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Partisanship, White Racial Resentment, and State Support for Higher Education

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  • Barrett J. Taylor
  • Brendan Cantwell
  • Kimberly Watts
  • Olivia Wood

Abstract

Dominant explanations of state higher education policy tend to emphasize economic models that foreground the business cycle or political approaches that cast ideology as fairly fixed. We instead foreground changing social context to conceptualize state appropriations as predicted not only by these classic explanations, but also by the interplay of racial representation and political party control. Drawing on the racial backlash hypothesis and quantitative analyses, we show that party control of state government and racial representation in higher education jointly explain state appropriations. Unified Republican governments spent more than Democratic or divided governments when White students were overrepresented. Republicans spent less otherwise. These results suggest that partisan attitudes toward racial representation in higher education may shape state government support for colleges and universities.

Suggested Citation

  • Barrett J. Taylor & Brendan Cantwell & Kimberly Watts & Olivia Wood, 2020. "Partisanship, White Racial Resentment, and State Support for Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 91(6), pages 858-887, September.
    • Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:858-887
    DOI: 10.1080/00221546.2019.1706016
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    Cited by:

    1. Meredith S. Billings & Paul G. Rubin & Denisa Gándara & Lindsey Hammond, 2024. "Higher Education Policy Narratives during COVID-19: How are Budget Requests Justified to State Legislatures?," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(4), pages 625-654, June.
    2. Daniel A. Collier & Dan Fitzpatrick & Madison Dell & Samuel S. Snideman & Christopher R. Marsicano & Robert Kelchen & Kevin E. Wells, 2022. "We Want You Back: Uncovering the Effects on In-Person Instructional Operations in Fall 2020," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(5), pages 741-767, August.

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