Living Below the Policy Line: Black, Rural Students’ Laboring Practices for Accessing College

The college access policy landscape across Alabama, U.S., has gained traction in K-12 schools and higher education institutions over the last few years. In Spring 2021, the Alabama State Board of Education approved a resolution to require all seniors to complete the Free Application for Federal Student Aid (FAFSA). In Fall 2025, the state began implementing its Alabama Direct Admission Initiative, a partnership between dozens of 2-year and 4-year in-state institutions to streamline college application processes for all seniors. Advocates of both anticipate an increase in college enrollment, particularly for students who have previously faced issues with financing postsecondary education. Despite such policies and initiatives, Black, rural students in Alabama still face unique challenges to college access. This paper addresses the following questions: How do Black, rural students access postsecondary education in Alabama? How do Black, rural students perceive and experience college access policies? What role does policy enactment play in Black, rural students’ college access experiences? Using a multi-site case study approach, we present insights gleaned from 16 virtual focus groups with students across five higher education institutions in Alabama. Findings from this study highlight how Black, rural students engage in three types of labor associated with college-going: assessment labor, simulation labor, and capacity-building labor.