Higher ed is under attack: What do we do? Stand up fight back (AFT Higher Education)

Higher education under attack

President Donald Trump has declared war on America’s colleges and universities, demanding they bow to his demands on what they can teach and whom they can admit or hire. Trump’s illegal and autocratic actions are tantamount to a war on knowledge intended to make schools bend the knee to his ideology and chill free speech and academic pursuit. In her latest column, AFT President Randi Weingarten debunks the lie that Trump's punitive behavior toward universities and students has anything to do with fighting antisemitism.

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Science benefits everyone; cuts hurt us all

In early March the Trump administration froze $400 million in federal funding for scientific research at Columbia University, citing antisemitism and referencing pro-Palestinian protests on campus. The AFT has members at Columbia, but the implications are far broader as other institutions are also targeted. The AFT and the American Association of University Professors have filed a lawsuit to stop interference with academic freedom and research. This AFT Voices post features three professors who are affected by the funding cuts. “Trump’s administration has terminated and taken hostage our grants, igniting frictions around issues of free speech and discrimination,” writes one, though academic activism is giving her hope.

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Celebrating new affiliates and contracts in higher ed

The AFT’s higher education affiliates have been generating a flurry of activity: This fast-growing sector of our union has two brand-new affiliates, at Ohio University and Nevada State University, and five affiliates that are celebrating groundbreaking contracts. In a landscape that includes relentless attacks on higher education funding and academic freedom, these gains are especially significant and show the importance and promise of union solidarity. Above, United Faculty of Illinois State University members show their strike authorization ballots, one step on their way to their new contract. Read more here.

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Protesters say, ‘Hands Off!’ and ‘Kill the Cuts’  

On April 5, hundreds of thousands of people flooded the streets in more than 1,300 “Hands Off!” peaceful protests in cities across all 50 states. The message was clear and thunderous: Enough is enough. Protesters demanded an end to the escalating authoritarianism and attacks on everyday Americans led by President Donald Trump and Elon Musk. Then on April 8, thousands more—many of them associated with colleges and universities—stood up to say “Kill the Cuts” to education and scientific research. Turnout—including AFT members from coast to coast—signaled a growing, powerful movement ready to defend democracy, civil rights, public education and academic freedom. Above, unionists march in Los Angeles. Photo: AAUP.

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Weingarten breaks it down: New tariffs create chaos

This month, President Donald Trump announced the highest and most wide-ranging tariffs—taxes on goods that Americans buy—since President Herbert Hoover’s Smoot-Hawley Tariff Act, which made the Great Depression worse. Trump’s tariffs apply to every one of our nation’s trading partners. And the chaos has come quickly: stock markets in freefall, business confidence at the lowest level since the 2008 financial crisis, respected economists warning that a recession is likely, and higher prices for Americans. What explains this seemingly self-destructive attack on our nation’s economy? Read this AFT Voices post by AFT President Randi Weingarten and Damon Silvers for understanding and a way forward.

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Teacher prep program axed despite shortage

Just when the teacher shortage is at its worst, university programs that prepare new teachers to fill the gap have been shuttered by the Trump administration: In February, the Department of Education abruptly axed $600 million in Teacher Quality Partnership and Supporting Effective Educator Development grants established by Congress specifically to bolster the teacher workforce. Read this AFT Voices account from faculty members who are feeling the cuts and teachers experiencing staff shortages in their North Florida schools.

We have met the enemy...

Class conflict has always been woven into the fabric of American higher education. The struggle over access, affordability, and control of knowledge production has long pitted economic elites against working-class and middle-class students, faculty, and staff. Since the 1960s, these tensions have only deepened, exacerbated by policy shifts that have served to entrench inequality rather than dismantle it.

The 1960s marked a critical turning point in the political battle over higher education. Ronald Reagan’s war on the University of California system while he was governor set the tone for a broader conservative backlash against public higher education, which had been expanding to accommodate the postwar baby boom and increasing calls for racial and economic justice. Reagan’s attacks on free tuition and student activism foreshadowed decades of policies designed to limit public investment in higher education while encouraging privatization and corporate influence.

Since the 1970s, economic inequality in the US has grown dramatically, and higher education has been both a battleground and a casualty in this ongoing class war. Today, the sector is experiencing a long-running meltdown, with no signs of reversal. The following key issues illustrate the breadth of the crisis:

Educated Underclass and Underemployment

The promise of higher education as a pathway to economic security has eroded. A growing segment of college graduates, particularly those from working-class backgrounds, find themselves in precarious employment, often saddled with student debt and working jobs that do not require a degree. The rise of the educated underclass reflects a broader trend of economic stratification in the US, where social mobility is increasingly constrained.

Student Loan Debt Crisis

Student loan debt has surpassed $1.7 trillion, shackling millions of Americans to a lifetime of financial insecurity. The cost of higher education has skyrocketed, while wages have stagnated, leaving many borrowers unable to pay off their loans. Rather than addressing this crisis with systemic reform, policymakers have largely chosen half-measures and band-aid solutions that fail to address the structural drivers of student debt.

The Role of Foreign Students in US Higher Education

The influx of international students, particularly from wealthy families abroad, has been used as a revenue stream for cash-strapped universities. While diversity in higher education is valuable, the prioritization of full-tuition-paying international students over domestic students, especially those from working-class backgrounds, reflects a troubling shift in university priorities from public good to profit-seeking.

Academic Labor and Adjunctification

Higher education’s labor crisis is one of its most glaring failures. Over the past several decades, universities have replaced tenured faculty with contingent faculty—adjuncts and lecturers who work for low wages with no job security. This adjunctification has degraded the quality of education while exacerbating economic precarity for instructors, who now make up the majority of faculty positions in the US.

Identity Politics and DEI as a Substitute for Racial Justice

Diversity, Equity, and Inclusion (DEI) initiatives have become a central focus of university policies, yet they often serve as a superficial substitute for genuine racial and economic justice. Originating in part from efforts like those of Ward Connerly in California, DEI programs provide cover for institutions that continue to perpetuate racial and economic inequities, while failing to address core issues such as wealth redistribution, labor rights, and equitable access to higher education.

Privatization of Higher Education

Public funding for universities has declined, and in its place, privatization has surged. Universities have increasingly outsourced services, partnered with corporations, and relied on private donors and endowments to stay afloat. This shift has transformed higher education into a commodity rather than a public good, further marginalizing low-income students and faculty who cannot compete in a system driven by financial interests.

Online Education and the For-Profit Takeover

The rise of online education, fueled by for-profit colleges and Online Program Managers (OPMs), has introduced new layers of exploitation and inequality. While online education promises accessibility, in practice, it has been used to cut costs, lower instructional quality, and extract profits from students—many of whom are left with degrees of questionable value and significant debt.

Alienation and Anomie in Higher Education

As economic pressures mount and academic work becomes more precarious, feelings of alienation and anomie have intensified. Students and faculty alike find themselves disconnected from the traditional mission of higher education as a space for critical thought and democratic engagement. The result is a crisis of meaning that extends beyond the university into broader society.

The Power of Elite Universities

At the other end of the spectrum, elite universities continue to amass enormous endowments, wielding disproportionate influence over higher education policy and urban development. These institutions contribute to gentrification, driving up housing costs in surrounding areas while serving as gatekeepers to elite status. Their governing structures—dominated by trustees from finance, industry, and politics—reflect the interests of the wealthy rather than the needs of students and faculty.

The Way Forward

To avoid the full entrenchment of an oligarchic system, those who hold power in higher education must step aside and allow for systemic transformation. This means prioritizing policies that restore public investment in education, dismantle student debt, protect academic labor, and democratize decision-making processes. The fight for a more just and equitable higher education system is inseparable from the broader struggle for democracy itself.

As history has shown, real change will not come from those at the top—it will come from the courageous efforts of students, faculty, and workers who refuse to accept a system built on exploitation and inequality. The time to act is now.

More than 100 Champions of Higher Education Join PEN America in "A Pledge to Our Democracy"

 In a stirring call to action, more than 100 distinguished former college and university leaders from across the nation have joined PEN America to launch A Pledge to Our Democracy, a unified stand against the growing threats of authoritarianism. Representing every corner of American higher education—from flagship research universities to HBCUs and community colleges—these Champions of Higher Education are rising above politics to defend democratic values, academic freedom, and civic integrity. Backed by PEN America, the Pledge urges Americans to form the broadest possible coalition—students, educators, labor unions, and local leaders alike—to protect the rule of law and ensure the political independence of our institutions. At a time when core liberties are under siege, these seasoned stewards of education are sending a clear message: silence is complicity, and the time to act is now.

The following Champions, available to speak with reporters, released these statements below: 

R. Barbara Gitenstein, The College of New Jersey (NJ) 

“One of the most important foundations for a healthy democracy is a robust higher education system. That system includes all sectors—public and private, two- year and four-year, graduate and undergraduate, elite and open access. A robust system recognizes the integrity of individual institutions in realizing their own missions, overseen by their boards of trustees/directors, not directed by governmental overreach. Higher education leadership has the responsibility to speak up and speak out for these values.”

Karen Gross, Southern Vermont College (VT),

“I am proud to sign the Champions of Education pledge, along with over 100 former college and university presidents. The current administration has threatened one of the hallmarks of our Democracy: education. When a government challenges the autonomy of educational institutions, freezes or terminates grants rightfully awarded, removes visas that permit international students to study in our nation and takes steps to remove the tax exempt status of universities, leaders within the educational arena must take a stand. We owe it to current and future students, from wherever they hail and whatever their background, to ensure that educational opportunity does and will persist in America, and no government can legally dismantle access to information and knowledge, key research within and outside the sciences and free speech on campuses and within classrooms. Our commitment to education commands us, indeed demands of us, to speak up and out before there is even greater irreparable injury to educational institutions and the thousands upon thousands of students, faculty and staff within them.)

Richard Guarasci, Wagner College (NY)

“This is a very critical time for higher education leaders to stand up for American democracy in the face of belligerent attacks on the rule of law , due process and the freedom to learn. “

Freeman Hrabowski, University of Maryland, Baltimore County (MD)

“This Pledge to our Democracy represents my voice and the voices of my fellow former university presidents as we encourage all Americans to speak out about the ongoing attacks on universities, national agencies, and other critical sectors of our society. These institutions reflect and secure this democracy’s most important values, including truth, evidence, expertise, fairness, inclusion, and compassion. Our actions now will speak volumes to our children about what we believe should be most important in their lives.”

Elaine Maimon, Governors State University (IL); University of Alaska Anchorage (AK) 

“Independent universities and a free press are hallmarks of a thriving democracy—something we must unite to protect.”

Lily D. McNair, Tuskegee University (AL) 

“America’s higher education system is being dismantled by an administration that does not understand the value of education for our democracy. Our students deserve the benefits of a higher education system that is a global leader in teaching and research. As a former president of an HBCU, I am concerned by the ways in which history has been rewritten to render invisible the contributions of Black, Brown, people of color, and LGBTQ+ people to America.” 

Brian Murphy, De Anza College (CA)

“The attacks on higher education are part of a much broader assault on science, our history, and truth itself. This Pledge is a commitment to defend our democratic values.”  

Kevin P. Reilly, University of Wisconsin System 

“Our founders created a government with a balance of powers invested in three co-equal branches. They did so because they feared that absent that balance a president could run roughshod over the liberties of our citizens and the institutions of civil society in an attempt to accrue unchecked power. My fellow former college and university presidents and I have signed this Pledge because we believe that a very serious effort to undermine the legislative and judicial branches is now under way, and we all need to stand up against it if American democracy is to survive.”

Jack M. Wilson, University of Massachusetts (MA)  

"I have signed this because it has never been more important for universities and other higher education institutions to stand in solidarity and in defense of our democratic institutions that are currently under attack. We also stand in solidarity with the law firms and legal institutions that are facing similar threats. The education and research conducted by our institutions has been the core of our economic and cultural success for many generations. That leadership is now at risk."

About PEN America

PEN America stands at the intersection of literature and human rights to protect free expression in the United States and worldwide. We champion the freedom to write, recognizing the power of the word to transform the world. Our mission is to unite writers and their allies to celebrate creative expression and defend the liberties that make it possible. Learn more at pen.org.

Canary Mission: A Threat to Democracy on US Campuses

In recent years, the rise of organizations like Canary Mission has raised serious concerns about the state of free speech, academic freedom, and democracy on American college campuses. Operating under the guise of combating anti-Semitism and extremism, Canary Mission’s tactics and objectives have sparked widespread debate about its impact on campus life and the broader implications for democracy in the U.S.

Who is Canary Mission?

Founded in 2015, Canary Mission is a controversial online platform that compiles and publishes dossiers on students, professors, and organizations it deems to be associated with anti-Semitism or support for groups like Hamas or Hezbollah. While it claims to be an anti-extremist initiative, critics argue that Canary Mission’s activities are part of a broader, coordinated effort to silence pro-Palestinian voices, suppress critical discourse, and undermine academic freedom.

The organization's name derives from the "canary in the coal mine" metaphor, suggesting that it is warning the public about supposed dangers related to individuals and groups it monitors. But in practice, Canary Mission’s database often targets individuals solely for their political views on the Israeli-Palestinian conflict, with no proven ties to terrorism or violence. Students, particularly those involved in pro-Palestinian activism or who criticize Israel’s policies, have found themselves the subject of detailed and often misleading profiles that can haunt their careers.

The impact of Canary Mission is far-reaching: students who appear on the site have reported facing backlash in the form of social ostracism, job discrimination, and even legal action, all because their political activities or beliefs have been highlighted on this platform. Canary Mission’s website claims to provide a “public service” by exposing individuals “advocating for hate,” but its methods often conflate political activism with extremism, which can create an atmosphere of fear and self-censorship within academic circles.

Funding and Connections

Canary Mission’s funding sources remain somewhat opaque, which raises questions about its backing and potential influence. According to investigative reports and public disclosures, it is widely believed that the organization is funded by a network of right-wing pro-Israel groups, including wealthy donors, philanthropic organizations, and think tanks like the Simon Wiesenthal Center and the Foundation for Defense of Democracies. These connections underscore a broader ideological agenda that aligns with certain political interests, particularly those that aim to stifle critical discussions surrounding Israel’s policies and its occupation of Palestine.

The secrecy surrounding its financial backing and the lack of transparency in its operations have led many to draw parallels between Canary Mission and other shadowy entities designed to police speech and dissent. It appears to operate in the shadows, with little public oversight or accountability. This lack of transparency further erodes trust in its motivations and methods.

Undermining Democracy and Free Speech

At its core, Canary Mission's activities are a direct attack on the fundamental principles of democracy: free speech and the right to dissent. In a healthy democracy, universities serve as incubators for diverse ideas, where students are encouraged to debate and challenge ideas without fear of retribution. However, by tracking and blacklisting individuals who express views about Israel, Palestine, or other sensitive geopolitical issues, Canary Mission is chilling free expression on campuses across the country.

The organization’s efforts to publicly shame individuals who participate in peaceful political activism not only threatens their personal and professional futures but also discourages others from speaking out. In effect, it promotes an atmosphere of fear where students are reluctant to engage in legitimate political discourse out of concern for being targeted.

Moreover, Canary Mission’s activities can create a toxic, polarized environment on campuses. By labeling individuals as extremists based on their political positions rather than their actions or behaviors, the organization fuels division and resentment. This undermines the civil discourse that should thrive in academic settings, where ideas are meant to be debated and critically examined. Instead, it creates an echo chamber that only accepts one viewpoint, forcing out dissent and opposition.

The claim that Canary Mission is a controversial organization that undermines democracy on U.S. campuses can be supported by multiple sources from investigative journalists, academic scholars, and civil rights organizations who have analyzed the organization's activities. Here are a few sources that substantiate the concerns regarding Canary Mission:

1. The New York Times (2016) – An article titled "A Shadowy Online Group Is Targeting American Students" highlights the growing concerns about Canary Mission's activities and its impact on free speech on campuses. The piece discusses how students, particularly those involved in pro-Palestinian activism, are being targeted and profiled on the platform, leading to career and personal repercussions.

2. The Electronic Intifada (2016) – This online news platform dedicated to issues surrounding Palestine and Israel published several articles that discuss how Canary Mission disproportionately targets students and activists critical of Israeli policies. The site’s reports argue that the platform acts as an intimidation tool against those who challenge mainstream narratives regarding Israel.

3. The Center for Constitutional Rights (CCR) – The CCR has expressed concern over the chilling effects Canary Mission has on academic freedom and free speech. They highlight how the organization often labels political activism as extremism, without proper evidence, and argues that it is a form of political repression aimed at silencing certain voices.

4. The Forward (2018) – A Jewish publication, The Forward ran a story detailing how Canary Mission had led to the harassment and blacklisting of students, and how its methods were drawing criticism from many who saw it as an attack on academic freedom.

5. Anti-Defamation League (ADL) Reports – While the ADL has supported efforts to combat anti-Semitism, they have also raised concerns about the unintended consequences of organizations like Canary Mission, suggesting that their approach to monitoring student activism can blur the line between legitimate political expression and hate speech.

6. The Guardian (2017) – A Guardian article explored how Canary Mission's controversial practices affected student life, particularly those involved in the Boycott, Divestment, Sanctions (BDS) movement. The article discusses the potential damage to reputations and careers due to Canary Mission's online blacklist.

7. The Southern Poverty Law Center (SPLC) – The SPLC has been vocal about the ways in which Canary Mission’s tactics align with other surveillance programs aimed at quelling dissent. The SPLC has voiced concern about its potential for misusing "extremism" labels to stifle legitimate political views, undermining democracy and the right to free speech.

Canary Mission's efforts to stifle free speech and intimidate those who hold opposing views on sensitive political issues like the Israeli-Palestinian conflict represent a dangerous erosion of democratic values in American higher education. By using fear, intimidation, and a lack of transparency to silence critical voices, it undermines the very foundation of academic freedom and democratic engagement.

Universities should be spaces where open dialogue and differing opinions are encouraged, not spaces where students are targeted for their political beliefs. As the influence of groups like Canary Mission continues to grow, it is imperative that the broader academic community pushes back against these efforts and defends the principles of free speech, democratic engagement, and intellectual diversity. Without these values, our campuses—and our democracy—will be all the poorer for it.

Why College Matters: Out of Touch with Social Class Realities

Serve Marketing's Why College Matters media campaign stacks the deck in favor of higher education and expects consumers to believe the story they tell. The problem with this campaign, and its anonymous funders, is that for many folks, college (and life after college) is problematic at best and oppressive at worst. 

 

The Higher Education Disconnect: What Survey Results Miss About Americans' Real Concerns

The Why College Matters campaign presents data suggesting Americans' perceptions of higher education can be positively influenced through messaging. However, when compared with broader research on Americans' attitudes toward higher education, significant disconnects emerge. This analysis examines the gaps between the campaign's focus and the well-documented concerns Americans have about today's college experience.

The Financial Reality Gap: Debt and Affordability Concerns

The Why College Matters campaign notably avoids addressing one of the most pressing issues facing Americans considering higher education: the financial burden. This omission creates a fundamental disconnect with public sentiment.

Student Debt as a Life-Altering Burden

Recent research shows that 70% of middle-income Americans believe student loans are impacting their ability to achieve financial prosperity5. The psychological burden is equally significant, with 54% of student borrowers experiencing mental health challenges directly attributed to their debt load, including anxiety (56%) and depression (approximately 33%)8.

The campaign's focus on abstract benefits like "growing America's economic prosperity" fails to acknowledge that for many individuals, the immediate economic reality is far less promising. Student borrowers report delaying major life milestones including starting families, purchasing homes, and pursuing careers they're passionate about due to debt constraints8.

The Middle-Class Squeeze

While the campaign targets adults without college degrees as a key demographic, it misses that middle-class families face particularly acute challenges. These families often find themselves in a precarious position - too wealthy to qualify for significant need-based aid but not wealthy enough to comfortably afford college expenses13. This "middle-class squeeze" represents a significant disconnect between survey messaging and lived experience.

The Employment Reality Disconnect

Perhaps the most striking omission in the campaign's framing is the reality of post-graduation employment outcomes, which directly contradicts the economic benefit messaging.

Widespread Underemployment

Research from the Burning Glass Institute reveals a sobering statistic: 52% of recent four-year college graduates are underemployed a year after graduation, holding jobs that don't require a bachelor's degree14. Even more concerning, 45% still don't hold college-level jobs a decade after graduation14. This creates a fundamental disconnect when the campaign emphasizes workforce development without acknowledging this reality.

The "First Job Trap"

The survey frames higher education as broadly beneficial for workforce development but fails to address what researchers call the "first job trap." Data shows that 73% of graduates who start their careers in below-college-level jobs remain underemployed a decade after graduation14. This presents a significantly different picture than the campaign's simplified message about maintaining a skilled workforce.

Credential Inflation: The Devaluing Degree

The campaign messaging presumes that increased educational attainment inherently produces positive outcomes, without addressing the phenomenon of credential inflation that undermines this assumption.

Degrees as Diminishing Returns

Credential inflation refers to the declining value of educational credentials over time, creating a scenario where jobs that once required a high school diploma now demand bachelor's degrees, and positions that required bachelor's degrees now require master's or doctorates11. This creates a paradoxical situation where more education is simultaneously more necessary yet less valuable - a nuance entirely absent from the campaign narrative.

Opportunity Costs Unacknowledged

The campaign frames college primarily through its benefits, without acknowledging significant opportunity costs identified in research. These include delayed savings, fewer years in the workforce, postponement of family formation, and accumulation of debt11. This one-sided framing creates a disconnect with the lived experience of many Americans weighing these very real tradeoffs.

The Growing Generational Divide

The campaign's focus on adults aged 35-64 misses a critical demographic: younger generations who express the most skepticism about higher education's value.

Gen Z's Value Perception Crisis

Only 39% of Gen Z respondents in one study said advancing their education is important to them, and 46% don't believe college is worth the cost15. This represents a fundamental shift in attitude that the campaign's methodology doesn't capture, creating another disconnect between messaging and emerging social reality.

The Civic Disconnection Context

Research on youth disconnection shows broader trends of civic disengagement, with young Americans becoming less connected to community institutions generally19. The campaign's framing of higher education as building community connection happens against this backdrop of declining civic participation - context that provides important nuance missing from the survey design.

Mental Health Concerns: The Hidden Cost

Perhaps the most significant omission in the campaign's messaging is the documented mental health impact of the higher education experience, particularly related to financial strain.

Student Debt as Mental Health Crisis

Research demonstrates clear links between student loan debt and mental health challenges. Beyond anxiety and depression, the financial burden of education impacts overall wellbeing in ways unacknowledged by the campaign messaging816.

Postponed Lives and Dreams

The psychological impact of delayed life milestones due to educational debt creates stress that extends far beyond graduation. Student borrowers report putting their lives on hold - a reality that contradicts the campaign's emphasis on "keeping alive the American dream"8.

Ideological and Cultural Concerns

The campaign notably avoids addressing concerns about campus culture and ideological homogeneity that research shows are significant factors in changing attitudes toward higher education.

Faculty Ideological Imbalance

Research from Harvard University reveals striking ideological homogeneity among faculty, with 37% identifying as "very liberal" and just 1% as "conservative"12. This imbalance contributes to perceptions of higher education as disconnected from the values of many Americans - particularly explaining why the campaign struggled to persuade conservative Americans that "higher education plays a critical role in maintaining a healthy democracy."

Conclusion: Bridging the Perception Gap

The Why College Matters campaign demonstrates that positive messaging can improve abstract perceptions of higher education's value. However, for these improved perceptions to translate into meaningful change in Americans' relationship with higher education, campaigns must address the substantive concerns documented in research.

The disconnects identified here - regarding debt, employment outcomes, credential inflation, generational attitudes, mental health impacts, and ideological concerns - represent real issues that significantly impact Americans' decisions about higher education. Any campaign seeking to genuinely improve perceptions of higher education's value must engage with these realities rather than focusing solely on abstract benefits.

Simply improving "feelings" about higher education without addressing concrete problems risks further widening the gap between institutional messaging and public experience - potentially eroding rather than building trust in higher education as an institution.

Citations:

1. https://www.americansurveycenter.org/research/disconnected-places-and-spaces/
2. https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1876&context=aspubs
3. https://stevenschwartz.substack.com/p/degree-inflation-undermining-the
4. https://eab.com/about/newsroom/press/2024-first-year-experience-survey/
5. https://www.newsweek.com/student-loans-hindering-american-prosperity-survey-1839337
6. https://www.burningglassinstitute.org/research/underemployment
7. https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2024/06/03/colleges-and-universities-new-mandate-rebuild-public-trust
8. https://thehill.com/changing-america/enrichment/education/3658639-majority-of-student-loan-borrowers-link-mental-health-issues-to-their-debt/
9. https://measureofamerica.org/youth-disconnection-2024/
10. https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1037&context=aysps_dissertations
11. https://en.wikipedia.org/wiki/Educational_inflation
12. https://fee.org/articles/harvard-faculty-survey-reveals-striking-ideological-bias-but-more-balanced-higher-education-options-are-emerging/
13. https://www.aaup.org/article/college-financing-and-plight-middle-class
14. https://www.insidehighered.com/news/students/academics/2024/02/22/more-half-recent-four-year-college-grads-underemployed
15. https://www.businessinsider.com/gen-z-value-of-college-higher-education-student-debt-tuition-2023-12
16. https://lbcurrent.com/opinions/2024/09/04/debts-dilemma-student-loans-and-its-effects-on-mental-health/
17. https://www.cssny.org/news/entry/national-poll-economic-hardships-american-middle-class-true-cost-of-living-press-release
18. https://www.acenet.edu/Documents/Anatomy-of-College-Tuition.pdf
19. https://www.cis.org.au/publication/degree-inflation-undermining-the-value-of-higher-education/
20. https://www.insidehighered.com/news/quick-takes/2024/05/14/third-first-year-students-experience-bias-targeting
21. https://www.rwjf.org/en/about-rwjf/newsroom/2023/10/survey-reveals-areas-of-fragmentation-and-common-ground-in-a-complicated-america.html
22. https://www.hamiltonproject.org/publication/post/regardless-of-the-cost-college-still-matters/
23. https://www.richardchambers.com/education-inflation-bad-for-education-bad-for-business/
24. https://www.aaup.org/article/data-snapshot-whom-does-campus-reform-target-and-what-are-effects
25. https://www.minneapolisfed.org/article/2007/has-middle-america-stagnated
26. https://www.reddit.com/r/StudentLoans/comments/lmijoy/why_cant_they_just_lower_tuition/
27. https://www.reddit.com/r/highereducation/comments/177qjtk/degree_inflation_is_a_huge_problem/
28. https://www.insidehighered.com/news/institutions/2025/03/06/survey-presidents-point-drivers-declining-public-trust
29. https://www.pewresearch.org/short-reads/2024/09/18/facts-about-student-loans/
30. https://stradaeducation.org/wp-content/uploads/2024/02/Talent-Disrupted.pdf
31. https://thehill.com/opinion/education/4375280-its-clear-colleges-today-lack-moral-clarity/
32. https://www.apa.org/gradpsych/2013/01/debt
33. https://center-forward.org/wp-content/uploads/2023/05/39370-Center-Forward-Student-Loans-Survey-Analysis-F04.11.23.pdf
34. https://www.highereddive.com/news/half-of-graduates-end-up-underemployed-what-does-that-mean-for-colleges/710836/
35. https://jamesgmartin.center/2019/07/exposing-the-moral-flaws-in-our-higher-education-system/
36. https://www.freedomdebtrelief.com/learn/loans/how-student-loans-affect-mental-health/
37. https://educationdata.org/student-loan-debt-by-income-level
38. https://www.insidehighered.com/news/students/careers/2024/07/01/how-concerning-underemployment-graduates
39. https://www.thefire.org/facultyreport
40. https://www.ellucian.com/news/national-survey-reveals-59-college-students-considered-dropping-out-due-financial-stress

Treasure Trove For Historical Understanding: Bettina Apthekar's Higher Education and Student Rebellion in the United States, 1960-1969--A Bibliography

 

 

 

 

 

 

To gain a historical perspective of what is happening today on US campuses, it's essential to have a knowledge of what has happened before. The uncensored history of US higher education is poorly understood even on US campuses. Thankfully, some of it has been documented and it's even available online. A case in point is Bettina Apthekar's Higher Education and Student Rebellion in the United States, 1960-1969--A Bibliography.  This document is a treasure trove of information from the period of civil disobedience that saw some successes, successes that helped expand democracy in higher education and in society. Something we are struggling for again. If you know of other historical documents that are available online, please inform us. We'll also add it to our list of resources.