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Thursday, December 5, 2024

White nationalism

From Wikipedia, the free encyclopedia

White nationalists say they seek to ensure the survival of the white race and the cultures of historically white states. They hold that white people should maintain their majority in majority-white countries, maintain their political and economic dominance, and that their cultures should be foremost in these countries. Many white nationalists believe that miscegenation, multiculturalism, immigration of nonwhites and low birth rates among whites are threatening the white race.

Analysts describe white nationalism as overlapping with white supremacism and white separatism. White nationalism is sometimes described as a euphemism for, or subset of, white supremacism, and the two have been used interchangeably by journalists and analysts. White separatism is the pursuit of a "white-only state", while supremacism is the belief that white people are superior to nonwhites and should dominate them, taking ideas from social Darwinism and Nazism. Critics argue that the term "white nationalism" is simply a "rebranding", and ideas such as white pride exist solely to provide a sanitized public face for "white supremacy", which white nationalists allegedly avoid using because of its negative connotations, and that most white nationalist groups promote racial violence.

History and usage

According to Merriam-Webster, the first documented use of the term "white nationalist" was 1951, to refer to a member of a militant group which espouses white supremacy and racial segregation. Merriam-Webster also notes usage of the two-word phrase as early as 1925. According to Dictionary.com, the term was first used in the title of a 1948 essay by South African writer and ecologist Thomas Chalmers Robertson titled Racism Comes to Power in South Africa: The Threat of White Nationalism.

According to Daryl Johnson, a former counterterrorism expert at the Department of Homeland Security, the term was used to appear more credible while also avoiding negative stereotypes about white supremacists. Modern members of racist organizations such as the Ku Klux Klan generally favor the term and avoid self-describing as white supremacist.

Some sociologists have used white nationalism as an umbrella term for a range of white supremacist groups and ideologies, while others regard these movements as distinct. Analysis suggests that two groups largely overlap in terms of membership, ideology, and goals. Civil rights groups have described the two terms as functionally interchangeable. Ryan Lenz of the Southern Poverty Law Center has said "there is really no difference", and Kristen Clarke of the Lawyers' Committee for Civil Rights Under Law has said "There is no defensible distinction that can be drawn between white supremacy, white nationalism or white separatism in society today." News reports will sometimes refer to a group or movement by one term or the other, or both interchangeably.

Views

White nationalists claim that culture is a product of race, and advocate for the self-preservation of white people. White nationalists seek to ensure the survival of the white race, and the cultures of historically white nations. They hold that white people should maintain their majority in mainly-white countries, maintain their dominance of its political and economic life, and that their culture should be foremost. Many white nationalists believe that miscegenation, multiculturalism, mass immigration of non-whites and low birth rates among whites are threatening the white race, and some argue that it amounts to white genocide.

Political scientist Samuel P. Huntington described white nationalists as arguing that the demographic shift in the United States towards non-whites would bring a new culture that is intellectually and morally inferior. White nationalists claim that this demographic shift brings affirmative action, immigrant ghettos and declining educational standards. Most American white nationalists say immigration should be restricted to people of European ancestry.

White nationalists embrace a variety of religious and non-religious beliefs, including various denominations of Christianity, generally Protestant, although some specifically overlap with white nationalist ideology (Christian Identity, for example, is a family of white supremacist denominations), Germanic neopaganism (e.g. Wotanism) and atheism.

Definitions of whiteness

Most white nationalists define white people in a restricted way. In the United States, it often—though not exclusively—implies European ancestry of non-Jewish descent. Some white nationalists draw on 19th-century racial taxonomy. White nationalist Jared Taylor has argued that Jews can be considered "white", although this is controversial within white nationalist circles. Many white nationalists oppose Israel and Zionism, while some, such as William Daniel Johnson and Taylor, have expressed support for Israel and have drawn parallels between their ideology and Zionism. Other white nationalists such as George Lincoln Rockwell exclude Jews from the definition but include Turks, who are a transcontinental ethnicity.

White nationalist definitions of race are derived from the fallacy of racial essentialism, which presumes that people can be meaningfully categorized into different races by biology or appearance. White nationalism and white supremacy view race as a hierarchy of biologically discrete groups. This has led to the use of often contradictory obsolete racial categories such as Aryanism, Nordicism, or the one-drop rule. Since the second half of the 20th century, attempts to categorize humans by race have become increasingly seen as largely pseudoscientific.

Regional movements

Australia

The White Australia policy was semi-official government policy in Australia until the mid twentieth century. It restricted non-white immigration to Australia and gave preference to British migrants over all others.

The Barton government, which won the first elections following the Federation of Australia in 1901, was formed by the Protectionist Party with the support of the Australian Labor Party (ALP). The support of the Labor Party was contingent upon restricting non-white immigration, reflecting the attitudes of the Australian Workers' Union and other labor organizations at the time, upon whose support the Labor Party was founded. The first Parliament of Australia quickly moved to restrict immigration to maintain Australia's "British character", passing the Pacific Island Labourers Act 1901 and the Immigration Restriction Act 1901 before parliament rose for its first Christmas recess. The Immigration Restriction Act limited immigration to Australia and required a person seeking entry to Australia to write out a passage of 50 words dictated to them in any European language, not necessarily English, at the discretion of an immigration officer. Barton argued in favour of the bill: "The doctrine of the equality of man was never intended to apply to the equality of the Englishman and the Chinaman." The passage chosen for the test could often be very difficult, so that even if the test was given in English, a person was likely to fail. The test enabled immigration officials to exclude individuals on the basis of race without explicitly saying so. Although the test could theoretically be given to any person arriving in Australia, in practice it was given selectively on the basis of race. This test was later abolished in 1958.

Australian Prime Minister Stanley Bruce supported the White Australia policy, and made it an issue in his campaign for the 1925 Australian federal election.

It is necessary that we should determine what are the ideals towards which every Australian would desire to strive. I think those ideals might well be stated as being to secure our national safety, and to ensure the maintenance of our White Australia Policy to continue as an integral portion of the British Empire. We intend to keep this country white and not allow its peoples to be faced with the problems that at present are practically insoluble in many parts of the world.

At the beginning of World War II, Prime Minister John Curtin (ALP) expressed support for White Australia policy: "This country shall remain forever the home of the descendants of those people who came here in peace in order to establish in the South Seas an outpost of the British race."

Another (ALP) Leader of the Labor Party from 1960 to 1967 Arthur Calwell supported the White European Australia policy. This is reflected by Calwell's comments in his 1972 memoirs, Be Just and Fear Not, in which he made it clear that he maintained his view that non-European people should not be allowed to settle in Australia. He wrote:

I am proud of my white skin, just as a Chinese is proud of his yellow skin, a Japanese of his brown skin, and the Indians of their various hues from black to coffee-coloured. Anybody who is not proud of his race is not a man at all. And any man who tries to stigmatize the Australian community as racist because they want to preserve this country for the white race is doing our nation great harm ... I reject, in conscience, the idea that Australia should or ever can become a multi-racial society and survive.

He was the last leader of either the Labour or Liberal party to support it.

Canada

The Parliament of Canada passed the Chinese Immigration Act of 1923 to bar all Chinese from coming to Canada with the exception of diplomats, students, and those granted special permission by the Minister of Immigration. Chinese immigration to Canada had already been heavily regulated by the Chinese Immigration Act of 1885 which required Chinese immigrants to pay a $50 fee to enter the country (the fee was increased to one hundred dollars in 1900 and to five hundred dollars in 1903). Groups such as the Asiatic Exclusion League, which had formed in Vancouver, British Columbia, on 12 August 1907 under the auspices of the Trades and Labour Council, pressured Parliament to halt Asian immigration. The Exclusion League's stated aim was "to keep Oriental immigrants out of British Columbia."

The Canadian government also attempted to restrict immigration from British India by passing an order-in-council on 8 January 1908. It prohibited immigration of persons who "in the opinion of the Minister of the Interior" did not "come from the country of their birth or citizenship by a continuous journey and or through tickets purchased before leaving their country of their birth or nationality." In practice, this applied only to ships that began their voyages in India, because the great distance usually necessitated a stopover in either Japan or Hawaii. These regulations came at a time when Canada was accepting massive numbers of immigrants (over 400,000 in 1913 alone—a figure that remains unsurpassed to this day), almost all of whom came from Europe. This piece of legislation has been called the "continuous journey regulation".

Germany

The Thule Society developed out of the "Germanic Order" in 1918, and those who wanted to join the Order in 1917 had to sign a special "blood declaration of faith" concerning their lineage: "The signer hereby swears to the best of his knowledge and belief that no Jewish or coloured blood flows in either his or in his wife's veins, and that among their ancestors are no members of the coloured races." Heinrich Himmler, one of the main perpetrators of the Holocaust, said in a speech in 1937: "The next decades do in fact not mean some struggle of foreign politics which Germany can overcome or not ... but a question of to be or not to be for the white race ..." As the Nazi ideologist Alfred Rosenberg said on 29 May 1938 on the Steckelburg in Schlüchtern: "It is however certain that all of us share the fate of Europe, and that we shall regard this common fate as an obligation, because in the end the very existence of White people depends on the unity of the European continent."

At the same time, the Nazi Party subdivided white people into groups, viewing the Nordics as the "master race" (Herrenvolk) above groups like Alpine and Mediterranean peoples. Slavic peoples, such as Russians and Poles, were considered Untermenschen (subhumans) instead of Aryan. Adolf Hitler's conception of the Aryan Herrenvolk ("Aryan master race") explicitly excluded the vast majority of Slavs, regarding the Slavs as having dangerous Jewish and Asiatic influences. The Nazis, because of this, declared Slavs to be Untermenschen. Hitler described Slavs as "a mass of born slaves who feel the need of a master". Hitler declared that because Slavs were subhumans that the Geneva Conventions were not applicable to them, and German soldiers in World War II were thus permitted to ignore the Geneva Conventions in regard to Slavs. Hitler called Slavs "a rabbit family" meaning they were intrinsically idle and disorganized. Nazi Germany's propaganda minister Joseph Goebbels had media speak of Slavs as primitive animals who were from the Siberian tundra who were like a "dark wave of filth". The Nazi notion of Slavs being inferior was part of the agenda for creating Lebensraum ("living space") for Germans and other Germanic people in Central and Eastern Europe that was initiated during World War II under Generalplan Ost, millions of Germans and other Germanic settlers would be moved into conquered territories of Eastern Europe, while the original Slavic inhabitants were to be exterminated and enslaved. Nazi Germany's ally the Independent State of Croatia rejected the common conception that Croats were primarily a Slavic people and claimed that Croats were primarily the descendants of the Germanic Goths. However the Nazi regime continued to classify Croats as "subhuman" in spite of the alliance.

Hungary

Hungarian Prime Minister Viktor Orbán stated in 2018 that "we do not want to be diverse and do not want to be mixed: we do not want our own colour, traditions and national culture to be mixed with those of others." In 2022, he stated that "we do not want to become peoples of mixed-race," praising The Camp of the Saints and referring specifically to the admixture of Europeans and non-European migrants, commenting that racially mixed countries "are no longer nations." Two days later in Vienna, he clarified that he was talking about cultures and not about race. Laura Barrón-López of PBS described his ideology as white nationalist. White nationalists of the American alt-right and the European identitarian movements enthusiastically support Orbán's policies. Some have personally migrated there and collaborated with the political party Jobbik.

New Zealand

Following the example of anti-Chinese poll taxes enacted by California in 1852 and by Australian states in the 1850s, 1860s and 1870s, John Hall's government passed the Chinese Immigration Act 1881. This imposed a £10 tax per Chinese person entering the Colony of New Zealand, and permitted only one Chinese immigrant for every 10 tons of cargo. Richard Seddon's government increased the tax to £100 per head in 1896, and tightened the other restriction to only one Chinese immigrant for every 200 tons of cargo.

The Immigration Restriction Act of 1899 prohibited the entry of immigrants who were not of British or Irish parentage and who were unable to fill out an application form in "any European language". The Immigration Restriction Amendment Act 1920 aimed to further limit Asian immigration into the Dominion of New Zealand by requiring all potential immigrants not of British or Irish parentage to apply in writing for a permit to enter the country. The Minister of Customs had the discretion to determine whether any applicant was "suitable". Prime Minister William Massey asserted that the act was "the result of a deep seated sentiment on the part of a huge majority of the people of this country that this Dominion shall be what is often called a 'white' New Zealand."

One case of a well known opponent of non-European immigration to New Zealand is that of white supremacist Lionel Terry who, after traveling widely to South Africa, British Columbia and finally New Zealand and publishing a book highly critical of capitalism and Asian immigration, shot and killed an elderly Chinese immigrant in Wellington. Terry was convicted of murder in 1905 and sentenced to death, but the sentence was commuted to life incarceration in New Zealand psychiatric institutions.

A Department of External Affairs memorandum in 1953 stated: "Our immigration is based firmly on the principle that we are and intend to remain a country of European development. It is inevitably discriminatory against Asians—indeed against all persons who are not wholly of European race and colour. Whereas we have done much to encourage immigration from Europe, we do everything to discourage it from Asia."

Paraguay

In Paraguay, the New Australian Movement founded New Australia, a white supremacist utopian socialist settlement in 1893. Its founder, William Lane, intended the settlement to be based on a "common-hold" instead of a commonwealth, life marriage, teetotalism, communism and a brotherhood of Anglophone white people and the preservation of the "colour-line". The colony was officially founded as Colonia Nueva Australia and comprised 238 adults and children.

In July 1893, the first ship left Sydney, Australia for Paraguay, where the government was keen to get white settlers, and had offered the group a large area of good land. The settlement had been described as a refuge for misfits, failures and malcontents of the left wing of Australian democracy. Notable Australian individuals who joined the colony included Mary Gilmore, Rose Summerfield and Gilbert Stephen Casey. Summerfield was the mother of León Cadogan, a noted Paraguayan ethnologist.

Due to poor management and a conflict over the prohibition of alcohol, the government of Paraguay eventually dissolved New Australia as a cooperative. Some colonists founded communes elsewhere in Paraguay but others returned to Australia or moved to England. As of 2008, around 2,000 descendants of the New Australia colonists still lived in Paraguay.

South Africa

In South Africa, white nationalism was championed by the National Party starting in 1914, when it was established as a political party to represent Afrikaners after the Second Boer War by J. B. M. Hertzog in 1914. It articulated a policy promoting white "civilised labour" above African "swart gevaar," and some radical nationalist movements such as the Afrikaner Broederbond, D. F. Malan's Purified National Party, and Oswald Pirow's New Order openly sympathized with Nazi Germany. In 1948, the Reunited National Party under Malan won the South African general election against the more moderate United Party and implemented the segregationist social system known as apartheid.

The Promotion of Bantu Self-Government Act, 1959 established homelands (sometimes pejoratively referred to as Bantustans) for ten different black African tribes. The ultimate goal of the National Party was to move all Black South Africans into one of these homelands (although they might continue to work in South Africa as "guest workers"), leaving what was left of South Africa (about 87 percent of the land area) with what would then be a White South African majority, at least on paper. As the homelands were seen by the apartheid government as embryonic independent nations, all Black South Africans were registered as citizens of the homelands, not of the nation as a whole, and were expected to exercise their political rights only in the homelands. Accordingly, the three token parliamentary seats that had been reserved for White representatives of black South Africans in Cape Province were scrapped. The other three provinces—Transvaal, the Orange Free State, and Natal—had never allowed any Black representation.

Coloureds were removed from the Common Roll of Cape Province in 1953. Instead of voting for the same representatives as white South Africans, they could now only vote for four White representatives to speak for them. Later, in 1968, the Coloureds were disenfranchised altogether. In the place of the four parliamentary seats, a partially elected body was set up to advise the government in an amendment to the Separate Representation of Voters Act.

During the 1960s, 1970s, and early 1980s, the government implemented a policy of "resettlement", to force people to move to their designated "group areas". Millions of people were forced to relocate during this period. These removals included people relocated due to slum clearance programs, labour tenants on White-owned farms, the inhabitants of the so-called "black spots", areas of Black owned land surrounded by White farms, the families of workers living in townships close to the homelands, and "surplus people" from urban areas, including thousands of people from the Western Cape (which was declared a "Coloured Labour Preference Area") who were moved to the Transkei and Ciskei homelands. The best-publicised forced removals of the 1950s occurred in Johannesburg, when 60,000 people were moved to the new township of Soweto, an abbreviation for South Western Townships.

Until 1955, Sophiatown had been one of the few urban areas where Blacks were allowed to own land, and was slowly developing into a multiracial slum. As industry in Johannesburg grew, Sophiatown became the home of a rapidly expanding black workforce, as it was convenient and close to town. It could also boast the only swimming pool for Black children in Johannesburg. As one of the oldest black settlements in Johannesburg, Sophiatown held an almost symbolic importance for the 50,000 Blacks it contained, both in terms of its sheer vibrancy and its unique culture. Despite a vigorous African National Congress protest campaign and worldwide publicity, the removal of Sophiatown began on 9 February 1955 under the Western Areas Removal Scheme. In the early hours, heavily armed police entered Sophiatown to force residents out of their homes and load their belongings onto government trucks. The residents were taken to a large tract of land, thirteen miles (19 km) from the city center, known as Meadowlands (that the government had purchased in 1953). Meadowlands became part of a new planned Black city called Soweto. The Sophiatown slum was destroyed by bulldozers, and a new White suburb named Triomf (Triumph) was built in its place. This pattern of forced removal and destruction was to repeat itself over the next few years, and was not limited to people of African descent. Forced removals from areas like Cato Manor (Mkhumbane) in Durban, and District Six in Cape Town, where 55,000 coloured and Indian people were forced to move to new townships on the Cape Flats, were carried out under the Group Areas Act 1950. Ultimately, nearly 600,000 coloured, Indian and Chinese people were moved in terms of the Group Areas Act. Some 40,000 White people were also forced to move when land was transferred from "White South Africa" into the Black homelands.

Before South Africa became a republic, politics among white South Africans was typified by the division between the chiefly Afrikaans-speaking pro-republic conservative and the largely English-speaking anti-republican liberal sentiments, with the legacy of the Boer War still constituting a political factor for sections of the white populace. Once South Africa's status as a republic was attained, Hendrik Verwoerd called for improved relations and greater accord between the two groups. He claimed that the only difference now was between those who supported apartheid and those who stood in opposition to it. The ethnic divide would no longer be between white Afrikaans-speakers and English-speakers, but rather White and Black South Africans. Most Afrikaners supported the notion of unanimity of White people to ensure their safety. Anglophone white South Africans voters were divided. Many had opposed a republic, leading to a majority "no" vote in Natal. Later, however, some of them recognized the perceived need for White unity, convinced by the growing trend of decolonization elsewhere in Africa, which left them apprehensive. Harold Macmillan's "Wind of Change" pronouncement lead the Anglophone white South African population to perceive that the British government had abandoned them. The more conservative Anglophones gave support to Verwoerd; others were troubled by the severing of ties with Britain and remained loyal to the Crown. They were acutely displeased at the choice between British and South African nationality. Although Verwoerd tried to bond these different blocs, the subsequent ballot illustrated only a minor swell of support, indicating that a great many Anglophones remained apathetic and that Verwoerd had not succeeded in uniting the White population in South Africa.

The Black Homeland Citizenship Act of 1970 was a denaturalization law passed during the apartheid era of South Africa that changed the status of the inhabitants of the Bantustans (Black homelands) so that they were no longer citizens of South Africa. The aim was to ensure that white South Africans came to make up the majority of the de jure population.

United States

Poster for The Birth of a Nation (1915)

History

The Naturalization Act of 1790 (1 Stat. 103) provided the first rules to be followed by the United States government in granting national citizenship. This law limited naturalization to immigrants who were "free white persons" of "good moral character." In 1856, the U.S. Supreme Court ruled in the Dred Scott v. Sandford decision that free blacks descended from slaves could not hold United States citizenship even if they had been born in the country. Major changes to this racial requirement for US citizenship did not occur until the years following the American Civil War. In 1868, the Fourteenth Amendment to the United States Constitution was passed to grant birthright citizenship to black people born in the US, but it specifically excluded untaxed Indians, because they were separate nations. However, citizenship for other non-whites born in the US was not settled until 1898 with United States v. Wong Kim Ark, 169 U.S. 649, which concluded with an important precedent in its interpretation of the Citizenship Clause of the Fourteenth Amendment. This racial definition of American citizenship has had consequences for perceptions of American identity.

In a 4 January 1848 speech to the Senate regarding the issue of whether or not to annex the entirety of Mexico after the Mexican-American war, John C. Calhoun of South Carolina said, "I know further, sir, that we have never dreamt of incorporating into our Union any but the Caucasian race—the free white race. To incorporate Mexico, would be the very first instance of the kind of incorporating an Indian race; for more than half of the Mexicans are Indians, and the other is composed chiefly of mixed tribes. I protest against such a union as that! Ours, sir, is the Government of a white race."

Following the defeat of the Confederate States of America and the abolition of slavery in the United States at the end of the American Civil War, the Ku Klux Klan (KKK) was founded as an insurgent group with the goal of maintaining the Southern racial system throughout the Reconstruction Era. The creation of this group was able to instill fear in African Americans while, in some cases, filling white Americans with pride in their race and reassurance in the fact that they will stay 'on top'. The message they gave to people around them was that, even though the Confederate States did not exist anymore, the same principle remained in their minds: whites were superior. Although the first incarnation of the KKK was focused on maintaining the Antebellum South, its second incarnation in the 1915-1940s period was much more oriented towards white nationalism and American nativism, with slogans such as "One Hundred Percent Americanism" and "America for Americans", in which "Americans" were understood to be white and Protestant. The 1915 film The Birth of a Nation is an example of an allegorical invocation of white nationalism during this time, and its positive portrayal of the first KKK is considered to be one of the factors which led to the emergence of the second KKK.

The second KKK was founded in Atlanta, Georgia, in 1915 and, starting in 1921, it adopted a modern business system of recruiting. The organization grew rapidly nationwide at a time of prosperity. Reflecting the social tensions of urban industrialization and vastly increased immigration, its membership grew most rapidly in cities and spread out of the South to the Midwest and West. The second KKK called for strict morality and better enforcement of prohibition. Its rhetoric promoted anti-Catholicism and nativism. Some local groups took part in attacks on private houses and carried out other violent activities. The violent episodes were generally in the South.

Ku Klux Klan members march down Pennsylvania Avenue in Washington, D.C., in 1928.

The second KKK was a formal fraternal organization, with a national and state structure. At its peak in the mid-1920s, the organization claimed to include about 15% of the nation's eligible population, approximately 4 to 5 million men. Internal divisions, criminal behavior by leaders, and external opposition brought about a collapse in membership, which had dropped to about 30,000 by 1930. It faded away in the 1940s.

Starting in the 1960s, white nationalism grew in the US as the conservative movement developed in mainstream society. Samuel P. Huntington argues that it developed as a reaction to a perceived decline in the essence of American identity as European, Anglo-Protestant and English-speaking. The Immigration and Nationality Act of 1965 had opened entry to the US to immigrants other than traditional Northern European and Germanic groups, and as a result it would significantly, and unintentionally, alter the demographic mix in the US.

The slogan "white power" was popularized by American Nazi Party leader George Lincoln Rockwell, who used the term in a debate with Stokely Carmichael of the Black Panther Party after Carmichael issued a call for "black power". Rockwell advocated a return to white control of all American institutions, and violently opposed any minority advancement. He rejected the Nazi idea of "master race", however, and accepted all white European nationalities in his ideology, including Turks.

One influential white nationalist in the United States was William Luther Pierce, who founded the National Alliance in 1974.

In the United States a movement calling for white separatism emerged in the 1980s. Leonard Zeskind has chronicled the movement in his book Blood and Politics, in which he argues that it has moved from the "margins to the mainstream".

During the 1980s the United States also saw an increase in the number of esoteric subcultures within white nationalism. According to Nicholas Goodrick-Clarke, these movements cover a wide variety of mutually influencing groups of a radically ethnocentric character which have emerged, especially in the English-speaking world, since World War II. These loose networks use a variety of mystical, occult or religious approaches in a defensive affirmation of white identity against modernity, liberalism, immigration, multiracialism, and multiculturalism. Some are neo-fascist, neo-Nazi or Third Positionist; others are politicised around some form of white ethnic nationalism or identity politics, and a few have national anarchist tendencies. One example is the neo-tribalist paganism promoted by Else Christensen's Odinist Fellowship. Especially notable is the prevalence of devotional forms and esoteric themes, so these subcultures often have the character of new religious movements.

Included under the same umbrella by Goodrick-Clarke are movements ranging from conservative revolutionary schools of thought (Nouvelle Droite, European New Right, Evolian Traditionalism) to white supremacist and white separatist interpretations of Christianity and paganism (Christian Identity, Creativity, Nordic racial paganism) to neo-Nazi subcultures (Esoteric Hitlerism, Nazi Satanism, National Socialist black metal).

In the 2010s, the alt-right, a broad term covering many different far-right ideologies and groups in the United States, some of which endorse white nationalism, gained traction as an alternative to mainstream conservatism in its national politics. The comic book super hero Captain America, in an ironic co-optation, has been used for dog whistle politics by the alt-right in college campus recruitment in 2017.

North Idaho state Rep. Heather Scott—who in 2015 had paraded with a Confederate battle flag—in 2017 attempted to distinguish "white supremacy" from "white nationalism", claiming that the former was characterized by "extreme racism" and "violent acts" while the latter was merely nationalism by people who happen to be white, i.e. in her personal use of the term, a white nationalist is "no more than a Caucasian who [sic] for the Constitution and making America great again." Scott's interpretation of the term was rejected as "incorrect" by University of Idaho sociology professor Kristin Haltinner and as "patently false" by Vanderbilt University sociology professor Sophie Bjork-James.

In 2019, the Democratic-controlled U.S. House of Representatives passed an amendment to the National Defense Authorization Act for Fiscal Year 2020 to study whether it would be possible to screen military enlistees for "white nationalist" beliefs. However, the Republican-controlled U.S. Senate eliminated those words before passing the bill, expanding the wording to "extremist and gang-related activity", rather than specifically referencing white nationalism.

Statistics

In 2016, the American National Election Studies survey conducted during Donald Trump's campaign for the presidency found that 38% of Americans expressed "strong feelings of white solidarity", 28% "strong feelings of white identity", 27% that whites suffer from discrimination in American society, while 6% agree with all these propositions.

In 2020, it was reported that white nationalist groups leaving flyers, stickers, banners and posters in public places more than doubled from 1,214 in 2018 to 2,713 in 2019.

In a July 2021 Morning Consult Poll found that among Republican-leaning male voters, 23 percent responded that they have a favorable view of white nationalist groups. Eleven percent of Republican men surveyed said they have a "very favorable" view while 12 percent said they are only "somewhat", With Democratic men it was 17 percent who said they have some form of "favorable" view of white nationalist groups.

Also in 2021, a poll found that in the state of Oregon, nearly four in 10 respondents strongly or somewhat agree with statements that reflect core arguments of white nationalism. In 2018, 31 percent believed that America had to protect or preserve its White European heritage, while in 2021 it went up to 40 percent.

According to journalist David D. Kirkpatrick, as of mid 2024, scholars of the far right estimate that 100,000 Americans "actively participate in organized white nationalist groups".

Relationships with black separatist groups

In February 1962 George Lincoln Rockwell, the leader of the American Nazi Party, spoke at a Nation of Islam (NOI) rally in Chicago, where he was applauded by Elijah Muhammad as he pronounced: "I am proud to stand here before black men. I believe Elijah Muhammed is the Adolf Hitler of the black man!" Rockwell had attended, but did not speak at, an earlier NOI rally in Washington, D.C., in June 1961, and once, he even donated $20 to the NOI. In 1965, after breaking with the Nation of Islam and denouncing its separatist doctrine, Malcolm X told his followers that the Nation of Islam under Elijah Muhammad had made secret agreements with the American Nazi Party and the Ku Klux Klan.

Rockwell and other white supremacists (e.g. Willis Carto) also supported less well-known black separatist groups, such as Hassan Jeru-Ahmed's Blackman's Army of Liberation, in reference to which Rockwell told Los Angeles Times reporter Michael Drosnin in 1967 that if "Any Negro wants to go back to Africa, I'll carry him piggy-back."

Tom Metzger, a former Ku Klux Klan leader from California, spoke at a NOI rally in Los Angeles in September 1985 and donated $100 to the group. In October of that same year, over 200 prominent white supremacists met at former Klan leader Robert E. Miles's farm to discuss an alliance with Louis Farrakhan, head of the NOI. In attendance were Edward Reed Fields of the National States' Rights Party, Richard Girnt Butler of the Aryan Nations, Don Black, Roy Frankhouser, and Metzger, who said that "America is like a rotting carcass. The Jews are living off the carcass like the parasites they are. Farrakhan understands this."

2016 Trump presidential campaign

From the outset of his campaign, Donald Trump was endorsed by various white nationalist and white supremacist movements and leaders, (who were attracted to his accusation that Barack Obama was born in Africa, his denigration of immigrants as "criminals and rapists", of "shithole countries" in Africa and the Caribbean, and more recently that there is "a definite anti-white feeling" in the United States that he would correct, according to journalist David D. Kirkpatrick). On 24 February 2016, David Duke, a former Ku Klux Klan Grand Dragon, expressed vocal support for Trump's campaign on his radio show. Shortly thereafter in an interview with Jake Tapper, Trump repeatedly claimed to be ignorant of Duke and his support. Republican presidential rivals were quick to respond on his wavering, and Senator Marco Rubio stated the Duke endorsement made Trump unelectable. Others questioned his professed ignorance of Duke by pointing out that in 2000, Trump called him a "Klansman". Trump later blamed the incident on a poor earpiece he was given by CNN. Later the same day Trump stated that he had previously disavowed Duke in a tweet posted with a video on his Twitter account. On 3 March 2016, Trump stated: "David Duke is a bad person, who I disavowed on numerous occasions over the years. I disavowed him. I disavowed the KKK."

On 22 July 2016 (the day after Trump's nomination), Duke announced that he will be a candidate for the Republican nomination for the United States Senate election in Louisiana. He commented, "I'm overjoyed to see Donald Trump and most Americans embrace most of the issues that I've championed for years." A spokesperson for the Trump campaign said Trump "has disavowed David Duke and will continue to do so."

On 25 August 2016, Hillary Clinton gave a speech saying that Trump is "taking hate groups mainstream and helping a radical fringe take over the Republican Party." She identified this radical fringe with the "alt-right", a largely online variation of American far-right that embraces white nationalism and is anti-immigration. During the election season, the alt-right movement "evangelized" online in support of racist and anti-semitic ideologies. Clinton noted that Trump's campaign chief executive Stephen Bannon described his Breitbart News Network as "the platform for the alt-right". On 9 September 2016, several leaders of the alt-right community held a press conference, described by one reporter as the "coming-out party" of the little-known movement, to explain their goals. They affirmed their racialist beliefs, stating "Race is real, race matters, and race is the foundation of identity." Speakers called for a "White Homeland" and expounded on racial differences in intelligence. They also confirmed their support of Trump, saying "This is what a leader looks like."

Richard B. Spencer, who ran the white nationalist National Policy Institute, said, "Before Trump, our identity ideas, national ideas, they had no place to go". The editor of the neo-Nazi website The Daily Stormer stated, "Virtually every alt-right Nazi I know is volunteering for the Trump campaign." Rocky Suhayda, chairman of the American Nazi Party said that although Trump "isn't one of us", his election would be a "real opportunity" for the white nationalist movement.

The Southern Poverty Law Center monitored Trump's campaign throughout the election and noted several instances where Trump and lower-level surrogates either used white nationalist rhetoric or engaged with figures in the white nationalist movement.

Criticism

Numerous individuals and organizations have argued that ideas such as white pride and white nationalism exist merely to provide a sanitized public face for white supremacy. Kofi Buenor Hadjor argues that black nationalism is a response to racial discrimination, while white nationalism is the expression of white supremacy. Other critics have described white nationalism as a "... somewhat paranoid ideology" based upon the publication of pseudo-academic studies.

Carol M. Swain argues that the unstated goal of white nationalism is to appeal to a larger audience, and that most white nationalist groups promote white separatism and racial violence. Opponents accuse white nationalists of hatred, racial bigotry, and destructive identity politics. White supremacist groups have a history of perpetrating hate crimes, particularly against people of Jewish and African descent. Examples include the lynching of black people by the Ku Klux Klan (KKK).

Some critics argue that white nationalists—while posturing as civil rights groups advocating the interests of their racial group—frequently draw on the nativist traditions of the KKK and the National Front. Critics have noted the anti-semitic rhetoric used by some white nationalists, as highlighted by the promotion of conspiracy theories such as Zionist Occupation Government.

Notable organizations

White nationalist movements have achieved prominence around the world. Several have achieved representation in the governments of their country, and three have led governments:

Other notable organisations are:

Notable individuals

Notable media

Nationalist Slogans

Higher education in the United States

Swarthmore College, founded in 1864 in Swarthmore, Pennsylvania, one of the oldest coeducational colleges in the United States, is often considered a Little Ivy.
University of Connecticut School of Law in Hartford, Connecticut, one of only four public law schools in New England

In the United States, higher education is an optional stage of formal learning following secondary education. It is also referred to as post-secondary education, third-stage, third-level, or tertiary education. It covers stages 5 to 8 on the International ISCED 2011 scale. It is delivered at 3,931 Title IV degree-granting institutions, known as colleges or universities. These may be public or private universities, research universities, liberal arts colleges, community colleges, or for-profit colleges. U.S. higher education is loosely regulated by the government and by several third-party organizations.

Post secondary (college, university) attendance was relatively rare through the early 20th century. Since the decades following World War II, however, attending college or university has been thought of as "a rite of passage" to which the American Dream is deeply embedded. Nonetheless, there is a growing skepticism of higher education in the U.S. and its value to consumers. U.S. higher education has also been criticized for encouraging a financial preference for the most prestigious institutions (e.g., Ivy League schools) over less selective institutions (e.g., community colleges).

In 2022, about 16 million students—9.6 million women and 6.6 million men—enrolled in degree-granting colleges and universities in the U.S. Of the enrolled students, 45.8% enrolled in a four-year public institution, 27.8% in a four-year private institution, and 26.4% in a two-year public institution. College enrollment peaked in 2010–2011 and is projected to continue declining or be stagnant for the next two decades.

Strong research funding helped elite American universities dominate global rankings in the early 21st century, making them attractive to international students, professors and researchers. Higher education in the U.S. is also unique in its investment in highly competitive NCAA sports, particularly in American football and basketball, with large sports stadiums and arenas adorning its campuses and bringing in billions in revenue.

History

Colonial era to 19th century

The Wren Building, built at the College of William & Mary in 1695, is the oldest academic building in the United States. The school held African slaves and their descendants for 170 years.

Religious denominations established early colleges in order to train white, male ministers. Between 1636 and 1776, nine colleges were chartered in Colonial America; today, these institutions are known as the colonial colleges. According to historian John Thelin, most instructors at these institutions were lowly paid 'tutors'. As objects of the slavocracy, African slaves and their descendants also served as free labor for more than a century and a half.

Besides slavery, violence-backed cession was an aspect of higher education growth. This involved more than 200 indigenous nations, nearly 160 treaties and the appropriation of 11 million acres of land. 

Protestants and Catholics opened hundreds of small denominational colleges in the 19th century. In 1899 they enrolled 46 percent of all US undergraduates. Many closed or merged but in 1905 there were over 500 in operation. Catholics opened several women's colleges in the early 20th century. Schools were small, with a limited undergraduate curriculum based on the liberal arts. Students were drilled in Greek, Latin, geometry, ancient history, logic, ethics and rhetoric, with few discussions and no lab sessions. Originality and creativity were not prized, but exact repetition was rewarded. College presidents typically enforced strict discipline, and upperclassman enjoyed hazing freshman. Many students were younger than 17, and most colleges also operated a preparatory school. There were no organized sports, or Greek-letter fraternities, but literary societies were active. Tuition was low and scholarships were few. Many of their students were sons of clergymen; most planned professional careers as ministers, lawyers or teachers.

The nation's small colleges helped young men make the transition from rural farms to complex urban occupations. These schools promoted upward mobility by preparing ministers and providing towns with a core of community leaders. Elite colleges became increasingly exclusive and contributed little upward social mobility. By concentrating on ministers and the offspring of wealthy families, elite Eastern colleges such as Harvard, Columbia, and Princeton played a role in the formation of a Northeastern elite.

In some areas, public institutions of higher education were slow to take hold. For instance, although there was general support for expanding access to higher education through public institutions, private colleges and universities successfully hindered the establishment of a public university in Boston, Massachusetts until the 1860s. The competition between private and public institutions shaped the development of the mixed public-private character of higher education in the United States.

Catholic colleges and universities

The Main Building at the University of Notre Dame, a prominent Catholic university in Notre Dame, Indiana

The Association of Catholic Colleges and Universities was founded in 1899 and continues to facilitate the exchange of information and methods. Vigorous debate in recent decades has focused on how to balance Catholic and academic roles, with conservatives arguing that bishops should exert more control to guarantee orthodoxy.

Historically black colleges and universities (HBCUs)

Most Historically Black Colleges and Universities were established in the South after the American Civil War, often with the assistance of religious missionary organizations based in the northern United States. HBCUs established prior to the American Civil War include Cheyney University of Pennsylvania in 1837, University of the District of Columbia then known as Miner School for Colored Girls in 1851 and Lincoln University in 1854. The second Morrill Act (1890) required that states consider black students equally or found separate land-grant schools for them.

Protests for civil rights on campus began in the early 20th century, at Shaw University (1919), Fisk University (1924–1925), Howard University (1925) and Hampton Institute (1925, 1927). The protests often involved civil rights issues between black students and white administrators.

Timeline of key federal legislation

20th century

The open domed room anchoring Ohio University, which sits atop a hillside cut by Hocking River in Athens, Ohio

At the beginning of the 20th century, fewer than 1,000 colleges with 160,000 students existed in the US. The number of colleges dramatically increased in waves, during the early and mid-20th century. State universities grew from small institutions of fewer than 1,000 students to campuses with 40,000 more students, with networks of regional campuses around the state. In turn, regional campuses broke away and became separate universities. 

To handle the explosive growth of K–12 education, every state set up a network of teachers' colleges, beginning with Massachusetts in the 1830s. After 1950, they became state colleges and then state universities with a broad curriculum.

Major new trends included the development of the junior colleges. They were usually set up by city school systems starting in the 1920s. By the 1960s they were renamed as "community colleges".

Junior colleges grew from 20 in number In 1909, to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students. The peak year for private institutions came in 1949, when there were 322 junior colleges in all; 180 were affiliated with churches, 108 were independent non-profit, and 34 were private schools run for-profit.

Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white-collar labor force, as well as for more advanced technical jobs in the blue-collar sphere. Four-year colleges were also growing, albeit not as fast; however, many of them were located in rural or small-town areas away from the fast-growing metropolis. Community colleges continue as open-enrollment, low-cost institutions with a strong component of vocational education, as well as a low-cost preparation for transfer students into four-year schools. They appeal to a poorer, older, less prepared element.

A poster publicizing the student strike of 1970. In the 1960s and 70s, colleges and universities became centers of social movements.

College students were involved in social movements long before the 20th century, but the most dramatic student movements rose in the 1960s. In the 1960s, students organized for civil rights and against the Vietnam War. In the 1970s, students led movements for women's rights and gay rights, as well as protests against South African apartheid.

Privatization of US higher education increased in the 1980s and during economic recessions and austerity in the 20th and 21st century.

While a few for-profit colleges originated during Colonial times, these schools became major factors in the 1980s to about 2011, taking advantage of federal loan programs to pay student tuition. For-profit college enrollment, however, has declined significantly since 2011, after several federal investigations. For-profit colleges were criticized for predatory marketing and sales practices, and very poor records in terms of graduates getting jobs and repaying loans. The failures of Corinthian Colleges and ITT Technical Institute were the most remarkable closings. In 2018, the documentary Fail State chronicled the boom and bust of for-profit colleges, highlighting the abuses that led to their downfall.

21st century

Royce Hall at the University of California, Los Angeles. In 2021, UCLA received 168,000 applicants, the most of any U.S. college or university.

Changing technology, mergers and closings, and politics have resulted in dramatic changes in US higher education during the 21st century.

2008–2012 bachelor's degree or higher (5-year estimate) by county (percent)
People 25 years and over who have completed an advanced degree by state (percent, 2012)

In 2020, when the COVID-19 pandemic upended regular campus life forcing students to take online classes at home, more than 100 colleges, both public and private have been sued for tuition refunds, making many of them to reopen their campuses.

Online education: MOOCs and OPMs

Online education has grown in the early 21st century. In 2017, about 15% of all students attended exclusively online, and competition for online students has been increasing

A MOOC is a massive open online course aimed at unlimited participation and open access via the web. It became popular in 2010–14. Robert Zemsky (2014), of the University of Pennsylvania Graduate School of Education notes that they at first seemed to be an extremely inexpensive method of bringing top teachers at low cost directly to students. In 2019, researchers at MIT found that MOOCs had completion rates of 3 percent and that the number of people taking these courses has been declining since 2012–13.

By 2018, more than one hundred short-term coding bootcamps existed in the US. Programs were available at Harvard University's extension school and the extension schools at Georgia Tech, University of Pennsylvania, Cal Berkeley, Northwestern, UCLA, University of North Carolina, University of Texas, George Washington, Vanderbilt University, and Rutgers through Trilogy Education Services.

In 2019, researchers employed by George Mason University claimed that online education had "contributed to increasing gaps in educational success across socioeconomic groups while failing to improve affordability".

Online programs for many universities are often managed by privately owned companies called online program managers or OPMs. The OPMs include 2U, Academic Partnerships, Noodle, and iDesign. Trace Urdan, managing director at Tyton Partners, "estimates that the market for OPMs and related services will be worth nearly $8 billion by 2020."

In 2023, the US Department of Education announced that OPMs would be subject to greater oversight, to include audits. Higher education institutions would be required to report details about their agreements with OPMs by May 1, 2023. Edtech expert Phil Hill recently said that the OPM model is now "on life support."

Financial crises, mergers and downsizing

Wheelock College in Boston, Massachusetts, one of a number of colleges forced to close due to financial struggles.

Hundreds of colleges are in financial trouble and many are expected to close or merge, according to research from Ernst & Young. The US Department of Education publishes a monthly list of campus and learning site closings. Typically there are 300 to 1000 closings per year. Notable college closings include for-profit Corinthian Colleges (2015), ITT Technical Institute (2016), Brightwood College and Virginia College (2018). Private college closings include Wheelock College (2018) and Green Mountain College (2019).

In December 2017, Moody's credit rating agency downgraded the US higher education outlook from stable to negative, "citing financial strains at both public and private four-year institutions." In June 2018, Moody's released data on declining college enrollments and constraints, noting that tuition pricing would suppress tuition revenue growth.

Other businesses related to higher education have also had financial difficulties. In May 2019, two academic publishers, Cengage and McGraw Hill, merged.

In 2020, higher education lost 650,000 jobs or about 13 percent of the workforce amid the COVID-19 pandemic, despite an infusion of federal funds. The number of US postsecondary institutions receiving Title IV funding has dropped from 7,253 in 2012–2013 to 5,916 in 2020–2021.

Class privilege and the growth of the educated underclass

The Humanities Building at San Francisco State University

Social class has a profound influence on higher education. Undergraduates at elite universities have a substantial advantage if their parents also went to a particular college. Educator Gary Roth, a left-wing writer, has argued that with fewer good jobs for graduates, the US has been producing an "educated underclass." While upward social mobility continues to be available for immigrants and first generation people, the route to upward social mobility is more complicated for people from families that have been in the US longer.

Protests, political clashes, and the growth of right-wing politics

The growth of power among right wing groups has been apparent since the mid-2010s. Turning Point USA (TPUS), now the most dominant conservative presence on US campuses, has clubs at more than 2500 college campuses. Charlie Kirk, its founder, also took over Students for Trump in 2019.

The Chronicle of Higher Education has documented groups such as the Groypers who have infiltrated conservative organizations on campus.

Student protests and clashes between left and right appeared on several US campuses in 2017. On August 11, 2017, white nationalists and members of the alt-right rallied at the University of Virginia, protesting the removal of a statue of Robert E. Lee. The following day, one person died during protests in Charlottesville. Following this event, speaking engagements by Richard Spencer were canceled at Texas A&M University and the University of Florida.

Functions

Massachusetts Institute of Technology (MIT), a polytechnic university in Cambridge, Massachusetts

U.S. higher education functions as an institution of knowledge but has several secondary functions. According to Marcus Ford, the primary function went through four phases in American history: preserving Christian civilization, advancing the national interest, research, and growing the global economy.

Higher education has also served as a source for professional credentials, as a vehicle for social mobility, and as a social sorter. The college functions as a 'status marker', "signaling membership in the educated class, and a place to meet spouses of similar status." Especially among students who move away from their families to attend residential four-year colleges, the experience of going away to college is seen as a rite of passage that produces young adults, irrespective of what they might learn in a classroom. The loss of these non-classroom experiences was the basis for some lawsuits filed after most campuses closed due to the COVID-19 pandemic. The desire for those experiences was also one reason why schools were pressured to re-open campus life in the fall of 2020.

Caltech, a member of the Association of American Universities, and the antecedents of NASA's Jet Propulsion Laboratory, which Caltech continues to manage and operate.

Many of the world's top universities, as ranked by mainly British and American ranking organizations, are in the United States. The U.S. also has the most Nobel Prize winners in history, with 403 (having won 406 awards). Strong research funding helped 'elite American universities' dominate global rankings in the early 21st century, making them attractive to international students, professors and researchers. Other countries, though, are offering incentives to compete for researchers as funding is threatened in the U.S. and U.S. dominance of international rankings has lessened.

U.S. higher education has also been blighted by fly-by-night schools, diploma mills, visa mills, and predatory for-profit colleges. There have been some attempts to reform it through federal policy such as gainful employment regulations and the Department of Education's College Scorecard, which publishes data on the socio-economic diversity, SAT/ACT scores, graduation rates, and average earnings and debt of graduates at all colleges.

According to Pew Research Center, public opinion about colleges has been declining, especially among Republicans. The higher education industry has been criticized for being unnecessarily expensive, providing a difficult-to-measure service which is seen as vital but in which providers are paid for inputs instead of outputs, which is beset with federal regulations that drive up costs, and payments coming from third parties, not users. In a 2018 Pew survey, 61 percent of those polled said that U.S. higher education was headed in the wrong direction. A 2019 Gallup survey found that, among graduates who strongly felt a purpose in life was important, "only 40 percent said they had found a meaningful career after college."

Types of colleges and universities

The University of Miami in Coral Gables, Florida
The Main Building at the University of Texas at Austin

U.S. colleges and universities offer diverse educational venues: some emphasize a vocational, business, engineering, or technical curriculum (like polytechnic universities and land-grant universities) and others emphasize a liberal arts curriculum. Many combine some or all of the above, as comprehensive universities.

The education and training that takes place in a university, college, or Institute of technology usually includes significant theoretical and abstract elements, as well as applied aspects (although limited offerings of internships or SURF programs attempt to provide practical applications). In contrast, the vocational higher education and training that takes place at vocational universities and schools usually concentrates on practical applications, with very little theory.

In the US, professional schools such as those for law, medicine, dentistry, and veterinary medicine are graduate schools which a student enters after completing a bachelor's degree. Despite teaching skills necessary for a specific profession and often ending in a licensing exam, these programs are not typically perceived as vocational schools. Admission to professional schools is often highly competitive and requires strong performance on standardized tests.

Employers hiring college graduates consider the average graduate to be more or less deficient in many skill areas, including critical thinking, analytical reasoning, team work, and communication skills.

Mean financial wealth of US families by education of the head of household, 1989–2010
Mean income of US families by education of the head of household, 1989–2010

There are significant differences in the economic outcomes of different fields of study. Students with undergraduate degrees in the STEM fields, health, and business are generally the highest paid at the entry-level. According to the US Department of Education, education and nursing majors had the lowest average unemployment rates among 25–29 year old degree-holders, while English and computer science majors had some of the highest.

Terminology

The term "college" can refer to one of several key types of educational institutions:

  1. Stand-alone higher-level education institutions that are not components of a university
  2. Community colleges
  3. Liberal arts colleges
  4. Academic units within a larger university or educational institution

Almost all colleges and universities are coeducational. A dramatic transition occurred in the 1970s, when most men's colleges started to accept women. Over 80% of the women's colleges of the 1960s have closed or merged, leaving fewer than 50. Over 100 historically black colleges and universities (HBCUs) operate, both private and public.

Some US states offer higher education at two year "colleges" formerly called "community colleges". The change requires cooperation between community colleges and local universities.

Four-year colleges often provide the bachelor's degree, most commonly the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.). They are primarily either undergraduate only institutions (e.g. liberal arts colleges), or the undergraduate institution of a university (such as Harvard College, Yale College, and Columbia College).

Higher education has led to the creation of accreditation organizations, independent of the government, to vouch for the quality of degrees. These voluntary member organizations establish and maintain standards at participating institutions. Accrediting agencies have been criticized for possible conflicts of interest that lead to favorable results. Non-accredited institutions exist, but their students are not eligible for federal loans.

Universities

The Clark Center at Stanford University in Stanford, California

Universities are educational institutions with undergraduate and graduate programs. For historical or cultural reasons, some universities have retained the term college instead of "university" for their name. Graduate programs grant a variety of master's degrees (like the Master of Arts (M.A.), Master of Science (M.S.), Master of Business Administration (M.B.A.) or Master of Fine Arts (M.F.A.)) in addition to doctorates such as the Ph.D. The Carnegie Classification of Institutions of Higher Education distinguishes among institutions on the basis of the prevalence of degrees they grant and considers the granting of master's degrees necessary, although not sufficient, for an institution to be classified as a university.

Stern School of Business, the business school of New York University in New York City

Some universities have professional schools. Examples include journalism school, business school, medical schools, pharmacy schools (Pharm.D.), and dental schools. A common practice is to refer to these disparate faculties within universities as colleges or schools.

As a whole, American universities are largely decentralized. Public universities are administered by the individual states and territories, usually as part of a state university system. Except for the United States service academies and staff colleges, the federal government does not directly regulate universities. However, it can offer federal grants and any institution that receives federal funds must certify that it has adopted and implemented a drug prevention program that meets federal regulations.

Some American universities have recently begun offering apprenticeship degrees. For instance, in Fall 2023, Talent Together Michigan established its position as a statewide intermediary for teaching apprenticeships in partnership with 13 in-state universities and colleges.

Each state supports at least one state university and many support several. At one extreme, California has three public higher education systems: the 10-campus University of California, the 23-campus California State University, and the 112-campus California Community Colleges System. In contrast, Wyoming supports a single state university. Public universities often have large student bodies, with introductory classes numbering in the hundreds, with some undergraduate classes taught by graduate students. Tribal colleges operated on Indian reservations by some federally recognized tribes are also public institutions.

Many private universities exist. Some are secular and others are involved in religious education. Some are non-denominational, and some are affiliated with a certain sect or church, such as Roman Catholicism (with different institutions often sponsored by particular religious institutes such as the Jesuits) or religions such as Lutheranism or Mormonism. Seminaries are private institutions for those preparing to become members of the clergy. Most private schools (like all public schools) are non-profit, although some are for-profit.

Community colleges

Truckee Meadows Community College in Reno, Nevada

Community colleges are often two-year colleges. They have open admissions, usually with lower tuition fees than other state or private schools. Graduates earn associate degrees, such as an Associate of Arts (AA). More recently, apprenticeship degrees are being offered at some community colleges.

According to National Student Clearinghouse data, community college enrollment has dropped by 2.2 million students since its peak year of 2010–11. In 2017, 88% of community colleges surveyed were facing declining enrollments. A New York Times report in 2017 suggested that of the nation's 18 million undergraduates, 40% were attending community college; of these students, 62% were attending community college full-time, 40% of them worked at least 30 hours a week or more, and more than half lived at home to save money.

The College Promise program, which exists in several forms in 47 states, is an effort to encourage community college enrollment.

Liberal arts colleges

Commencement at Williams College, a private liberal arts college in Williamstown, Massachusetts

Four-year institutions emphasizing the liberal arts are liberal arts colleges. They traditionally emphasize interactive instruction. They are known for being residential and for having smaller enrollment and lower student-to-faculty ratios than universities. Most are private, although there are public liberal arts colleges. Some offer experimental curricula. Academic areas that are included within the liberal arts include great books, history, languages including English, linguistics, literature, mathematics, music, philosophy, political science, psychology, religious studies, science, environmental science, sociology and theater.

For-profit colleges

For-profit higher education (known as for-profit college or proprietary education) refers to higher education institutions operated by private, profit-seeking businesses. Students were "attracted to the programs for their ease of enrollment and help obtaining financial aid," but "disappointed with the poor quality of education...." University of Phoenix has been the largest for-profit college in the US. Since 2010, for-profit colleges have received greater scrutiny from the US government, state Attorneys General, the media, and scholars. Notable business failures include Corinthian Colleges (2015), ITT Educational Services (2016), Education Management Corporation(2017), and Education Corporation of America (2018). Two large schools, Kaplan University and Ashford University were sold to public universities with for-profit online program managers and rebranded as Purdue University Global and University of Arizona Global Campus.

Engineering

The Engineering Center at the University of Colorado Boulder

Teaching engineering is teaching the application of scientific, economic, social, and practical knowledge in order to design, build, maintain, and improve structures, machines, devices, systems, materials and processes. It may encompass using insights to conceive, model and scale an appropriate solution to a problem or objective. The discipline of engineering is extremely broad, and encompasses a range of more specialized fields of engineering, each with a more specific emphasis on particular areas of technology and types of application. Engineering disciplines include aerospace, biological, civil, chemical, computer, electrical, industrial and mechanical.

Performing arts

The performing arts differ from the plastic arts or visual arts, insofar as the former uses the artist's own body, face and presence as a medium; the latter uses materials such as clay, metal or paint, which can be molded or transformed to create a work of art.

Performing arts institutions include circus schools, dance schools, drama schools and music schools.

Plastic or visual arts

The plastic arts or visual arts are a class of art forms, that involve the use of materials, that can be moulded or modulated in some way, often in three dimensions. Examples are painting, sculpture, and drawing.

Higher educational institutions in these arts include film schools and art schools.

Vocational

Higher vocational education and training takes place at the non-university tertiary level. Such education combines teaching of both practical skills and theoretical expertise. Higher education differs from other forms of post-secondary education such as that offered by institutions of vocational education, which are more colloquially known as trade schools. Higher vocational education might be contrasted with education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge.

Professional higher education

This describes a distinct form of higher education that offers a particularly intense integration with the world of work in all its aspects (including teaching, learning, research and governance) and at all levels of the overarching Qualifications Framework of the European Higher Education Area. Its function is to diversify learning opportunities, enhance employability, offer qualifications and stimulate innovation, for the benefit of learners and society.

The intensity of integration with the world of work (which includes enterprise, civil society and the public sector) is manifested by a strong focus on application of learning. This approach involves combining phases of work and study, a concern for employability, cooperation with employers, the use of practice-relevant knowledge and use-inspired research.

Examples of providers of professional higher education include graduate colleges of architecture, business, journalism, law, library science, optometry, pharmacy, public policy, human medicine, professional engineering, podiatric medicine, scientific dentistry, K-12 education, and veterinary medicine.

Funding of universities and colleges

In 2017, the federal contribution amounted to 40 billion dollars. Only 100 schools out of more than 4,000 received 80% of that sum.

Sources of funds

US colleges and universities receive their funds from many sources, including tuition, federal Title IV funds, state funds, and endowments.

State government

Suzzallo Library at the University of Washington in Seattle

The major source of funding for public institutions of higher education is direct support from the state. The levels of state support roughly correlate with the population of the state. For example, with a population nearly 40 million, the state of California allocates more than $15 billion on higher education. At the other extreme, Wyoming allocates $384 million for its 570,000 citizens.

Institutional donors and endowments

4-year colleges and universities in 2015–2016

Private giving supports both private and public institutions. Gifts come in two forms, current use and endowment. Both types of gifts are usually constrained according to a contract between the donor and the institution. Private institutions tend to be more reliant on private giving.

Universities with some of the largest endowments include:

Private philanthropy can be controversial. At the University of Maryland, Northrop Grumman has funded a cybersecurity concentration, designs the curriculum in cybersecurity, provides computers and pays some cost of a new dorm. At Ohio State, IBM partnered to teach big data analytics. Murray State University's engineering program was supported by computer companies. The College of Nanoscale Science and Engineering at State University of New York in Albany, received billions of dollars in private sector investment.

Student costs and funding

In 2019, Columbia University, an Ivy League university in New York City, charged $62,000 in tuition, making it the most expensive undergraduate school in the nation.

In 2016, average estimated annual student costs (excluding books) were $16,757 at public institutions, $43,065 at private nonprofit institutions, and $23,776 at private for-profit institutions. Between 2006 and 2016, prices at public colleges and universities rose 34 percent above inflation, and prices at private nonprofit institutions rose 26 percent above inflation.

Students receive scholarships, student loans, or grants to offset costs out-of-pocket. Several states offer scholarships that allow students to attend free of tuition or at lower cost, for example the HOPE Scholarship in Georgia and the Bright Futures Scholarship Program in Florida. Some private colleges and universities offer full need-based financial aid, so that admitted students only have to pay as much as their families can afford (based on the university's assessment of their income). In most cases, the barrier of entry for students who require financial aid is set higher, a practice called need-aware admissions. Universities with exceptionally large endowments may combine need-based financial aid with need-blind admission, in which students who require financial aid have equal chances to those who do not.

Financial assistance comes in two major forms: grant programs and loan programs. Grant programs consist of money the student receives to pay for higher education that does not need to be paid back; loan programs consist of money the student receives to pay for school that must be paid back. Public higher education institutions (which are partially funded through state government appropriation) and private higher education institutions (which are funded exclusively through tuition and private donations) offer grant and loan financial assistance programs. Grants to attend public schools are distributed through federal and state governments, and through the schools themselves; grants to attend private schools are distributed through the school itself (independent organizations, such as charities or corporations also offer grants that can be applied to both public and private higher education institutions). Loans can be obtained publicly through government sponsored loan programs or privately through independent lending institutions.

Financial aid at US institutions has shifted from needs based to merit based, leaving many low-income students with more debt and fewer opportunities.

Grants, scholarships, loans and work study programs

The website of the Free Application for Federal Student Aid, which allows American students to determine their eligibility for student financial aid

Grant programs and work study programs are divided into two major categories: Need-based financial awards and merit-based financial awards. Most state governments provide need-based scholarship programs, while a few also offer merit-based aid. Several need-based grants are provided through the federal government based on information provided on a student's Free Application for Federal Student Aid or FAFSA. The federal Pell Grant is a need-based grant available from the federal government. The federal government had two other grants that were a combination of need-based and merit-based: the Academic Competitiveness Grant, and the National SMART Grant, but the SMART grant was abolished in 2011 with the last grant awarded in June 2011. In order to receive one of these grants a student must be eligible for the Pell Grant, meet specific academic requirements, and be a US citizen.

Eligibility for work study programs is also determined by information collected on the student's FAFSA.

Many companies offer tuition reimbursement plans for their employees, to make benefits package more attractive, to upgrade the skill levels and to increase retention.

In 2012, total student loans exceeded consumer credit card debt for the first time in history. In late 2016, the total estimated US student loan debt exceeded $1.4 trillion.

Student loans can be divided into two categories: federal student loans and private student loans. Federal student loans may be:

A student's eligibility for any of these loans, as well as the amount of the loan itself is determined by information on the student's FAFSA. The former Federal Perkins Loan program expired in 2017.

Statistics

University of Arizona, a public land-grant research university in Tucson, Arizona

US educational statistics are provided by the National Center for Education Statistics (NCES), part of the Department of Education. The number of Title IV-eligible, degree-granting institutions peaked at 4,726 in 2012, with 4-year institutions numbering at 3,026 and 2-year institutions at 1,700. Enrollment at postsecondary institutions, participating in Title IV, peaked at just over 21 million students in 2010. Demographic wise, on average, whites constitute the highest percentage of enrollments in US higher educational institutions. The National Center for Education Statistics (NCES) and the National Student Clearinghouse show that college enrollment has declined since a peak in 2010–11, and is projected to continue declining or be stagnant for the next two decades.

Enrollment data for postsecondary education in degree-granting institutions in US
Year Fall enrollment Degree-granting institutions Ethnic demography of students(%)
(total) (male) (female) (percent female) (Total) (4-year) (2-year) (white) (black) (Hispanic) (Asian/pacific islander) (others)
2020 18,991,798 7,869,545 11,122,253 58.6 3,931 2,637 1,294 54.0 13.1 20.3 7.7 4.9
2019 19,630,178 8,363,889 11,266,289 57.4 3,982 2,679 1,303 54.4 13.2 20.3 7.4 4.7
2018 19,651,412 8,444,614 11,206,798 57.0 4,042 2,703 1,339 55.2 13.4 19.5 7.3 4.9
2017 19,778,151 8,571,314 11,206,837 56.7 4,313 2,828 1,485 56.0 13.6 18.9 7.1 4.4
2016 19,846,904 8,638,422 11,208,482 56.5 4,360 2,832 1,528 56.9 13.7 18.2 6.9 4.3
2015 19,988,204 8,723,819 11,264,385 56.4 4,583 3,004 1,579 57.6 14.1 17.4 6.8 4.1
2014 20,209,092 8,797,530 11,411,562 56.5 4,627 3,011 1,616 58.3 14.5 16.5 6.6 4.1
2013 20,376,677 8,861,197 11,515,480 56.5 4,724 3,039 1,685 59.3 14.7 15.8 6.4 3.8
2012 20,644,478 8,919,006 11,725,472 56.8 4,726 3,026 1,700 60.3 14.9 15.0 6.3 3.5
2011 21,010,590 9,034,256 11,976,334 57.0 4,706 2,968 1,738 61.2 15.2 14.3 6.3 3
2010 21,019,438 9,045,759 11,973,679 57.0 4,599 2,870 1,729 62.6 15.0 13.5 6.3 2.6
2009 20,313,594 8,732,953 11,580,641 57.0 4,495 2,774 1,721 64.5 14.7 12.9 6.8 1.1
2008 19,081,686 8,177,714 10,903,972 57.1 4,409 2,719 1,690 65.5 14.0 12.3 7.1 1.1
2007 18,258,138 7,819,938 10,438,200 57.2 4,352 2,675 1,677 66.7 13.5 11.8 6.9 1.1
2006 17,754,230 7,572,265 10,181,965 57.3 4,314 2,629 1,685 67.4 13.3 11.4 6.8 1.1
2005 17,487,475 7,455,925 10,031,550 57.4 4,276 2,582 1,694 68.0 13.1 11.1 6.7 1.1
2004 17,272,044 7,387,262 9,884,782 57.2 4,216 2,533 1,683 68.5 13.0 10.8 6.6 1.1
2003 16,911,481 7,260,264 9,651,217 57.1 4,236 2,530 1,706 69.1 12.7 10.5 6.6 1.1
2002 16,611,711 7,202,116 9,409,595 56.6 4,168 2,466 1,702 69.5 12.4 10.4 6.7 1
2001 15,927,987 6,960,815 8,967,172 56.3 4,197 2,487 1,710 70.1 12.0 10.2 6.6 1.1
2000 15,312,289 6,721,769 8,590,520 56.1 4,182 2,450 1,732 70.8 11.7 9.9 6.6 1
1999 14,849,691 6,515,164 8,334,527 56.1 4,084 2,363 1,721 71.9 11.5 9.2 6.4 1
1998 14,506,967 6,369,265 8,137,702 56.1 4,048 2,335 1,713 72.4 11.3 8.9 6.4 1
1997 14,502,334 6,396,028 8,106,306 55.9 4,064 2,309 1,755 73.1 11.0 8.7 6.1 1.1
1996 14,367,520 6,352,825 8,014,695 55.8 4,009 2,267 1,742 73.8 10.8 8.4 6.0 1
1995 14,261,781 6,342,539 7,919,242 55.5 3,706 2,244 1,462 74.7 10.7 7.9 5.8 0.9
1994 14,278,790 6,371,898 7,906,892 55.4 3,688 2,215 1,473 75.4 10.5 7.6 5.6 0.9
1993 14,304,803 6,427,450 7,877,353 55.1 3,632 2,190 1,442 NA NA NA NA NA
1992 14,487,359 6,523,989 7,963,370 55.0 3,638 2,169 1,469 NA NA NA NA NA
1991 14,358,953 6,501,844 7,857,109 54.7 3,601 2,157 1,444 NA NA NA NA NA
1990 13,818,637 6,283,909 7,534,728 54.5 3,559 2,141 1,418 79.9 9.3 5.8 4.3 0.7
1989 13,538,560 6,190,015 7,348,545 54.3 3,535 2,127 1,408 NA NA NA NA NA
1988 13,055,337 6,001,896 7,053,441 54.0 3,565 2,129 1,436 NA NA NA NA NA
1987 12,766,642 5,932,056 6,834,586 53.5 3,587 2,135 1,452 NA NA NA NA NA
1986 12,503,511 5,884,515 6,618,996 52.9 3,406 2,070 1,336 NA NA NA NA NA
1985 12,247,055 5,818,450 6,428,605 52.5 3,340 2,029 1,311 NA NA NA NA NA
1984 12,241,940 5,863,574 6,378,366 52.1 3,331 2,025 1,306 NA NA NA NA NA
1983 12,464,661 6,023,725 6,440,936 51.7 3,284 2,013 1,271 NA NA NA NA NA
1982 12,425,780 6,031,384 6,394,396 51.5 3,280 1,984 1,296 NA NA NA NA NA
1981 12,371,672 5,975,056 6,396,616 51.7 3,253 1,979 1,274 NA NA NA NA NA
1980 12,096,895 5,874,374 6,222,521 51.4 3,231 1,957 1,274 83.5 9.4 4.0 2.4 0.7
1979 11,569,899 5,682,877 5,887,022 50.9 3,095 1,938 1,157 NA NA NA NA NA
1978 11,260,092 5,640,998 5,619,094 49.9 3,134 1,941 1,193 NA NA NA NA NA
1977 11,285,787 5,789,016 5,496,771 48.7 3,095 1,938 1,157 NA NA NA NA NA
1976 11,012,137 5,810,828 5,201,309 47.2 3,046 1,913 1,133 84.3 9.6 3.6 1.8 0.7
1975 11,184,859 6,148,997 5,035,862 45.0 3,026 1,898 1,128 NA NA NA NA NA
1970 8,580,887 5,043,642 3,537,245 41.2 NA NA NA NA NA NA NA NA
1965 5,920,864 3,630,020 2,290,844 38.7 NA NA NA NA NA NA NA NA
1957 3,323,783 2,170,765 1,153,018 34.7 NA NA NA NA NA NA NA NA

A US Department of Education longitudinal survey of 15,000 high school students in 2002 and 2012, found that 84% of the 27-year-old students had some college education, but only 34% achieved a bachelor's degree or higher; 79% owe some money for college and 55% owe more than $10,000; college dropouts were three times more likely to be unemployed than those who finished college; 40% spent some time unemployed and 23% were unemployed for six months or more; and 79% earned less than $40,000 per year.

Admission process

In 2021, Harvard College at Harvard University reported a 3.43% acceptance rate, making it one of the nation's most selective universities and colleges.

Students can apply to some colleges using the Common Application. With a few exceptions, most undergraduate colleges and universities maintain the policy that students are to be admitted to (or rejected from) the entire college, not to a particular department or major. (This is unlike college admissions in many European countries, as well as graduate admissions.) Some students, rather than being rejected, are "wait-listed" for a particular college and may be admitted if another student who was admitted decides not to attend the college or university. The five major parts of admission are ACT/SAT scores, grade point average, college application, essay, and letters of recommendation. The SAT's usefulness in the admissions process is controversial. Each state has its own set of residency laws and requirements that dictate educational benefits as a reward for state residence. As a result, public colleges and universities in many states charge out-of-state applicants a higher rate of tuition than resident students must pay.

Legacies and large donors

Admissions at elite schools include preferences to large investors and family members of alumni. Legislators have asked for transparency with donors and college admissions, but there are several groups that oppose it. Inside Higher Ed's 2018 survey of college admissions directors found that 42 percent of private colleges and universities used legacy status as a factor in admissions decisions.

International study and student exchange

In 2016–17, 332,727 US students studied abroad for credit. Most took place in Europe, with 40 percent of students studying in five countries: the United Kingdom, Italy, Spain, France, and Germany.

The US is the most popular country in the world for attracting students from other countries, according to UNESCO, with 16% of all international students going to the US (the next highest is the UK with 11%). 671,616 foreign students enrolled in American colleges in 2008–09. This figure rose to 723,277 in 2010–11. The largest number, 157,558, came from China. According to Uni in the USA, despite "exorbitant" costs of US universities, higher education in America remains attractive to international students due to "generous subsidies and financial aid packages that enable students from even the most disadvantaged backgrounds to attend the college of their dreams".

Government coordination

Most states have an entity designed to promote coordination and collaboration between higher education institutions. Examples include the Alabama Commission on Higher Education, California Postsecondary Education Commission, Texas Higher Education Coordinating Board, Washington State Higher Education Coordinating Board, and The Georgia Department of Technical and Adult Education.

Academic labor

The George Peabody Library at Johns Hopkins University in Baltimore

Until the mid-1970s, when federal expenditures for higher education fell, there were routinely more tenure-track jobs than Ph.D. graduates. In the 1980s and 1990s there were significant changes in the economics of academic life. Despite rising tuition rates and growing university revenues, professorial positions were replaced with poorly paid adjunct positions and graduate-student labor. Community colleges and for-profit colleges rely almost exclusively on adjuncts for instruction.

With academic institutions producing Ph.D.s in greater numbers than the number of tenure-track positions they intended to create, administrators were cognizant of the economic effects of this arrangement. Sociologist Stanley Aronowitz wrote: "Basking in the plenitude of qualified and credentialed instructors, many university administrators see the time when they can once again make tenure a rare privilege, awarded only to the most faithful and to those whose services are in great demand". Aggravating the problem, those few academics who do achieve tenure are often determined to stay put as long as possible, refusing lucrative incentives to retire early.

Labor unions and labor conditions

The following unions represent higher education faculty and staff:

  • American Association of University Professors
  • American Federation of Teachers
  • Service Employees International Union
  • United Auto Workers

Adjunctification

In 2017, 17% of faculty were tenured. 89% of adjunct professors worked at more than one job. An adjunct was paid an average of $2,700 for a single course. While student-faculty ratios remained the same since 1975, administrator-student ratio went from 1–84 to 1–68. In 2018, the American Association of University Professors (AAUP) reported that 73 percent of all faculty positions were filled by adjuncts.

According to the American Federation of Teachers, "nearly 25 percent of adjunct faculty members rely on public assistance, and 40 percent struggle to cover basic household expenses" and just 15 percent of adjuncts said they are able to comfortably cover basic expenses from month to month."

Adjunct organizations include the Coalition for Contingent (COCAL), the New Faculty Majority, and SEIU Faculty Forward. The American Federation of Teachers and the International Brotherhood of Teamsters have also organized contingent academic labor.

Unionizing and labor actions

2022 and 2023 were record years for academic labor strikes in the United States.

Sports

Michigan on offense against Ohio State during the 2011 game in Ann Arbor Michigan–Ohio State football rivalry

College athletics in the US is a three-tiered system. The first tier consists of elite sports that make a profit. The second tier includes sports sanctioned by one of the collegiate sport governing bodies that break even or lose money. Some of these collegiate sports governing organizations like the National Collegiate Athletic Association (NCAA) are umbrella non-profit organizations that govern multiple sports. Additionally, the first and second tiers are characterized by selective participation; some colleges offer athletic scholarships to intercollegiate sports competitors. The third tier includes intramural and recreational sports clubs, which are available to more of the student body. Competition between student clubs from different colleges, not organized by and therefore not representing the institutions or their faculties, may also be called "intercollegiate" athletics or simply college sports.

The most competitive collegiate sport governing body in the first and second tiers is the NCAA, which regulates athletes of 1,268 institutions across the US and Canada. The NCAA uses a three-division system of Division I, Division II, and Division III. Division I and Division II schools can offer scholarships to athletes for playing a sport, while Division III schools cannot offer any athletic scholarships. Division I schools, which generally are larger than either Division II or III institutions, must further meet additional requirements: among them, they must field teams in at least seven sports for men and seven for women or six for men and eight for women, with at least two team sports for each gender. Each division is then further divided into several conferences for regional league play. The names of these conferences, such as the Ivy League, are also metonyms for their respective schools.

College sports are popular on regional and national scales, at times competing with professional championships for prime broadcast, print coverage. In most states, the person with the highest taxpayer-provided base salary is a public college football or basketball coach. This does not include coaches at private colleges. The average university sponsors at least 20 different sports and offers a wide variety of intramural sports. There are approximately 400,000 men and women student-athletes that participate in sanctioned athletics each year.

Varsity esports have been growing since the 2010s. As of 2019, there were 125 esports teams at colleges and universities in North America.

Issues confronting higher education in the United States

College enrollment
  Female
  Male

Entrance routes and procedures for choosing a college or university, their rankings and the financial value of degrees are being discussed. This leads to discussions on socioeconomic status and race ethnicity and gender. From the student perspective, issues include colleges failing to teach soft skills such as critical thinking, the wide ranges of remuneration and underemployment among the various degrees, rising tuition and increasing student loan debt, austerity in state and local spending, the adjunctification of academic labor, student poverty and hunger, along with educational inflation.

Strong research funding helped elite American universities dominate global rankings in the early 21st century, making them attractive to international students, professors and researchers. Other countries, though, are offering incentives to compete for researchers as funding is threatened in the US and US dominance of international tables has lessened. Higher education in the U.S. has also been blighted by fly-by-night schools, diploma mills, visa mills, and predatory for-profit colleges. There have been some attempts to reform it through federal policy such as gainful employment regulations, but they have been met by resistance.

Public opinion about colleges has been declining, especially among Republicans and the white working class. The higher education industry has been criticized for being unnecessarily expensive, providing a difficult-to-measure service which is seen as vital but in which providers are paid for inputs instead of outputs, which is beset with federal regulations that drive up costs, and payments coming from third parties, not users. In a 2018 Pew survey, 61 percent of those polled said that US higher education was headed in the wrong direction. A 2019 Gallup survey found that, among graduates who strongly felt a purpose in life was important, "only 40 percent said they had found a meaningful career after college." In 2023, the Wall Street Journal reported that 56 percent of Americans thought a bachelor's degree was a bad bet.

In 2021, US student loan debt amounted to more than $1.7 trillion.

According to research from EY-Parthenon less than half of all four-year colleges were financially stable in 2022.

Declining enrollment, mergers, and campus closures

Falling birth rates result in fewer people graduating from high school. The number of high school graduates grew 30% from 1995 to 2013, then peaked at 3.5 million. Liberal arts programs have been declining for decades. From 1967 to 2018, college students majoring in the liberal arts declined from 20 percent to 5 percent.

Since 2011, enrollment in postsecondary education in the United States has declined by more than 2 million people. Researchers hypothesize that the primary factors leading to this drop in enrollment are low birth rates over the last couple decades, a more successful economy, and the increasing cost of postsecondary education coupled with a decrease in financial aid and student debt. Some potential students are also questioning the cost-benefit ratio of a college education and if it is necessary to gain employment, opting instead for vocational education. In a 2021 Wall Street Journal article titled "Hobbled for Life," Melissa Korn and Andrea Fuller found that many master's degrees at elite schools did not pay off.

In 2018, the National Center for Education Statistics projected stagnant enrollment patterns until at least 2027. Demographer Nathan Grawe projected that lower birth rates following the Great Recession of 2008 would result in a 15 percent enrollment loss, beginning in 2026.

In 2019, the National Center for Education Statistics continued to project that higher education enrollment would remain stagnant, but white enrollment would drop 8 percent from 2016 to 2027. The report projected black enrollment to increase by 6 percent, Hispanic enrollment to increase 14 percent, Asian/Pacific Islander enrollment to increase 7 percent, and American Indian/Alaska Native enrollment to decrease 9 percent during the same period. In March 2019, Moody's warned that enrollment declines could lead to more financial problems for the higher education industry. In a 2019 survey by Inside Higher Ed, nearly one in seven college presidents said their campus could close or merge within five years. The total number of degree granting colleges in the US peaked in 2012 and has decreased every year since then.

In "The Higher Education Apocalypse", U.S. News & World Report education reporter Lauren Camera speculated that recent closings of schools in New England might be the beginning of a rash of college closures. An analysis of federal data from The Chronicle of Higher Education shows "about half a million students have been displaced by college closures, which together shuttered more than 1,200 campuses."

Anti-Semitism

Cases of anti-Semitism in US campuses and universities have increased significantly in 2010s and 2020s, intensifying following the commencement of the 2023 Israel–Hamas war. These include cases of physical and verbal assault on Jewish students. Reports of anti-Semitism, hate speech and violence have prompted some Jews to factor anti-Semitism in their college applications. Furthermore, universities which received foreign undisclosed donations authoritarian regimes surmounting to US$13 billion had a 250% rise from 2015 to 2020 in anti-Semitic incidents. In 1997, ADL raised the issue that academic freedom and students activism have been misused in order to shield hate speech against Jews.

Foreign financial influence

The European Parliament issued a briefing document in 2019 stating that authoritarian regimes were attempting to use donations to influence academia to gain influence and "undermine democracies" while reducing academic independence and subverting faith in science. A 2023 report by pro-Israeli think-tank the National Contagion Research Institute alleged that US universities have illegally undisclosed information regarding US$13 billion in donations from foreign countries, stating that part of these donations originate in authoritarian regimes. Lawmakers in the US have suggested that the Chinese government has attached agendas to its funding that has at times involved political goals. Furthermore, some institutions funded are pressured to alter and adjust themselves to the foreign donor, triggering fear of potential influence. The phenomena has led to US universities facing scrutiny from federal legislators.

CICE (sea ice model)

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