United States

U.S. higher education borrows its structure from both the British undergraduate college and German research university, but its character is profoundly influenced by three major philosophical beliefs that shape American public life.1 Shaped by the Jeffersonian ideals of limited government and freedom of expression, states, religious communities, and individuals established and maintain a range of higher education institutions and continue to protect these institutions from the levels of government control seen in most other countries. The second set of influences is capitalism and belief in the rationality of markets. American colleges and universities vie for students, faculty, and funding under the assumption that diversity and high quality are best achieved through competition rather than centralized planning. The final major philosophical influence on American higher education is a widespread commitment to equal opportunity and social mobility. Higher education was an elite activity for much of its history, excluding individuals based on gender, religion, race/ethnicity, and social class. However, during the 20th century, economic and social changes transformed higher education into a primary gateway to the middle-class, and women and minorities made inroads against longstanding exclusion from mainstream higher education. Americans came to view broad access to higher education as a necessary component of the nation’s ideal as a “land of opportunity.” Higher education responded by broadening access. Indeed, the one uniquely American type of institution—the community college—was founded in the 20th century to ensure open access to higher education for individuals of all ages, preparation levels, and incomes.

Guided by these beliefs, U.S. higher education reflects essential elements of the American character: independence, suspicion of government, ambition, inclusiveness, and competitiveness. This chapter will describe the major characteristics of American higher education and important issues that challenge it, linking back as appropriate to these essential philosophical underpinnings.