Abstract
This article examines how the broader political-educational climat in the United States impacts the presence of writing centers on university campuses as well as the shape(s) those writing centers take Using a representative sample of nearly 400 accredited institutions, th researcher explores the relationship between individualized writin support offered on university campuses and stratification of education opportunities in the U.S. Through an examination of such variable of university structure as enrollment size, sector (public, private, or for-profit), institutional type, and location, the researcher correlates the structure of writing centers to the structure of their surroundin institutions. Ultimately, the essay suggests that universities' differen approaches to supporting student writing are reflective of the larger legislative environment in the U.S. as well as what the universit perceives its role to be in relation to its students.