Report on Public Perception of U.S. Higher Education and Implications for Sustainable Development Goals

A national poll conducted by the Vanderbilt Project on Unity and American Democracy provides critical insights into public sentiment regarding higher education institutions in the United States. The findings highlight areas of public confidence and concern that directly correlate with several United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

Key Findings and SDG Implications

Public Confidence and the Role of Strong Institutions (SDG 16)

The poll indicates a resurgence in public confidence toward colleges and universities, positioning them as vital and trusted societal institutions, a core tenet of SDG 16.

• Overall net confidence in higher education stands at +32, an increase of 13 percentage points since 2023.
• 47% of respondents express “a great deal” or “quite a lot” of confidence, second only to the military.
• 65% of Americans believe colleges and universities have a positive effect on the country, reinforcing their role as foundational institutions for societal progress.

SDG 4: Quality Education – Perceptions and Challenges

The public recognizes the contributions of higher education to quality education but identifies significant barriers to achieving inclusive and equitable access for all, as outlined in SDG 4 and its targets.

Perceived Strengths Aligned with SDG 4

• Critical Thinking: 40% of the public is confident that universities teach students to be critical thinkers (+15 net confidence).
• Exposure to Diverse Viewpoints: 45% believe institutions expose students to different opinions (+25 net confidence).

Barriers to Inclusive and Equitable Education (Target 4.3)

• Affordability: This is the most significant public concern, with a net confidence rating of -48. 62% of respondents lack confidence that institutions remain affordable, posing a direct threat to achieving equal access to tertiary education as mandated by SDG Target 4.3.
• Political Bias: A net confidence rating of -9 regarding politically neutral teaching suggests a perceived challenge to providing an inclusive and unbiased learning environment.

SDG 9: Fostering Innovation Through Research

Public opinion strongly supports the role of universities as hubs for research and innovation, a key driver for SDG 9.

1. A majority (56%) expresses high confidence in the ability of universities to conduct life-saving scientific and medical research, yielding a net confidence score of +46.
2. Nearly half (45%) believe colleges produce important research in the humanities and social sciences, resulting in a net confidence score of +28.

SDG 8: Contributions to Economic Growth and Decent Work

The poll confirms the public’s view of higher education as a critical engine for economic growth and workforce development, aligning with the objectives of SDG 8.

• 40% of Americans are confident that colleges prepare students for successful careers (+22 net).
• 36% believe universities create jobs and economic growth (+11 net).

SDG 10 & 16: Navigating Inequality and Institutional Neutrality

The findings reveal public concern over issues of inequality and political polarization within higher education, impacting progress toward SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice, and Strong Institutions).

Institutional Disparities and Inequality (SDG 10)

• Community Colleges: Receive the highest favorability rating at 70%, suggesting they are perceived as more accessible and equitable institutions.
• Ivy League Institutions: Have a lower favorability of 48%, with highly polarized views along party lines, indicating a perception of elitism that can exacerbate inequality.
• For-Profit Universities: Garner low public favorability (approximately 25%), reflecting concerns about their role in promoting equitable educational outcomes.

Political Neutrality and Strong Institutions (SDG 16)

• Two-thirds (67%) of Americans view political bias in higher education as a serious problem.
• An overwhelming majority (71%) believes universities should remain neutral and not take official positions on controversial political issues. This cross-partisan consensus underscores the public’s desire for universities to function as inclusive and accountable institutions, as envisioned in SDG 16.

Conclusion: Aligning Higher Education with Sustainable Development

The Vanderbilt poll demonstrates that the American public values the role of higher education in advancing goals synergistic with the SDGs, particularly in research (SDG 9), career preparation (SDG 8), and fostering critical thinking (SDG 4). However, significant challenges threaten to undermine this role. The crisis of affordability represents a direct impediment to SDG 4 and SDG 10, limiting equitable access and reinforcing inequality. Furthermore, perceived political bias and a strong public demand for institutional neutrality highlight the need for universities to strengthen their commitment to the principles of SDG 16, ensuring they remain inclusive, effective, and accountable institutions for all of society. Addressing these shortcomings is essential for higher education to fully realize its potential as a key partner in achieving a sustainable future.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on public perception of higher education in the United States touches upon several Sustainable Development Goals (SDGs), primarily focusing on education, economic growth, innovation, and the strength of institutions.

• SDG 4: Quality Education

  This is the most central SDG to the article. The text directly discusses the public’s confidence in higher education, its importance for a young person’s success, its role in preparing students for careers, and teaching critical thinking. The major concern highlighted about affordability also falls squarely under the goal of ensuring inclusive and equitable quality education.

• SDG 8: Decent Work and Economic Growth

  The article connects higher education to employment and economic outcomes. It mentions that the public has faith that “colleges prepare students for successful careers” and “create jobs and economic growth.” This links the function of universities directly to the goals of achieving productive employment and decent work for all.

• SDG 9: Industry, Innovation, and Infrastructure

  This goal is relevant due to the article’s emphasis on the research and development function of universities. The public’s strong confidence in the ability of higher education institutions to “conduct scientific and medical research that saves lives” and “produce important research in the humanities and social sciences” aligns with the SDG 9 focus on enhancing scientific research and fostering innovation.

• SDG 10: Reduced Inequalities

  The theme of affordability is directly linked to reducing inequalities. The article states that “affordability is the public’s biggest worry about higher education.” High costs can be a significant barrier to entry for individuals from lower economic backgrounds, thereby perpetuating and widening inequality. Ensuring affordable access to higher education is a key component of promoting equal opportunity.

• SDG 16: Peace, Justice, and Strong Institutions

  The article is fundamentally an assessment of public confidence in a key societal institution: higher education. It measures trust levels and compares them to other institutions like the military and police. Furthermore, the discussion around political bias, the desire for institutional neutrality, and concerns about administrative decisions relates to the goal of developing “effective, accountable and transparent institutions at all levels.”

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the issues discussed, several specific SDG targets can be identified:

• SDG 4: Quality Education

  • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. This target is directly addressed by the article’s finding that the public is “deeply concerned about the affordability of higher education,” with a net confidence rating of –48 on this issue.
  • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The article reflects on this target by noting public confidence in colleges’ ability to “prepare students for successful careers” (+22 net).

• SDG 8: Decent Work and Economic Growth

  • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training. Although the target date has passed, the principle remains relevant. The article supports this by stating that 78% of respondents believe a college education is “very” or “somewhat” important for a young person to succeed, implying a direct link between higher education and avoiding unemployment.

• SDG 9: Industry, Innovation, and Infrastructure

  • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries…encouraging innovation. This target is clearly connected to the poll’s finding that a majority of the public (56%) has confidence in universities’ ability to “conduct scientific and medical research that saves lives.”

• SDG 10: Reduced Inequalities

  • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome. The widespread concern over affordability directly relates to this target. The article’s data showing that 62% of the public lacks confidence in colleges remaining affordable suggests a perceived threat to equal opportunity based on economic status.

• SDG 16: Peace, Justice, and Strong Institutions

  • Target 16.6: Develop effective, accountable and transparent institutions at all levels. The entire poll serves as an evaluation of higher education as an institution. The public’s concern about political bias (–9 net confidence in teaching neutrally) and the desire for institutional neutrality (71% agree) are direct reflections on the perceived effectiveness and accountability of these institutions.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article, being based on a public opinion poll, provides several quantitative indicators that can be used to measure perceptions of progress towards these targets.

• For Target 4.3 (Affordable and Equal Access to Education):

  • Indicator: The net confidence rating of the public in higher education’s ability to “remain as affordable as possible.” The article provides a specific measure of –48 net (14% confident vs. 62% not confident).

• For Target 4.4 (Relevant Skills for Employment):

  • Indicator: The net confidence rating of the public in the ability of colleges to “prepare students for successful careers.” The article quantifies this as +22 net (40% confident vs. 18% not confident).

• For Target 9.5 (Enhance Scientific Research):

  • Indicator: The net confidence rating in the ability of colleges to “conduct scientific and medical research that saves lives.” The article provides a clear metric of +46 net (56% confident vs. 10% not confident).

• For Target 10.3 (Ensure Equal Opportunity):

  • Indicator: The percentage of the public that lacks confidence in the affordability of higher education (62%). This serves as an indirect measure of perceived barriers to equal opportunity.

• For Target 16.6 (Effective and Accountable Institutions):

  • Indicator 1: The overall net confidence rating in higher education as an institution, which the article states is +32.
  • Indicator 2: The net confidence rating in the ability of colleges to “teach students neutrally, without political bias,” measured at –9 net.
  • Indicator 3: The percentage of Americans who believe universities should not take official positions on controversial political issues (71%).

4. SDGs, Targets, and Indicators Table

Source: news.vanderbilt.edu