning at University Neighborhood Partners Hartland, working with people of immigrant and refugee backgrounds.
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