Locating space and place in the college access debate

New tools for mapping and understanding educational inequity and stratification

B. Cantwell, Jeffrey F Milem

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

Research on access to higher education has traditionally focused on vertical stratification, or the ways in which access is differentiated between social strata. This article introduces the role of horizontal space into the college-access discussion. Geographical information systems and geospatial data are used as analytic tools to map the distribution of residential demographics and social resources that are known to effect college access. Using the example of a single metropolitan region, we find evidence to suggest that segregation and the uneven distribution of social resources across space should be considered in college access research as well as social stratification.

Original languageEnglish (US)
Title of host publicationInternational Encyclopedia of Education
PublisherElsevier Ltd
Pages636-648
Number of pages13
ISBN (Print)9780080448947
DOIs
StatePublished - 2010

Fingerprint

Education
Inequity
Social resources
Demographics
Segregation
Geographical information system
Social stratification

ASJC Scopus subject areas

  • Economics, Econometrics and Finance(all)

Cite this

Locating space and place in the college access debate : New tools for mapping and understanding educational inequity and stratification. / Cantwell, B.; Milem, Jeffrey F.

International Encyclopedia of Education. Elsevier Ltd, 2010. p. 636-648.

Research output: Chapter in Book/Report/Conference proceedingChapter

@inbook{44afcd04690242b2ac7756f88add28dc,
title = "Locating space and place in the college access debate: New tools for mapping and understanding educational inequity and stratification",
abstract = "Research on access to higher education has traditionally focused on vertical stratification, or the ways in which access is differentiated between social strata. This article introduces the role of horizontal space into the college-access discussion. Geographical information systems and geospatial data are used as analytic tools to map the distribution of residential demographics and social resources that are known to effect college access. Using the example of a single metropolitan region, we find evidence to suggest that segregation and the uneven distribution of social resources across space should be considered in college access research as well as social stratification.",
author = "B. Cantwell and Milem, {Jeffrey F}",
year = "2010",
doi = "10.1016/B978-0-08-044894-7.00120-2",
language = "English (US)",
isbn = "9780080448947",
pages = "636--648",
booktitle = "International Encyclopedia of Education",
publisher = "Elsevier Ltd",

}

TY - CHAP

T1 - Locating space and place in the college access debate

T2 - New tools for mapping and understanding educational inequity and stratification

AU - Cantwell, B.

AU - Milem, Jeffrey F

PY - 2010

Y1 - 2010

N2 - Research on access to higher education has traditionally focused on vertical stratification, or the ways in which access is differentiated between social strata. This article introduces the role of horizontal space into the college-access discussion. Geographical information systems and geospatial data are used as analytic tools to map the distribution of residential demographics and social resources that are known to effect college access. Using the example of a single metropolitan region, we find evidence to suggest that segregation and the uneven distribution of social resources across space should be considered in college access research as well as social stratification.

AB - Research on access to higher education has traditionally focused on vertical stratification, or the ways in which access is differentiated between social strata. This article introduces the role of horizontal space into the college-access discussion. Geographical information systems and geospatial data are used as analytic tools to map the distribution of residential demographics and social resources that are known to effect college access. Using the example of a single metropolitan region, we find evidence to suggest that segregation and the uneven distribution of social resources across space should be considered in college access research as well as social stratification.

UR - http://www.scopus.com/inward/record.url?scp=84884465061&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84884465061&partnerID=8YFLogxK

U2 - 10.1016/B978-0-08-044894-7.00120-2

DO - 10.1016/B978-0-08-044894-7.00120-2

M3 - Chapter

SN - 9780080448947

SP - 636

EP - 648

BT - International Encyclopedia of Education

PB - Elsevier Ltd

ER -