The New Ivory Tower and How it Isolates Student and Community Thinking: Edu-Gentrification

Recently in the New York Times, there was an op-ed article by Nick Burns about how elite universities are out of touch with the current culture of America. The article states that the architecture of the campus has a large part to do with the silolization of the university population. Burns gives a new take on the idea of the ivory tower model of American university education. Geography and architecture have a large part to do with the culture of a university.

Why the Concrete Box Buildings?

All universities from the 1700s tend to look like fortified castle structures, where medieval scribes and scholars would toil in ancient libraries unraveling the mysteries of the universe. Modern universities designed their buildings specifically to stop student protests. In the 70s, it was common for demonstrations to take over a building and interrupt academic activities and classes. You have to look towards the concrete monstrosities of State University to see how the 70s influenced academic architecture.

But with, this article states that the university's geography is more isolated than the surrounding communities. Well manicured lawns, gated portions, large parking lots, and other features that you would see in large universities are often in stark contrast to the surrounding community architecture. As the author points to large state universities developed by the Morrill act, they also point toward elite private universities. Even in universities located within urban environments, a stark contrast exists between the property outside of the university versus within its confines.

I think it's important to consider whether or not universities are indoctrinating students into siloed thinking. The architecture and design of universities can undoubtedly contribute to this. A study by Caroline M. Hoxby of Stanford University found that the social interactions on elite college campuses are more important than the coursework. The study suggests that the architecture of these universities, with their large open spaces, actually discourages interaction between students and faculty. Private universities' design contrasts with many state schools and community colleges, which designs encourage social interaction. Students at large state universities may be more likely to think about things from a broader perspective. In contrast, students at elite private universities may be more likely to think about things in a more limited way.

I can think of a few exceptions, such as NYU, community colleges, and state urban campuses, where the architecture and geography blend in with the surrounding environment like a Frank Lloyd Wright home. But even then, the actual building architecture might starkly contrast with what could surround the building. That's both a function of the building and the nature of the activities. For example, if a building functions as a laboratory, it would be tough to house that much space in a simple two-story dwelling.

But I think a more significant point is what the universities do to the cities, towns, and neighborhoods through gentrification. Some state universities are buying up surrounding communities to put in private dorms, extra laboratories, and other facilities. These purchases both broaden their academic offerings but also to unify campuses. True, a university can contribute to positive urban development by bringing in large student populations who tend to pour extraneous income into the local economy. There is also a catch-22 where state universities are often tax-exempt, so they don't have to pay local taxes. Private universities might be grandfathered into old century-long tax deals with the local governments paying only pennies on the dollar. But, as part of a state university's urban improvement plans, the city might benefit from renewed infrastructure or other urban development as a byproduct of the university estate improvements.

Edu-Gentrification

But there is also a potential downside to state universities and their effects on urban areas. As state universities improve their campuses, they might inadvertently drive up local rents and property values. The increases could lead to long-time residents being pushed out of their homes as new, wealthier residents move in. It's not just the students who are driving up prices; it's also the professors, staff, and other university personnel. This phenomenon is called "edu-gentrification."

Edu-gentrification is a form of gentrification that happens when universities improve their campuses and drive up local rents and property values. Rent increases can push long-time residents out of their homes as new, wealthier residents move in. Edu-gentrification can have many harmful effects, including increasing income inequality and social disharmony. 

The effects of edu-gentrification are visible in many college towns across the United States. In California, for example, the University of California-Berkeley has been criticized for its role in edu-gentrification. As the university has improved its campus, nearby rents have skyrocketed, pricing out long-time residents.

In Boston, Massachusetts, Northeastern University has been accused of similar activities. As the university has added new buildings and facilities, nearby rents have increased, leading to the displacement of residents.

Edu-gentrification is a serious problem that can negatively affect both cities and universities. Universities and cities need to be aware of the issue and take steps to combat it. There are several ways to combat edu-gentrification. One is for universities to be more mindful of the effects of their expansion on the surrounding community. Another is for cities to provide more affordable housing near universities to keep long-time residents from being priced out.

Conclusion

In addition to the physical differences between universities and their surrounding areas, there are also cultural differences. University students are often seen as being out of touch with the real world, and there is a perception that they are too obsessed with their studies. The lack of student connection can be traced back to the university design, which creates a sense of isolation. Students lack exposure to the same diversity of people and ideas that they would if they lived in a city. This lack of exposure can lead to a lack of perspective and make it difficult for students to relate to the rest of society. What do you think is the most crucial point about state universities and their effects on urban areas? Let us know in the comments! One way to expand this argument would be to look at how different types of architecture can impact student success. For example, does isolation lead to a lack of engagement with the material? Or does a more open and social campus encourage students to get more involved in their education? 

Dr. Mike Testa