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COMMUNITY COLLEGE & LOW-INCOME MINORITY STUDENTS.   Term Paper ID:23724 Click to get this paper

Essay Subject: Historical overview of colleges & impact on educational & career accomplishments on poor minorities.... More...

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Paper Abstract: Historical overview of colleges & impact on educational & career accomplishments on poor minorities. Paper Introduction: EFFECTS OF COMMUNITY COLLEGES ON LOW-INCOME MINORITY STUDENTS Introduction The purpose of this paper is to examine existing research related to determining the influence of community colleges on the academic achievement and career development of low-income minority students. To add context to the review, the paper begins with a brief description and historical overview of community colleges in America. Community Colleges: Definition and Historical Overview O'Bannion (1989) states that the community, junior, or technical college--an American educational innovation--offers programs of study leading to two-year associate degrees, certificates, or other academic awards. Known as "two-year colleges," these institutions do not confer bachelor's Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. As noted in the presented overview of community colleges, anothercentral feature of these institutions is that they have ties to communityorganizations, especially businesses because these often play a pivotalrole in supplying students with vocational training. Community Colleges: Definition and Historical Overview O'Bannion (1989) states that the community, junior, or technicalcollege--an American educational innovation--offers programs of studyleading to two-year associate degrees, certificates, or other academicawards. AAD13-56 97) Nollez, K.R. According to Nollez (1995), the findings of diverse studies indicatedthat mandating remedial reading classes has not been practical because ithas created a mismatch between reading instruction and assessmentpractices. Known as "two-year colleges," these institutions do not conferbachelor's (baccalaureate), graduate, or professional degrees; onlyAssociate or two-year degrees. Minority students were more likely todrop out of college without any degree. Paper presented at the National Conference of the AmericanAssociation for Higher Education (Chicago, IL, March 1994). Indeed, in many instances, minority andlow-income students cannot pass the tests even after taking the mandatoryclasses. Pincus (1989) reports that corporations receive economic benefitsbecause contracting with community colleges is often cheaper than providingin-house training for employees. (1989). (1993). These findings clearly show that, overall, the long-term educationalresults of open admissions is mixed. Open admissions and its outcomes:Ethnic differences in long-term educational attainment. (199 ). & Presler-Marshall, E. The NEA Higher Education Journal, 12(1), 113-128. 1224. Low Income, Minority Students Blau and Presler-Marshall (1996) report that minority enrollment atcommunity colleges, especially low-income, minority enrollment isdisproportionately high when compared to four year colleges anduniversities. Almost all of the students believed that the vocationalopportunities given to them by businesses and corporations facilitated thedevelopment of their talents and made them believe that they could andwould be successful in their careers. Pincus, F.L. Most American community colleges are public institutions receivingfunds from state and local sources. These are: openadmissions; a local service region, facilities readily accessible tocitizens, low cost, a comprehensive educational program, diversifiedlearners, commitment to innovation and nontraditional programming, and tieswith community organizations. Contradictory effects of customized contracttraining in community colleges. Eaton, J. This trend, Pincus (1989) statesespecially hard on minority students in that it limits opportunities forupward mobility. Rendon, L.I. In some states community collegeswere established through popular vote. What is needed, Nollez states, is for communitycolleges to implement a policy change within the assessment aspect of theirreading programs, to better mirror their instructional practices. Based on observances, Rendon (1993) concluded that their out-of-classbusiness/vocational experiences helped low-income, minority students tofeel a sense of validation as community members, and as true collegestudents. For example, teachers often find it necessary to sacrifice somecourse topics in order to get in more test practice. (MicrofilmOrder No. (1987). Eaton(1987) states that the increased access beginning with Truman's commissionhas encouraged vigorous expansion for a period of three decades. Such colleges are primarily educational attempts toprovide a direct link between preparatory education and the workplace;however, providing encouragement to students to continue their education atfour year institutions and universities is also an educational goal of mostcommunity colleges (O'Bannion, 1989). ED 371 673).----------------------- 6 (Bjork & Thompson, 1989, p. According to Eaton (1987), this period marked the introduction ofvocational education to the curriculum. Martinez (1993) has reported that most low-income, minority studentsat community colleges need support in academic and career preparationbeyond that needed of other student subgroups. Time to BA, in turn, contributesto minority-white disparities in the likelihood of completing postgraduatestudy. References Bjork, L.G. In theearly 199 s more than 4 percent of all undergraduate students wereenrolled in community colleges; almost 7 percent of these are first-timecollege students. (ERIC DocumentReproduction No. (Masters Thesis, California State University at Long Beach)Masters Abstracts, 32(3), p. AADAA-I95255 5) O'Bannion, T. It can be concluded that the open admissions policies of mostcommunity colleges have increased the enrollment of low-income minoritystudents into higher education; however, the support programs needed forthese students to continue on in their education beyond the associatedegree do not appear to be sufficient. In terms of thepositive effects associated with this practice, it does appear to providestudents with realistic job training and, monetarily, the practice benefitsboth the school and community businesses. They also reported having a deepersense of the fact that they had an inherent capacity to learn and they hadbecome more excited about learning. (1995). In an effort to explore foreffects that pertained to most community colleges rather than to smallsubset of these institutions, the conducted assessment was restricted tostudies which examined for the effects of certain structural and policyfeatures common to most American community colleges. (1993). Regarding the foregoing, it can be noted that one of the central orbasic features of almost all American community colleges is openadmissions. In this regard, Nollez reports that several undesirableinstructional practices were found. The enabling impact of the community college. This need for programs and other activities (e.g., advocacystrategies) that address long-term solutions cannot be overestimated; thisbecause as Bjork and Thompson (1989) note that when the educational systemis considered overall: Analysis clearly indicates that a significant portion of minority cohorts are faring less well than their white counterparts. 2. This claimis based on Rendon's findings in a study that took place at two communitycolleges, one with a predominant minority group of Hispanics, the otherwith a large African American minority group. 4. While the foregoing facts would appear to make the contract trainingendeavor a no-lose situation, Pincus (198 ) states that the trainingemphasis is likely to hurt the colleges by detracting from their alreadyweakened liberal arts and transfer programs. 341) Conclusions The paper presented here examined for the effects of communitycolleges on low-income minority students. Critical Sociology, 16(1), 77-93. The high percentages of low-income minority students highlight theimportance of determining how community colleges are or are not enhancingthe academic and career prospects and achievements of these students.While there are many ways to examine for the effects of community collegeson low-income, minority students, one way is to examine for the effects ofthose features and characteristics common to most all community colleges.The central thrust of this review is comprised of reviewing studies whichhave conducted just such examinations. 3. An exploration of ethnicity and gender factorsin the use of career center services for a sample of community collegestudents. It can be noted here that in more current research, Blauand Presler-Marshall (1996) echo Pincus' sentiments concerning the effectof vocational training in general. However, they point out that most ofthese programs really are short-term strategies aimed at increasing thenumber and success of minority students; the authors report that it isimportant that community colleges not allow their short-term efforts todivert their attention from seeking permanent solutions. Martinez, V.L. It may be concluded that for many schools certain innovativeprograms are assisting low-income, minority students to meet educationaland career objectives; however, all too many of these programs provide onlyshort-term rather than long-term solutions. Therefore, students whohave these styles may have an advantage in answering test questionscorrectly. NY:Longman. One of the primaryproblems is the fact that assessment indices are often irrelevant to theinstructional practices of the school such that even after taking theremedial courses, these students still cannot pass the exam set as thecriterion for an acceptable reading standard. In an effort to determine the effects of such remedial programs andthe assessment indices used to mandate that these program are taken,especially the effects on low-income minority students, Nollez (1995)conducted an extensive literature review of: (1) practices involvingreading pedagogy; and (2) the analysis of assessment practices, includingthe state of the art of assessment used in reading programs on the collegelevel. Interviews weretranscribed, initial impressions and themes were catalogued usingHyperQual, and data were analyzed with inductive methods. Community colleges also benefit becausethey receive increased revenue and increased political support fromcorporations. Education and Urban Society, 21(3), 341-351. Contract Training also appears to have very powerful effects onstudents' psychoemotional status regarding their ability to succeed both atschool and at their careers. Based on their data, Lavin and Crook (199 ) stated that a process ofcumulative disadvantage appears to depress the attainment of minoritystudents: weak high school preparation, community-college entry, and full-time employment while in college reduce BA attainment chances and increasethe time needed to complete the degree. Journal ofEducation, 98(4), 389-425. Minority entrants who did receive diplomas more often earnedassociate degrees than did whites who went on to four year institutions toreceive higher degrees; overall 66 percent of blacks and Hispanics neverwent beyond the associate level, compared with only 4 percent of whites.Whatever the undergraduate degree received, typically it took minoritystudents longer to earn it; subsequently, they were less likely to be foundamong the ranks of master's or advanced degree holders. (1989). (Microfilm Order No. & Thompson, T.E. EnglewoodCliffs, NJ: Prentice-Hall. Blau, J.R. (1996). The nest generation of faculty:Minority issues. In this regard,Pincus (1989) has noted that community colleges have developed customizedcontract training agreements between community colleges and corporations inorder to provide students with real-life, on-the-job training experiences. For this reason, almostevery community college in the United States has special remedial classeswhich must be taken if students fail to meet the standards set by thecollege for basic levels of reading, math, and so forth; and in most casesthese standards consist of the student's ability to pass a standardizedreading and/or math test. Community colleges offer education geared to the needs of learnersand their communities. According to Lavin and Crook (199 ), official CUNY records and socialsurvey data indicated that large proportions of graduates took 6+ years toearn a Bachelor of Arts (BA) degree. (1989). For example, African-American students comprise 1 percentof the student body at community colleges, while they only comprise 8percent of the student body of four year institutions. It can be concluded that a primary vocational practice of mostcommunity colleges, namely allowing students on-the-job experience throughcontract training, has both positive and negative effects. In this regard, Bjork and Thompson (1989) report that many communitycolleges do succeed in their efforts. Though the open admissions policy doesnot entirely overcome the effects of early disadvantages, it does createopportunities that are well used by many but which could also be betterused, especially if other policies were put into place to support studentsto continue on in their educational attainments and to shorten the time-span necessary to obtaining their degrees. The overall effect ofcustomized contract training is, Pincus concludes, to push theseinstitutions further in the direction of becoming primarily vocational,rather than educational, institutions. In 1947, President Harry Truman's Commission on Higher Educationadvocated increased access to postsecondary education and called fortuition-free, public, two-year community colleges (Eaton, 1987). Another common feature of most community colleges is the use ofinnovative programs specifically designed to help minority students advancethrough the college itself and then beyond it to higher educational levels. Their failure to pass the tests means that they cannot embark on asuccessful college career. A comprehensive historical overview of the community college has beenprovided by Eaton (1987) who reports that the community college wasoriginally conceived as an upward extension of secondary education and as adownward extension of the university. However, its weaknesses include a weakeningof liberal arts and transfer programs, the tendency of low-income, minoritystudents to be overrepresented among students opting for vocationaltraining, and a subsequent limit on these students opportunities for upwardmobility. Lavin and Crook (199 ) attempted to assess for the effects ofopen admission on low-income, minority students using a large sample (N =5, ) of students drawn from the nine baccalaureate institutions and eightcommunity colleges comprising the City University of New York (CUNY). (Doctoral Dissertation, Columbia University TeachersCollege) Dissertation Abstracts International, 56(4-A), p. Based on the reviewedstudies, the following conclusions can be formulated: 1. In 1917 there were five accredited United States junior colleges; in192 there were more than 2 . Black and white students intwo year colleges. This is an important fact because,as noted by Bjork and Thompson (1989), if minority students are notencouraged to continue their education, the great bulk of the faculty atmost two- and four-year institutions are going to be predominately whitemales. In addition to the foregoing, Nollez (1995) notes that many collegesutilize standardized reading exams which, for a variety of reasons, aredifficult for minorities to pass. Methods used in the research involved conducting focus groups with 3-6 students per group with a total of 49 students. On the other hand, Rendon (1993) reports that allowing students towork in real-life businesses can have a powerful influence on them, onethat actually makes them want to become more powerful learners. & Crook, D.B. Lavin, D.E. EFFECTS OF COMMUNITY COLLEGES ON LOW-INCOME MINORITY STUDENTS Introduction The purpose of this paper is to examine existing research related todetermining the influence of community colleges on the academic achievementand career development of low-income minority students. O'Bannion (1989) reports that despitea good deal of variance in policies and practices, community colleges, ingeneral, have eight distinguishing characteristics. It can be concluded that the practice of mandating that low-income minority students take remedial courses if they fail to meet setstandards may be problematic for these students. Also, reading andtest experts agree that any instrument is necessarily skewed toward one ormore kind of intellectual and cognitive styles. 774. Transformation of other types ofinstitutions, such as business schools, into two-year colleges and thedevelopment of junior colleges as part of universities spurred furthergrowth. Transforming at-risk students into powerfullearners. Gatekeepers of reading and their impact onstudents' success. At each juncture in the education system more minorities fail, reducing the number that advances to succeeding levels, thus seriously diminishing the number of students completing doctoral degree programs and reducing the pool of potential faculty. To add context tothe review, the paper begins with a brief description and historicaloverview of community colleges in America. Innovation in the community college. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.