Marginalized Students E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B CC Single Issue Community Colleges
• Sprache: Englisch

Seitenzahl: 184

Veröffentlichungsjahr: 2011

Beschreibung

Gone are the days when the term diversity may have been usedto solely signify the color of one's skin or gender. This volumeexamines how diverse and marginalized populations aresituated within American community colleges amd pushes theboundaries of our understanding of these terms. The editors and contributing authors examine various studentgroups as well as give voice to the marginalization felt by a groupof faculty. Topics include: * Examining the concept of student marginalization through aframework based on Dewey's 1916 work, Democracy andEducation * Experiences of Adult English as Second Language learners * Seeing the community college environment through the eyes ofstudent athletes * Current research on lesbian, gay, bisexual, transgender, andqueer (LGBTQ) community college students and the need for more * Student Veterans * Underprepared college students * and community College faculty in correctionalinstitutions. The volume concludes with key resources for anyone who workswith or researches marginalized populations. The resources includesources for further reading, existing organizations serving variousmarginalized groups, and some possible funding opportunities. This is the 155th volume of the Jossey-Bass quarterly reportseries New Directions for Community Colleges.Essential to the professional libraries of presidents, vicepresidents, deans, and other leaders in today's open-doorinstitutions, New Directions for Community Collegesprovides expert guidance in meeting the challenges of theirdistinctive and expanding educational mission.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editors’ Notes

Chapter 1: Deweyan Democratic Learning Communities and Student Marginalization

Student Marginalization

John Dewey and Democracy and Education

Recommendations

Conclusion

Chapter 2: Noncredit to Credit Transitioning Matters for Adult ESL Learners in a California Community College

The Issue in Context

The Sunkist Study

Implications and Recommendations

Conclusion

Chapter 3: Developing an Institutional Culture toward Degree Attainment for Student Athletes

Student Athletes as Marginalized Students

Methods: Case Selection and Sample

Institutional Case Studies

Conclusion

Chapter 4: A Primer on LGBTQ Students at Community Colleges: Considerations for Research and Practice

LGBTQ Identity and Unlearning Falsehoods

Negative LGBTQ Affect and Campus Climate Concerns

From Theory to Practice: Sexual Identity Development and Student Support Services

Petitioning Future Research

Stepping Up Student Support Services for LGBTQ Collegians

Conclusion

Chapter 5: Student Veterans and Community Colleges

Higher Education and the Military

Student Veterans and Community Colleges

Conclusions and Recommendations

Chapter 6: Beyond Remedial Dichotomies: Are ‘Underprepared’ College Students a Marginalized Marjority?

Definitions of and Variation Within and Outside the Remedial Student Status

Ambiguity at the Margins

Experiences of Students at the Margins of the University

What Works and Doesn’t Work: Recent Remedial Interventions and Their Impact

Conclusion

Chapter 7: Borderland Stories about Teaching College in Prison

An Overview of College Programs in Prisons

The Prison Educator Experience

Two Useful Conceptual Frameworks

Recommendations

Conclusion

Chapter 8: Key Resources on Marginalized Students

LGBT Students on Community College Campuses

Student Athletes

Academically Underprepared Students

Veterans

Noncredit ESL

Students in Prison

Index

MARGINALIZED STUDENTS

Elizabeth M. Cox, Jesse S. Watson (eds.)

New Directions for Community Colleges, no. 155

Arthur M. Cohen, Editor-in-Chief

Richard L. Wagoner, Associate Editor

Gabriel Jones, Managing Editor

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Editors’ Notes

Berta Vigil Laden’s (2004) edited volume New Directions for Community Colleges: Serving Minority Populations acts as the cornerstone for this volume. The collected chapters put forth by Vigil Laden cataloged a growing conversation about diversity in community colleges. We are taking advantage of that space and offering the next iteration of this conversation regarding diversity, minority populations, and those whose voices have been marginalized. For all of the authors in this volume, diversity means more than race and ethnicity. Community colleges are the postsecondary home for immigrants, adult students, and others who see the American community college as the institution providing access and opportunity. Thus, in today’s college environments, diversity also includes attributes such as gender, age, physical ability, sexual orientation, and academic ability. “Community colleges can truly become democracy’s college by assuring that all groups have a central place in the organizational life of the institution” (Rhoads & Valadez, 1996, p. 217).

The American community college has been known by many names, including junior college, city college, technical institute, and even democracy’s college. “People’s college” (Cohen & Brawer, 2008) resonates with us and adds to the foundation of this volume. The title of people’s college leads us to think of a place where anyone can be accepted and educated. Statistics bear this out, as community colleges serve 46 percent of all undergraduates in the United States, including large numbers of minority student populations—55 percent of Hispanic undergraduates, and 46 percent of Black and Asian/Pacific Islander undergraduates (American Association of Community Colleges, retrieved September 25, 2008). As Vigil Laden (2004) noted, “At the beginning of the twenty-first century, community colleges continue to exemplify historical American core values of providing educational access and opportunity to all citizens and residents” (p. 1).

Our principal intent for this volume is to examine how diverse and marginalized populations are situated within American community colleges. The chapters examine various student groups, which one would expect, but also included is a chapter giving voice to the marginalization felt by a group of faculty. It is through this expanded view that our second purpose of the volume is situated—to push the boundaries of our understanding of the terms diverse and marginalized. Gone are the days when the term diversity may have been used to solely signify the color of one’s skin or gender.

This volume is useful for a variety of audiences and, we believe, particularly for those working with marginalized groups on community college campuses: college presidents, administrators, policy makers, faculty, university leaders, and administrators, as well as community leaders, activists, and other educational providers. Policy and decision makers at multiple levels may also benefit from this volume through becoming better acquainted with marginalized constituent groups and their needs within their districts. University educators and researchers with an interest in issues involving community colleges and diversity will utilize this volume as another piece of the community college knowledge base and a launching point for subsequent lines of inquiry.

The opening chapter, “Deweyan Democratic Learning Communities and Student Marginalization,” by Clifford P. Harbour and Gwyn Ebie, addresses the concept of student marginalization through a framework based on Dewey’s 1916 work, Democracy and Education. The application of Dewey’s framework lays a strong foundation on which to situate the remainder of the volume.

The next two chapters highlight groups of students who are found on many community college campuses. Liza Becker outlines the experiences of Adult English as Second Language learners and how they may be and subsequently feel marginalized during the transition phase in their academic programs. David Horton Jr.’s chapter explores the community college environment through the eyes of student athletes and explains how even though they may seem privileged, athletes, too, may feel marginalized from the rest of the student population.

Eboni M. Zamani-Gallaher and Dibya Devika Choudhuri present a review of available literature that addresses the uniqueness of community college environments and how they are not as inclusive of sexual minorities as one might think. The authors also point out the lack of research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) community college students and provide suggestions for research as well as practical recommendations for those working in the field.

The “Student Veterans and Community Colleges” chapter is very timely in that many community college campuses are experiencing a significant increase in the number of veterans returning from active duty in places such as Afghanistan and Iraq. As these veterans are exchanging their boots for books, the authors shed light on the ways that even these former warriors may feel marginalized and isolated and how community colleges can take steps to develop a more welcoming environment.

In her chapter “Beyond Remedial Dichotomies: Are ‘Underprepared’ College Students a Marginalized Marjority?,” Regina Deil-Amen investigates the way that institutional labeling as either remedial or nonremedial not only marginalizes students but also serves to reinforce an outdated, dichotomous model of remediation. Deil-Amen furthers the argument by positing a broader model that encompasses all underprepared students in community colleges.

Susanna Spaulding studies an often-overlooked community college population in “Working in a Borderland: Stories about Teaching College in Prison.” This chapter invites the reader to consider the experience of being a part-time faculty member who also has to venture into the confines of the correctional facilities. The author addresses the experience of dual marginalization as well as discusses the importance these faculty place on the role they play in their student inmates’ lives.

In the final chapter, Susana Hernandez and Ignacio Hernandez present some key resources for anyone who works with or researches marginalized populations. The resources include sources for further reading, existing organizations serving various marginalized groups, and some possible funding opportunities.

As the population of the United States further diversifies, community colleges will continue to be the institution of choice for those looking to find their piece of the American dream. Yet in order to truly be the “people’s college,” community colleges must continually reexamine their environments to ensure that all who attend are welcomed in to an inclusive environment. It is our hope that this volume can serve as a useful resource in future endeavors for change and support.

Elizabeth M. Cox and Jesse S. Watson

Editors

References

American Association of Community Colleges. Who We Are. Retrieved August 1, 2011, from http://www.aacc.nche.edu/About/Who/Pages/default.aspx.

Cohen, A. M., and Brawer, F. B. The American Community College (5th ed.). San Francisco: Jossey-Bass, 2008.

Rhoads, R. A., and Valadez, J. R. Democracy, Multiculturalism, and the Community College: A Critical Perspective. New York: Routledge, 1996.

Vigil Laden, B. (ed.). Serving Minority Populations. New Directions for Community Colleges, no 127. San Francisco: Jossey-Bass, 2004.

1

Deweyan Democratic Learning Communities and Student Marginalization

Clifford P. Harbour, Gwyn Ebie

Community college faculty and staff committed to the eradication of student marginalization may use a variety of contemporary strategies to address this form of oppression. We seek to complement these strategies by showing how the work of John Dewey may be used to justify the creation and development of democratic learning communities fundamentally opposed to student marginalization.