{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/63375"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/63375","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Geographic inequities in local higher education opportunities? : identifying college deserts with critical GIS","abstract":"In a world where one's future is heavily impacted by having postsecondary education, access to college is a pertinent research topic. Access is a widely researched topic, but only recently has college access been studied specifically. This study proposes a geographic information systems based methodology for quantifying college access at multiple spatial scales. This methodology was implemented with the Python programming language and ArcGIS. A sample of six metropolitan statistical areas were identified and analyzed using the developed methodology. Within this sample, college access varied primarily by socio-economic status although some variation between race/ethnicity was identified. Further research is needed to assess whether these trends are generalizable. Quantification of college access will aid policy-makers to prepare reforms to reduce the inequity of college access.","abstract_html":"In a world where one's future is heavily impacted by having postsecondary education, access to college is a pertinent research topic. Access is a widely researched topic, but only recently has college access been studied specifically. This study proposes a geographic information systems based methodology for quantifying college access at multiple spatial scales. This methodology was implemented with the Python programming language and ArcGIS. A sample of six metropolitan statistical areas were identified and analyzed using the developed methodology. Within this sample, college access varied primarily by socio-economic status although some variation between race/ethnicity was identified. Further research is needed to assess whether these trends are generalizable. Quantification of college access will aid policy-makers to prepare reforms to reduce the inequity of college access.","abstract_has_math":false,"creators":["Krause, Christopher (Christopher Michael)"],"institution":"University of Missouri--Columbia","degree_name":"M.A.","degree_level":"Masters","degree_discipline":"Geography (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Matisziw, Timothy C. 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