Policy-Driven Shifts in Higher Education: Implications for Academic Freedom, Major Choice, and Curriculum Diversity in the United States

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Higher education in the United States is closely linked with socioeconomic factors, cultural advancements, and opportunities for social mobility. This study examines the allocation of higher education resources within U.S. policy and the limits of institutional autonomy. By integrating quantitative analysis of funding distributions with qualitative analyses of specific universities, this thesis assesses the differential impacts of policy changes on the equity of resource distribution and the level of educational independence. The unequal distribution of educational funding aggravates the inequalities between the institutions and limits the diversification of educational content and the development of pedagogical methods. Moreover, academic freedom restrictions hinder the ability of educational institutions to respond to the needs of society and thereby affect students' possibilities for self-study and critical thinking skills. Furthermore, the research demonstrates that policies driven by governmental and market forces constrain the autonomy of educational institutions, forcing universities to align with external priorities, which eventually takes away from their academic freedom. Collectively, these factors corrode the spirit of equal opportunity in higher education and undermine the ability of institutions to pursue an independent and diverse educational agenda.