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The American College Town Author(S): Blake Gumprecht Source: Geographical Review, Vol American Geographical Society The American College Town Author(s): Blake Gumprecht Source: Geographical Review, Vol. 93, No. 1 (Jan., 2003), pp. 51-80 Published by: American Geographical Society Stable URL: http://www.jstor.org/stable/30033889 Accessed: 12/03/2010 05:09 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=ags. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. American Geographical Society is collaborating with JSTOR to digitize, preserve and extend access to Geographical Review. http://www.jstor.org THE AMERICANCOLLEGE TOWN* BLAKEGUMPRECHT ABSTRACT.With their unusual densities of youngpeople, highly educated workforces, com- parativelycosmopolitan populations, dominant institutions of highereducation, and char- acteristiclandscapes such as the campus, fraternity row, and college-oriented shopping district, collegetowns represent a uniquetype of urbanplace. This study identifies several basic differ- encesbetween college towns and othertypes of cities,considers why the collegetown is largelyan Americanphenomenon, distinguishes among types of collegetowns, and exam- ines some of the characteristicsthat make them distinctive.Keywords: college towns, higher education,United States, urban geography. The literarycritic Henry Seidel Canbyonce wrote, "Surelyit is amazingthat nei- ther history,nor sociology,nor fiction, has given more than passingattention to the American college town, for surely it has had a characterand a personalityunlike other towns"(1936, 3). Nearlyfour decadeslater, Wilbur Zelinsky observed that the social and culturalgeography of college communities is "almosttotally terraincog- nita"(1973,136). Indeed, no majorstudy of the college town has yet been published, despite the prominent image such towns have in Americanculture and the impor- tant role they have playedin the lives of many Americans.' In essence, the hundredsof college towns in the United Statesare an academic archipelago:Similar to one another,they differin severalimportant ways from other cities and the regions in which they are located.They are alikein their youthful and comparativelydiverse populations, their highly educatedworkforces, their relative absenceof heavyindustry, and the presencein them of culturalopportunities more typical of largecities. The attributesof the institutionslocated in college towns and the people who live in them, furthermore,breed unusual landscapes-the campus, fraternityrow, the college-orientedshopping district (Figure1), the student ghetto, and more. This study fills a gap in the literatureby presenting a concise portrait of the college town in the United States.My goal is to demonstratethat the collegetown is a unique type of urban place and thus deservesin-depth considerationby scholars and others who are interestedin the Americanexperience. DEFINING THE COLLEGETOWN Thisstudy considers as a collegetown any city where a collegeor university and the culturesit createsexert a dominantinfluence over the character of thecommunity. Thisdefinition is deliberatelyimprecise because there is nota cleardistinction be- tweena collegetown and a citythat is merelyhome to a college.They vary along a * Theauthor thanks John Hudson, Jo Lenardi, Peirce Lewis, John Lofland, Dave McBride, Bret Wallach, and Wilbur Zelinksy,and the GrahamFoundation, which provided funding. *. DR. GUMPRECHTis an assistant professor of geography at the Universityof New Hampshire, Durham, New Hampshire 03824. TheGeographical Review 93 (1): 51-80, January2003 Copyrightc 2004 bythe American Geographical Society of NewYork 52 THE GEOGRAPHICAL REVIEW FIG. 1-College Inn, on the Corner in Charlottesville,Virginia, where town and gown intertwine. (Photographby the author,January 2003) continuum. In this study I focus on towns in which institutionsof higher education are clearlydominant. I will not discuss cities such as Austin, Texas,which possess major universitiesbut are also state capitals,or universitycommunities like Tempe, Arizona,which are part of major metropolitan areas,because the socioeconomic diversityof such placesdilutes the influenceof a collegiateculture.2 Although Aus- tin and Tempepossess some of the attributesof college towns, particularlyin areas closest to campus,what makesthe college town as envisionedby this study different is that the impact of a collegiateculture is more concentratedand conspicuous. In towns like Ithaca,New York,and Manhattan,Kansas, colleges and theirpeople shape the urban personality. To gaugea college'sinfluence on a town, I consideredmy firsthandknowledge of numerouscollege towns and askedquestions about hundredsof cities with colleges and universitiesthat can be answeredstatistically: Is the collegethe largestemployer in town?What is the enrollmentof the college,compared with the populationof the city?What percentageof the labor force works in educationaloccupations? Using these and otherindicators, published sources about cities with colleges,and personalexperience, I chose 59 towns for closer study (Figure2). The study towns rangein sizefrom Eugene, Oregon, with a 2000population of 137,893,to PrincessAnne, Maryland,with a populationof 2,313.In 2000, in all but two towns, college students made up at least 20 percentof the population,perhaps the most basicbarometer of a college'sinfluence. I chose cities from all partsof the United States;in all, thirty-four THE AMERICAN COLLEGE TOWN 53 ae ,Cat* nn l0ano0Je0 arf pr Urincetone princess L a'ato pe \a h tl %oae.0 *f-ostburg 6\acl(sbur9 State *Davidson ,GainesvilleLand Chapel Irccplort9 De Springs Statesboro, Yellow* OberWn Athens, Arbor Oxford author) Ann *- Auburn, Greencastle Murray Tuskegee' the Town by lHoughton Carbondale Urbana*Bloomington' Champaign- City. ,Grambling Searcy, Decorah'Iowa *Warrensburg (Cartography ,oLawrence College Northfield* City' #Stillwater study. 'Norman for Baldwin Station, Vermillion Manhattan Langston Marcos, College San selected .Chadron: towns American Laramie, 2-College The FIG. ,Missoula *Provo towns Studyo PullrM,. Eensburg* *Claremont CorvallisEgene ,Davis Berkeley .Arcata 54 THE GEOGRAPHICALREVIEW statesare represented. The study towns are home to a rangeof collegetypes-public researchuniversities, private liberal arts colleges, land-grant institutions, regional state universities,church-related colleges, and historically black colleges. Dataon the principalcharacteristics of the studytowns highlight the funda- mentaldifferences between college towns and other types of citiesand between collegetowns and the United States in general(see also Appendix I). * Collegetowns are youthful places. The average median age in the studytowns in 2000was 25.9 years,nearly ten years younger than the median age for other similarlysized cities and the UnitedStates overall. One-third of study-town residentswere eighteento twenty-fouryears old. Nationwide,fewer than io percentwere in thatage group (U.S. Census Bureau 2000). * College-townpopulations are highly educated. Adult residents in the studytowns in 2000 were more than twice as likely as the overall U.S. population and residentsof similarlysized cities to possess a college degree and seven times more likely to hold a doctorate. * College-townresidents are lesslikely to workin factoriesand morelikely to work in education.Adult residentsof the study towns in 2000 were half as likely as the U.S. population overallto work in manufacturingand nearly four times as likely to work in education. Forty-four percent worked in education in 2000; just 7 percentworked in manufacturing.Many college towns resemble company towns, in that a large percentageof adults work for a single em- ployer.Southern Illinois University,for example,employs 5,019people on its Carbondalecampus, a numberequal to half of the total laborforce in the city (NASULGC 2001). * In collegetowns, family incomesare highand unemploymentis low.In 2000 the averagemedian family income was nearlysi$0,ooo higher in the study towns than in similarlysized cities. Indicativeof the economic stability of college towns are their low unemploymentrates. In April 2002 the five metropolitan areaswith the lowest rates of unemploymentin the United States,and thir- teen of the top twenty-six, were small cities with major universities (U.S. Bureau of Labor Statistics 2002). * Collegetowns are transientplaces. College students move often and usually leave town as soon they graduate.Professors, too, are relativegypsies. Resi- dents of the study towns in 2000 were twice as likelyas the overallU.S. popu- lation to havelived in a differentstate fiveyears before.
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