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Driven to Success: A Geospatial Analysis of Transportation and College Access in Detroit

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Title: Driven to Success: A Geospatial Analysis of Transportation and College Access in Detroit
Language: English
Authors: Stacey L. Brockman (ORCID 0000-0002-3695-4602), Jasmina Camo-Biogradlija
Source: Journal of Diversity in Higher Education. 2026 19(3):243-260.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Access to Education, Transportation, Equal Education, Higher Education, Commuting Students, Proximity, College Enrollment, Academic Persistence, Barriers, Geographic Location, Community College Students, Student Attitudes, Community Colleges
Geographic Terms: Michigan (Detroit)
DOI: 10.1037/dhe0000645
ISSN: 1938-8926
1938-8934
Abstract: In Detroit, the region's fragmented and inadequate public transportation infrastructure presents a particular barrier to higher education access and equity. This article presents the results of quantitative and geospatial analyses, which were part of a broader, mixed-method study, of Detroit students' access to community colleges. Findings show that Detroit students bear substantial commuting burdens which reinforce existing geography-based racial and economic inequities in educational opportunity resulting from the city's built social environment and racialized history. Until recently, research on college access and success has not paid much attention to geographic proximity as a factor shaping whether and where students enroll in college and their likelihood of success. In this study, we apply Dache-Gerbino's (2018) Critical Geographic College Access framework and show that commuting burden can be one way to conceptualize what is proximal. While this study cannot establish a causal relationship, it highlights patterns worthy of further research and discussion. We conclude that policies or programs which make transportation more accessible or affordable could be an avenue to addressing educational inequities in Detroit, but that decision-makers must consider the mode of transportation students are most likely to use. Longer term, cross-sector collaboration would ideally focus on expanding the existing transportation systems or investing in region-wide infrastructure to help more Detroit students get to college.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507852
Database: ERIC
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  Data: Driven to Success: A Geospatial Analysis of Transportation and College Access in Detroit
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  Data: <searchLink fieldCode="AR" term="%22Stacey+L%2E+Brockman%22">Stacey L. Brockman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3695-4602">0000-0002-3695-4602</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jasmina+Camo-Biogradlija%22">Jasmina Camo-Biogradlija</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(3):243-260.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: In Detroit, the region's fragmented and inadequate public transportation infrastructure presents a particular barrier to higher education access and equity. This article presents the results of quantitative and geospatial analyses, which were part of a broader, mixed-method study, of Detroit students' access to community colleges. Findings show that Detroit students bear substantial commuting burdens which reinforce existing geography-based racial and economic inequities in educational opportunity resulting from the city's built social environment and racialized history. Until recently, research on college access and success has not paid much attention to geographic proximity as a factor shaping whether and where students enroll in college and their likelihood of success. In this study, we apply Dache-Gerbino's (2018) Critical Geographic College Access framework and show that commuting burden can be one way to conceptualize what is proximal. While this study cannot establish a causal relationship, it highlights patterns worthy of further research and discussion. We conclude that policies or programs which make transportation more accessible or affordable could be an avenue to addressing educational inequities in Detroit, but that decision-makers must consider the mode of transportation students are most likely to use. Longer term, cross-sector collaboration would ideally focus on expanding the existing transportation systems or investing in region-wide infrastructure to help more Detroit students get to college.
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        Value: 10.1037/dhe0000645
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 243
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Transportation
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Commuting Students
        Type: general
      – SubjectFull: Proximity
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      – SubjectFull: College Enrollment
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Barriers
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      – SubjectFull: Geographic Location
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      – SubjectFull: Community College Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Community Colleges
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      – SubjectFull: Michigan (Detroit)
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      – TitleFull: Driven to Success: A Geospatial Analysis of Transportation and College Access in Detroit
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