Community Colleges

With the federal government's emphasis on workforce development, U.S. community colleges have become important entities in the national policy agenda and have taken on renewed importance to states. This book provides a critical analysis of various federal, state, and institutional policies affecting community colleges at the start of the 21st century. Addressed to anyone interested in the future of the community college, the book examines the national historical and cultural policy context affecting community colleges, including federal policies, state governance structures, and the impact of globalization. At the state level.

This reference provides a comprehensive treatment of all aspects of the community college in America. The volume contains broad sections on the historical development of community colleges, their mission and functions, curriculum and instruction, managerial concerns, financial issues, human resources, faculty, students, and the context in which they operate. Roughly 50 chapters, prepared by expert contributors, summarize and synthesize available research on particular topics and discuss those issues critical to the future of the community college in America. Each chapter provides detailed, bibliographic references and the volume concludes with an informative, bibliographical essay. A massive synthesis of research on theory and practice, this reference will be valued by everyone interested in the past, present, and future of the community college in America.

In the twentieth century, Americans have increasingly looked to the schools--and, in particular, to the nation's colleges and universities--as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college--which now enrolls more than four million students in over 900 institutions--is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma--and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.

Drawing extensively from critical educational theory, feminist perspectives and the writings of community college insiders as well as from her three years of classroom research, Professor Herideen develops the concept of Critical Mainstreaming. This model is designed to maximize both critical thinking and career success for nontraditional students.

Public junior colleges grew rapidly between 1900 and 1940. During that time, a group of nationally prominent leaders argued that the junior college should provide a terminal education and preparation for semiprofessional careers. Frye argues that this national vision of the junior college was frustrated by the goals and aspirations of the students, who saw the junior college as a point of access to higher social status through further education. Drawing on a range of sources, Frye demonstrates the impact of changing social values and demographic patterns on the evolution of the junior college during this period.

Based on the most extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction.

Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching -- such as personnel policies, instructor training, and the culture established by administrators -- only then will they be able to carry out successfully their many roles both in mainstream education and in workforce development.

Timely, authoritative and practical material for effective faculty evaluation and professional development within the two-year college systems.

Two-year colleges are often the most financially, geographically, and academically accessible means of higher education for ethnic minorities and women. This book examines five types of two-year special focus schools. Within each chapter, the contributors, all scholars of education, cover the same topics: the history of each type of school; case studies of exemplary institutions to illustrate how a particular type of college serves its students; and an analysis of the school's contribution to the education of its particular student body. The book concludes with a discussion of why these schools work, and how predominantly white male focused schools can improve their services for minorities.