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A number of factors have contributed to the crisis in higher education, including the long‐term transformation in funding. In this article, I argue that neoliberalism can explain many of the processes leading to our changing commitment to colleges and universities and the cost increases that this change has produced. A number of neoliberal assumptions firmly rooted in conventional wisdom have contributed to a “student‐as‐customer” phenomenon, which is, itself, a cost driver. I look at the development of the student as customer as a vehicle for exploring tuition increases. I also examine the tension between education as a public and a private good and the marketization of higher education as crucial drivers of these transformations. In doing so, I emphasize that the student as customer has been created by the changes in the way we think about, organize, and fund education, rather than any fundamental change in young people.

In this article, we examine changes in the types of occupations that members of various racial/ethnic-gender groups have entered. We are interested in two trends that we believe may have contributed to differences in occupational concentration: budget reductions and policy changes in Equal Employment Opportunity Commission (EEOC) enforcement procedures, and the continuing increases in women's educational attainment. Using whites, African Americans, and Hispanics in our analysis, we evaluate race and ethnic differences by gender, and gender differences by race and ethnicity; thus, we pay particular attention to the intersection of race/ethnicity and gender in these processes. Our results suggest that white men have maintained their advantage in the occupational hierarchy in the period under investigation, and that white women have made more progress than any other group. For women,

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