In today’s shifting cultural and political landscape, higher education is both a promise and a lightning rod. The long-term value of a college credential is well documented – and continues to anchor many recruitment campaigns: higher lifetime earnings, stronger health outcomes, greater civic engagement and upward mobility. Yet despite these benefits, colleges and universities across the country are experiencing concerning enrollment decline from key populations: particularly men and rural students. Less than one-third of rural residents aged 18 to 24 are enrolled in higher education, and according to Pew Research, just 39% of young men who completed high school are now enrolled in college—a near 10% drop from a decade ago.  

These trends are not solely the result of demographic shifts or economic pressures. Increasingly, they reflect a broader cultural and ideological divide: a widening gap between the value institutions believe they provide and the level of trust some communities place in the institutions themselves.  

Understanding the divide

It’s tempting to approach the issue of declining enrollment with purely rational arguments—and the evidence supporting the value of higher education remains compelling. But for many prospective students and families – particularly men and rural residents – the barriers are often rooted less in economics than in culture, identity, and trust.  

Within some communities, higher education is increasingly perceived as disconnected from everyday realities and values. Prominent media narratives, political rhetoric, and online commentary often frame colleges and universities as elitist, ideologically rigid, or even adversarial to their values. They amplify narratives that question not just the price tag or job outcomes, but the fundamental belief that education is a societal good. These messages can deepen skepticism and particularly in communities that already feel economically or culturally overlooked, create a sense of “us versus them.” As a result, the decision to not pursue higher education may feel less like a financial choice and more like a cultural one.  

The impact on—and beyond—campus

In many rural areas, and among many men, college is not just seen as unnecessary—it’s perceived as incompatible with how they see themselves and their family support systems. The challenge is not simply access – it’s the perception that pursuing higher education may require distancing oneself from the people and places that shaped them. Rural students often face geographic, financial, and social hurdles to enrollment and persistence that continue to widen the access gap.  

The implications extend far beyond campus. Beyond the growing strain on institutions to fulfill enrollment goals, rural communities will feel the eventual economic and social impact of large swaths of the population opting out of higher education. Institutions must now face a difficult truth: the value of higher education, no matter how well substantiated, is irrelevant if people don’t believe in it. It’s time to reimagine how that value is communicated—and delivered—to those who currently feel left out. Institutions that fail to acknowledge these concerns risk widening the disconnect.  

The implications extend far beyond enrollment targets. Communities with declining participation in higher education may experience long-term economic and workforce challenges, reduced civic engagement, and fewer pathways to upward mobility.  

This presents higher education leaders with a difficult but necessary realization: even when the value proposition is strong, it loses impact if audiences no longer trust the institution delivering it.  

Rebuild trust through listening

Addressing this challenge requires more than defending the value of higher education through a purely fiscal lens. They must earn back the trust of the communities that are tuning them out. This work begins with listening— Colleges and universities should invest time in understanding how skeptical or underserved audiences perceive higher education—and why. Institutions must also recognize that traditional two- and four-year pathways are not the right fit for every learner, nor should they be framed as the only definition of success.  

This does not mean abandoning academic rigor or institutional mission. It does mean being more mindful of how those ideals are expressed—and how some messages may unintentionally alienate the very students institutions hope to serve.  

A new kind of outreach

Re-engaging male and rural audiences may require institutions to rethink both recruitment strategy and messaging. For rural prospects, attending college often means leaving their hometowns, families, and support systems. The institutions that promise opportunities are the same ones that strip away the social structures that define them.  

Trusted voices matter. Colleges can explore partnerships with coaches, faith leaders, union representatives, local employers, and even online influencers who speak authentically to these audiences. These partnerships can help institutions cut through skepticism and deliver messages from voices students already trust.  

Recruitment messaging also deserves renewed attention. Campaign messaging that emphasizes belonging, purpose, contribution, and local impact may resonate more than generic promises of prestige or future earnings. Elevating success stories from non-traditional students, veterans, first-generation learners, and tradespeople can showcase how education can enhance—not erase—their identities. And showcasing all definitions of success, not just corporate or academic careers, but roles that contribute meaningfully to communities: small business ownership, skilled trades, agriculture, public safety, and more can mitigate perceptions of elitism.  

Moving forward

Reversing the enrollment decline among men and rural residents won’t happen overnight. By recognizing the roots of mistrust and shifting gears on recruitment messages, colleges can begin to close the gap. But institutions that approach the challenge with humility, empathy, and a willingness to adapt will be better positioned to reconnect with audiences that increasingly feel overlooked or unconvinced.  

The value of higher education remains real. The challenge for today’s institutions is ensuring that value feels credible, accessible, and relevant to the communities they seek to serve.  

To do that, colleges and universities must help students see themselves not only on campus, but as valued contributors to their communities before, during, and after graduation.