A longitudinal investigation using Maximally Maintained Inequality in the Georgia public higher education system
Ferland, Christopher Robert
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The study examined college going in the University System of Georgia (USG) public higher education system longitudinally. The framework centers on a sociological stratification theory called Maximally Maintained Inequality (MMI), which states stratification will exist, even in times of expansion, until a saturation point is met by the controlling group. Investigating college going patterns using MMI over a 15 year period using a mixed linear model with variables related to academic preparation, demographics, and affordability, as identified from the literature, allowed for an analysis of patterns across time. Results revealed that, during the increased pressure from policymakers to improve access to higher education, the USG became more stratified in terms of demographic and academic preparation.