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1.
In this article we report on our review of articles published in the Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding certain underrepresented populations. Using the data and perspectives provided by CCJRP contributors, we show how dominant culture privilege and assimilation characterize various aspects of community college culture. We also identify specific problems noted by CCJRP contributors and describe their recommendations to counter the marginalization and underrepresentation of selected racial, ethnic, and cultural minorities on campus.  相似文献   

2.
An examination of titles and abstracts of the 491 articles published in the Community College Journal of Research and Practice (CCJRP) between 1990 to 2000 resulted in a collection of 26 articles to base a systematic review of the literature regarding women in two-year colleges. Several themes emerged concerning women's participation and uniqueness in the community college, services designed to meet the needs of women, and ways in which the community college can grow to more fully represent and support women. Basic suggestions for improving research designs, methodologies, and reporting of studies on women are included.  相似文献   

3.
ABSTRACT

Historically, community colleges and those they serve have been relegated to the margins of academe. Community colleges’ critics argue that students starting at two-year institutions are less likely to earn bachelor’s degrees and have lower student outcomes. This CCJRP Exchange Article draws upon counternarratives in highlighting multiple truths of the community experience through use of scholarly personal narratives (SPN) of those that moved in, through and out the community college to the PhD. The faculty member and doctoral students reflect on how their community college experiences influenced their career trajectories. Further, implications for community college practice, policy, and research are shared as the authors make a case for applying SPN in an effort to see community colleges as sites of deep growth that have lasting effects on the personal and professional lives of their students.  相似文献   

4.
Latinos are being educated in American colleges and universities in greater numbers than ever before. Yet, despite the increases in population growth, Latinos are still falling behind. Little attention has been given to the experiences of Latino males enrolled at the community college. However, research shows that it is the community colleges in which a large portion of the college-going Latino population is enrolled. The purpose of this qualitative study is to examine how community colleges can increase Latino male engagement in the quest to promote their academic persistence. Findings suggest these 12 Latino men are faced with unique circumstances (familial commitment, employment, peers) both on and off campus that impedes their involvement. Institutions of higher education are encouraged to be more supportive by offering opportunities for engagement that are sensitive to lifestyle of these participants in order to maintain their enrollment.  相似文献   

5.
This article reports the results of a review of research published in the Community College Journal of Research and Practice from 1990-2000 regarding the African-American experience in community colleges. The authors found three major themes related to articles published over the 10-year period: (a) environmental factors related to student success, (b) the need for faculty diversity, and (c) race and community college administration. The authors found that more research needs to be done to understand and improve the African-American experience in community colleges.  相似文献   

6.
In this article, we present a new critique of the Completion Agenda as inscribed in Reclaiming the American dream, a policy document published in April 2012 by the American Association of Community Colleges. Our critique is grounded on the premise that community colleges should improve completion rates, but this should be motivated by a desire to empower students and prepare them for a richer life in an evolving democracy and not simply satisfy the national economic objectives commonly offered to justify the Completion Agenda. Accordingly, following our critique, we outline an alternative vision based on a text in the literature of democracy as problem solving, a body of work that remains largely unacknowledged in higher education research and scholarship. We specifically focus on Briggs (2008) who found that six different global communities were successful in addressing serious social and economic problems through an organic process grounded in a nontraditional view of democracy. Using Briggs’ work as a model, we propose that community colleges adopt a new vision that prioritizes the empowerment of students and their communities.  相似文献   

7.
高职院校社团文化软实力建设具有实践意义、时代意义和精神文明建设的重要意义。高职院校社团文化软实力建设中存在的问题可以运用文化管理的对策来解决。研究表明通过文献研究法和行动研究法等研究方法,整合战略态势分析法(SWOT分析法)、软管理、权变管理、霍兰德职业测验等多种方式进行文化管理,可以使高职学生社会角色人格化,并且富有特色的高职院校学生社团文化已经成为高职院校文化软实力建设的核心内容。  相似文献   

8.
The growing U.S. Latino dispersal is allowing for more interactions between students of Spanish and native Spanish speakers. By working with Latino community members, Spanish instructors help meet the standards for foreign language education developed by the American Council on the Teaching of Foreign Languages. This article describes 2 projects. In the first, students of Spanish and Latinos come together. Students tutor adult Latinos in ESL, math, and GED and citizenship preparation courses, whereas Latinos help students develop their conversational skills. In the second project, students visit local Latino businesses to make cultural comparisons and learn how Latinos enrich the community.  相似文献   

9.
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11.
“Get ready, get in, and get through.” Latino adolescents and young adults are enrolling in the nation’s colleges and universities at record numbers. However, completion rates of Latinos range from 8% to 25%. We examined individual rather than organizational factors shown to influence Latino student post-secondary levels of success. Influences include academic experience; demographic, personal, and family characteristics; and cultural factors. Four colleges that have specifically addressed success were selected to show how programs link individual factors with success. Implications for the findings are discussed.  相似文献   

12.
The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.  相似文献   

13.
Articles by psychologists in Tientsin, Lanchow, Peking, and Shanghai, proposing reforms in the teaching of psychology in colleges, have already been published in this volume. In this article we present a comprehensive report of such activities as teaching and scientific research undertaken by psychologists at many colleges and universities throughout the country. Our purpose here is to promote the mutual exchange of ideas among psychologists.  相似文献   

14.
This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.  相似文献   

15.
The utilization of loans by community college students is a contentious issue. In this article we broadly examine issues related to borrowing by community college students, giving attention to how loans can help, as well as hinder, borrowers at these institutions. Despite increased rhetoric about the perceived student loan crisis, caution is warranted before jettisoning student loans as a tool for access and completion at community colleges. Instead, we suggest that a more nuanced approach, aimed at helping students understand and manage their loans, is in the best interest of students and the college. Our recommendations are intended to help community colleges increase the number of borrowers who earn a credential and reduce the number who default.  相似文献   

16.
Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and academic variables. Asian American students also attend more selective institutions than White students. Results for African-American students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average. When we exclude students who attend historically Black colleges and universities, however, African-American students attend significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous academic courses than Whites.  相似文献   

17.
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18.
ABSTRACT

Community colleges are often boxed into university models despite the unique nature of their institutional missions and student populations. We believe community colleges need to develop their own models, rooted in their distinctive missions, to encourage student success. We illustrate this through our experience with a short-term research assistantship program. The program created a brief, but important, way to enhance the student–professor relationship and engage students in applied research practices. It also provided a resource to assist community college faculty in conducting their own, original research. We hope others will not only develop similar programs, but perhaps more importantly, that this article will spur bottom-up, creative thinking to engage time-constrained, community college students in meaningful ways.  相似文献   

19.
高职学生专业课学习现状及对策探析   总被引：1，自引：0，他引：1  
我国的高职院校办学以来,为社会培养了大批“应用型”技能人才,由于高职学生的文化素质参差不齐。其中部分学生存在学习障碍,这对高技能人才的培养是极为不利的,也是摆在我们面前急需解决的问题。  相似文献   

20.
Pat Pridmore 《Prospects》1995,25(4):707-722
Conclusion This article highlights the inadequacy of the current model of schooling delivered to Basarwa children in Botswana, and contends that their education should be reevaluated from a cultural viewpoint. Children and teachers are enmeshed in a dynamic, cultural, social and political web, and there are serious language and cultural barriers to learning. These barriers underscore the need for a bilingual, multicultural model of education to affirm and strengthen the culture of the child. The high mobility of the Basarwa demands a flexible, less formal model of schooling and training of teachers from within the Basarwa culture. An innovative curriculum is needed, building on traditional Basarwa pedagogy and world view to develop skills needed to gain greater equity. The approach to health education known as Child-to-Child has considerable potential for curriculum development. Until a more relevant educational model is available Basarwa children will continue to be disadvantaged. A lecturer in education and development at the University of London Institute of Education, where she is responsible for advanced diploma and masters courses in health education and promotion. She is a qualified school-teacher and nutritionist, with more than ten years' experience in higher education and in community development for health in West and East Africa. She is conducting research in health through schooling, and will complete her Ph.D. thesis on ‘Children as health educators’ in 1995. She has a special interest in participatory research methods and gender issues, and is married with four children.  相似文献   

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