Yi‐Lee Wong
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0008
- Subject:
- Political Science, Comparative Politics
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They ...
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This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.Less
This chapter focuses on some so-called middle-class losers: seventeen students of a middle-class origin selected from a qualitative study of community-college students in contemporary Hong Kong. They all failed in their previous attempts to follow a traditional route to a local university—passing the required local public examinations—and instead chose an unconventional alternative that became available in Hong Kong in 2000, studying for an associate degree in community college, in the hope that they would transfer later to a university. Based on their personal accounts of educational achievements and failures, the chapter explores the role of emotion in their educational careers to see what we can learn from them in understanding educational inequality.
Charles A. Zappia
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199790562
- eISBN:
- 9780199896820
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199790562.003.0029
- Subject:
- History, American History: 20th Century
This chapter focuses on “the purest teaching institutions in the world of higher education: the community colleges.” A professor in one of those colleges, the author here, narrates the inclusion of ...
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This chapter focuses on “the purest teaching institutions in the world of higher education: the community colleges.” A professor in one of those colleges, the author here, narrates the inclusion of these teachers in the early 1990s and efforts by the Organization of American Historians, beginning at the end of that decade, to break down walls between community college historians and other members of the historical profession.Less
This chapter focuses on “the purest teaching institutions in the world of higher education: the community colleges.” A professor in one of those colleges, the author here, narrates the inclusion of these teachers in the early 1990s and efforts by the Organization of American Historians, beginning at the end of that decade, to break down walls between community college historians and other members of the historical profession.
Charles Dorn
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780801452345
- eISBN:
- 9781501712616
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801452345.003.0011
- Subject:
- Education, History of Education
This chapter explores community colleges. The community college is the workhorse of American higher education—and it has never been more popular. Yet community colleges have received relatively ...
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This chapter explores community colleges. The community college is the workhorse of American higher education—and it has never been more popular. Yet community colleges have received relatively little attention from historians, an unfortunate shortcoming both because the community college is the single form of higher education that Americans can lay legitimate claim to having “invented” and because the institution has undergone a remarkable historical transformation. Beginning in the early twentieth century as “junior colleges,” community colleges were designed to provide the first two years of undergraduate study leading to the bachelor's degree. Over time, however, many became training grounds for individuals seeking occupational certification while also serving as resources for small-business development and agents of small-scale technology transfer. The chapter then looks at the cases of the Community College of Rhode Island and Santa Fe Community College to illustrate how a rising ethos of affluence guided the transformation of community colleges.Less
This chapter explores community colleges. The community college is the workhorse of American higher education—and it has never been more popular. Yet community colleges have received relatively little attention from historians, an unfortunate shortcoming both because the community college is the single form of higher education that Americans can lay legitimate claim to having “invented” and because the institution has undergone a remarkable historical transformation. Beginning in the early twentieth century as “junior colleges,” community colleges were designed to provide the first two years of undergraduate study leading to the bachelor's degree. Over time, however, many became training grounds for individuals seeking occupational certification while also serving as resources for small-business development and agents of small-scale technology transfer. The chapter then looks at the cases of the Community College of Rhode Island and Santa Fe Community College to illustrate how a rising ethos of affluence guided the transformation of community colleges.
Carl Ratner
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780195373547
- eISBN:
- 9780199918294
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373547.003.0055
- Subject:
- Psychology, Social Psychology
Concrete, political features of contemporary culture are articulated. A key example is the formation of the community college system in the United States. The political economic character and ...
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Concrete, political features of contemporary culture are articulated. A key example is the formation of the community college system in the United States. The political economic character and function of this system is related to the educational psychology of students. Concrete culture today is capitalist. Features of capitalist culture are explored. Its class structure is emphasized. The importance of this for psychology is explored. A concrete feature of contemporary capitalism is consumerism. Consumerism is presented as a concrete cultural factor whose effects on psychological phenomena are explored. Consumer psychology is presented as concrete cultural psychology that recapitulates consumer capitalism. Consumer psychology is shown to include a set of perceptions, sensitivities, sensations, reasoning, memory, self, and sexuality which all bear concrete features of consumer culture.Less
Concrete, political features of contemporary culture are articulated. A key example is the formation of the community college system in the United States. The political economic character and function of this system is related to the educational psychology of students. Concrete culture today is capitalist. Features of capitalist culture are explored. Its class structure is emphasized. The importance of this for psychology is explored. A concrete feature of contemporary capitalism is consumerism. Consumerism is presented as a concrete cultural factor whose effects on psychological phenomena are explored. Consumer psychology is presented as concrete cultural psychology that recapitulates consumer capitalism. Consumer psychology is shown to include a set of perceptions, sensitivities, sensations, reasoning, memory, self, and sexuality which all bear concrete features of consumer culture.
Andrew Weaver and Paul Osterman
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780262019927
- eISBN:
- 9780262319126
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262019927.003.0003
- Subject:
- Business and Management, Innovation
This chapter draws on results from chapter 2 and additional fieldwork to suggest policy responses to the state of employment skills demands in blue-collar manufacturing. The authors argue that ...
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This chapter draws on results from chapter 2 and additional fieldwork to suggest policy responses to the state of employment skills demands in blue-collar manufacturing. The authors argue that strengthening labor market intermediaries, improving community college and high school performance, and reducing volatility in manufacturing employment will stimulate the flow of new employees. The new skill production system in the US places training outside the firm, meaning that intermediary institutions need to play the roles that in-house actions once did. The chapter gives examples of employer-driven, workforce board, and non-profit intermediaries as well as successful community college models.Less
This chapter draws on results from chapter 2 and additional fieldwork to suggest policy responses to the state of employment skills demands in blue-collar manufacturing. The authors argue that strengthening labor market intermediaries, improving community college and high school performance, and reducing volatility in manufacturing employment will stimulate the flow of new employees. The new skill production system in the US places training outside the firm, meaning that intermediary institutions need to play the roles that in-house actions once did. The chapter gives examples of employer-driven, workforce board, and non-profit intermediaries as well as successful community college models.
Robert Cherry and Robert Lerman
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814717189
- eISBN:
- 9780814769904
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814717189.003.0006
- Subject:
- Political Science, American Politics
This chapter focuses on the general education policies at community colleges. Left liberals underline the need to provide access to four-year degree programs for everyone, as they fear that shorter ...
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This chapter focuses on the general education policies at community colleges. Left liberals underline the need to provide access to four-year degree programs for everyone, as they fear that shorter occupational programs will drive students into low-wage, dead-end jobs. However, left liberals often ignore important unintended consequences: if public colleges do not provide these occupational programs, many students will choose to go to for-profit proprietary schools. This then leads to increased student loans and insufficient training for students to obtain certification or employment. Left liberals also often ignore the data about how many young adults do not have the basic skills necessary to be successful in academic programs. For this reason, there may be justification in directing students into occupational and credential programs provided by the community colleges.Less
This chapter focuses on the general education policies at community colleges. Left liberals underline the need to provide access to four-year degree programs for everyone, as they fear that shorter occupational programs will drive students into low-wage, dead-end jobs. However, left liberals often ignore important unintended consequences: if public colleges do not provide these occupational programs, many students will choose to go to for-profit proprietary schools. This then leads to increased student loans and insufficient training for students to obtain certification or employment. Left liberals also often ignore the data about how many young adults do not have the basic skills necessary to be successful in academic programs. For this reason, there may be justification in directing students into occupational and credential programs provided by the community colleges.
Diane C. Fujino
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816677863
- eISBN:
- 9781452947839
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816677863.003.0010
- Subject:
- Sociology, Social Movements and Social Change
This chapter focuses on Aoki’s career in the East Bay community college system. Aoki spent his twenty-five-year career in the community college system, using his positions as instructor, counselor, ...
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This chapter focuses on Aoki’s career in the East Bay community college system. Aoki spent his twenty-five-year career in the community college system, using his positions as instructor, counselor, and intermittent administrator to help the working-class students and staff around him to achieve some measure of fulfillment and equality. Aoki resolved the duality of the education system by teaching about critical social issues, providing leadership to his colleagues, and providing academic counseling to marginalized students. He also found ways to work with people with varied methods and diverse political beliefs for creating change. In the end, Aoki was proud of the ways he translated his strivings for freedom and justice toward enabling working-class youth, students of color, and the faculty and staff around him to attain some degree of equality.Less
This chapter focuses on Aoki’s career in the East Bay community college system. Aoki spent his twenty-five-year career in the community college system, using his positions as instructor, counselor, and intermittent administrator to help the working-class students and staff around him to achieve some measure of fulfillment and equality. Aoki resolved the duality of the education system by teaching about critical social issues, providing leadership to his colleagues, and providing academic counseling to marginalized students. He also found ways to work with people with varied methods and diverse political beliefs for creating change. In the end, Aoki was proud of the ways he translated his strivings for freedom and justice toward enabling working-class youth, students of color, and the faculty and staff around him to attain some degree of equality.
John M. Majer
- Published in print:
- 2017
- Published Online:
- May 2017
- ISBN:
- 9780190457938
- eISBN:
- 9780190457945
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190457938.003.0016
- Subject:
- Psychology, Clinical Psychology
Community psychologists typically work in various settings, such as universities, community-based organizations, and/or as independent consultants. This chapter describes the experiences of one ...
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Community psychologists typically work in various settings, such as universities, community-based organizations, and/or as independent consultants. This chapter describes the experiences of one community psychologist who found a niche within a community college, including some material on his transition from graduate school to community college faculty and progression to tenured professor. This chapter describes how some community psychology values and competencies (i.e., human diversity, advocacy, mentorship, community-building) are practiced in this unique setting.Less
Community psychologists typically work in various settings, such as universities, community-based organizations, and/or as independent consultants. This chapter describes the experiences of one community psychologist who found a niche within a community college, including some material on his transition from graduate school to community college faculty and progression to tenured professor. This chapter describes how some community psychology values and competencies (i.e., human diversity, advocacy, mentorship, community-building) are practiced in this unique setting.
David Deming and Susan Dynarski
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226475813
- eISBN:
- 9780226475837
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226475837.003.0011
- Subject:
- Economics and Finance, Public and Welfare
Students who enter college but drop out without a degree are an important target for those who wish to increase educational attainment. Dropout rates are especially high at community colleges, where ...
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Students who enter college but drop out without a degree are an important target for those who wish to increase educational attainment. Dropout rates are especially high at community colleges, where poor students are concentrated. Interventions that increase persistence in community colleges are therefore a sensible focus if the goal is to increase the educational attainment of the poor. The Opening Doors demonstration projects provide strong evidence that pairing financial incentives with support services can increase college persistence among low-income students attending community colleges. This chapter reviews the evidence from experimental and high-quality quasi-experimental studies on a key tool available to policy makers: reducing college costs.Less
Students who enter college but drop out without a degree are an important target for those who wish to increase educational attainment. Dropout rates are especially high at community colleges, where poor students are concentrated. Interventions that increase persistence in community colleges are therefore a sensible focus if the goal is to increase the educational attainment of the poor. The Opening Doors demonstration projects provide strong evidence that pairing financial incentives with support services can increase college persistence among low-income students attending community colleges. This chapter reviews the evidence from experimental and high-quality quasi-experimental studies on a key tool available to policy makers: reducing college costs.
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804776479
- eISBN:
- 9780804781626
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804776479.003.0001
- Subject:
- Business and Management, Organization Studies
This book presents the results of a three-year case study involving interviews with hundreds of faculty and staff grassroots leaders across almost every sector of higher education. It identifies five ...
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This book presents the results of a three-year case study involving interviews with hundreds of faculty and staff grassroots leaders across almost every sector of higher education. It identifies five typical campuses of varying type (liberal arts college, community college, research university, public regional college, and technical college) and follows different change initiatives ranging from diversity to innovative pedagogies, environmentalism, staff equity, child care centers, wellness, student success, campus and community partnerships, anti-capitalist movements, immigration status, and democratic governance initiatives. While the book focuses on postsecondary educational leadership, the study has implications for the general study of leadership and organizations.Less
This book presents the results of a three-year case study involving interviews with hundreds of faculty and staff grassroots leaders across almost every sector of higher education. It identifies five typical campuses of varying type (liberal arts college, community college, research university, public regional college, and technical college) and follows different change initiatives ranging from diversity to innovative pedagogies, environmentalism, staff equity, child care centers, wellness, student success, campus and community partnerships, anti-capitalist movements, immigration status, and democratic governance initiatives. While the book focuses on postsecondary educational leadership, the study has implications for the general study of leadership and organizations.
Ranita Ray
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780520292055
- eISBN:
- 9780520965614
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520292055.003.0006
- Subject:
- Sociology, Population and Demography
This chapter describes the complex and vacillating trajectory between higher education and low-wage work that defines the coming-of-age experiences of marginalized youth. Open access to certain ...
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This chapter describes the complex and vacillating trajectory between higher education and low-wage work that defines the coming-of-age experiences of marginalized youth. Open access to certain institutions of higher education allow youth to postpone degrees indefinitely while claiming to be invested in college through isolated community college classes. This also reinforces the belief that social mobility through higher education is feasible. At the same time, emotional labor involved in the performance of low-wage service work opens up opportunities for autonomy and creativity as it generates more nuanced understandings of expertise and skills. Youth are able to creatively link the wide array of skills they deploy to satisfy their customers to a larger skillset they imagine they are developing through their isolated college classes. The big companies youth work for also convey the idea that workers at the bottom are part of the industry and can climb up the ladder to white-collar jobs through hard work and training. In the end, marginalized youth are channeled into the disposable labor force as they continue to work multiple part-time jobs at low wages while participating in higher education through isolated community college classes.Less
This chapter describes the complex and vacillating trajectory between higher education and low-wage work that defines the coming-of-age experiences of marginalized youth. Open access to certain institutions of higher education allow youth to postpone degrees indefinitely while claiming to be invested in college through isolated community college classes. This also reinforces the belief that social mobility through higher education is feasible. At the same time, emotional labor involved in the performance of low-wage service work opens up opportunities for autonomy and creativity as it generates more nuanced understandings of expertise and skills. Youth are able to creatively link the wide array of skills they deploy to satisfy their customers to a larger skillset they imagine they are developing through their isolated college classes. The big companies youth work for also convey the idea that workers at the bottom are part of the industry and can climb up the ladder to white-collar jobs through hard work and training. In the end, marginalized youth are channeled into the disposable labor force as they continue to work multiple part-time jobs at low wages while participating in higher education through isolated community college classes.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.001.0001
- Subject:
- Law, Constitutional and Administrative Law
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has ...
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American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.Less
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.
Lauren J. Silver
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9781469622590
- eISBN:
- 9781469622613
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469622590.003.0007
- Subject:
- Sociology, Urban and Rural Studies
This concluding chapter provides an update on the federal, state, and local legislative landscape concerning SIL and services for youth in care, and proposes some ideas for innovating SIL. The broad ...
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This concluding chapter provides an update on the federal, state, and local legislative landscape concerning SIL and services for youth in care, and proposes some ideas for innovating SIL. The broad legislative landscape appears to have improved since the completion of this research. The federal government now grants states the option to provide services to youths in the child welfare system until the age of twenty-one through the Fostering Connections to Success and Increasing Adoptions Act of 2008. For the improvement of SIL, the youth aging out of care, including young mothers with their children, could be placed in college communities, and different types of suites could accommodate a young family, a single youth, and those living with roommates. Youth residents in care could simultaneously attend college; those who are not yet ready for college could attend high school in the local community or a General Educational Development (GED) preparation program.Less
This concluding chapter provides an update on the federal, state, and local legislative landscape concerning SIL and services for youth in care, and proposes some ideas for innovating SIL. The broad legislative landscape appears to have improved since the completion of this research. The federal government now grants states the option to provide services to youths in the child welfare system until the age of twenty-one through the Fostering Connections to Success and Increasing Adoptions Act of 2008. For the improvement of SIL, the youth aging out of care, including young mothers with their children, could be placed in college communities, and different types of suites could accommodate a young family, a single youth, and those living with roommates. Youth residents in care could simultaneously attend college; those who are not yet ready for college could attend high school in the local community or a General Educational Development (GED) preparation program.
Daniel Burton-Rose
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780520264281
- eISBN:
- 9780520936485
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520264281.003.0011
- Subject:
- History, American History: 20th Century
As her time at Terminal Island ran down, Rita Brown's mind turned from the daily grind of the institution to her life after release. The most obvious question mark was DJ, who had been her girlfriend ...
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As her time at Terminal Island ran down, Rita Brown's mind turned from the daily grind of the institution to her life after release. The most obvious question mark was DJ, who had been her girlfriend for three years at the time of her incarceration. Brown's question about the status of the relationship was answered ten days before she was released from Terminal Island, when she received a “Dear Jane” letter from DJ. Brown left the prison in April 1972, with five months of parole still ahead of her. She then decided to get her life in order. Brown went to the Department of Vocational Rehabilitation (DVR), where she was certified as a “social deviant” eligible for rehabilitation money. With tuition from DVR, she went to Seattle Central Community College. In the summer of 1973, Brown and Therese Coupez formed a group to support women prisoners. They called it Women Out Now. This chapter recounts how Brown became a prison activist after her release from prison.Less
As her time at Terminal Island ran down, Rita Brown's mind turned from the daily grind of the institution to her life after release. The most obvious question mark was DJ, who had been her girlfriend for three years at the time of her incarceration. Brown's question about the status of the relationship was answered ten days before she was released from Terminal Island, when she received a “Dear Jane” letter from DJ. Brown left the prison in April 1972, with five months of parole still ahead of her. She then decided to get her life in order. Brown went to the Department of Vocational Rehabilitation (DVR), where she was certified as a “social deviant” eligible for rehabilitation money. With tuition from DVR, she went to Seattle Central Community College. In the summer of 1973, Brown and Therese Coupez formed a group to support women prisoners. They called it Women Out Now. This chapter recounts how Brown became a prison activist after her release from prison.
Caroline M. Hoxby (ed.)
- Published in print:
- 2004
- Published Online:
- February 2013
- ISBN:
- 9780226355351
- eISBN:
- 9780226355375
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355375.001.0001
- Subject:
- Education, Higher Education
Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a ...
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Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a four-year university program. Students can attend full time and have a bachelor of arts degree by the age of twenty-three or mix college and work, progressing toward a degree more slowly. To make matters more complicated, the array of financial aid available is more complex than ever. Students and their families must weigh federal grants, state merit scholarships, college tax credits, and college savings accounts, to name just a few. This book shows how students and their families really make college decisions—how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered—from poor students, who may struggle with applications and with deciding whether to continue on to college, to high-aptitude students who are offered “free rides” at elite schools. The book utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.Less
Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a four-year university program. Students can attend full time and have a bachelor of arts degree by the age of twenty-three or mix college and work, progressing toward a degree more slowly. To make matters more complicated, the array of financial aid available is more complex than ever. Students and their families must weigh federal grants, state merit scholarships, college tax credits, and college savings accounts, to name just a few. This book shows how students and their families really make college decisions—how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered—from poor students, who may struggle with applications and with deciding whether to continue on to college, to high-aptitude students who are offered “free rides” at elite schools. The book utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.
William A. Link
- Published in print:
- 2013
- Published Online:
- July 2014
- ISBN:
- 9781469611853
- eISBN:
- 9781469612584
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469611853.003.0006
- Subject:
- History, American History: 20th Century
This chapter describes how Bill Friday was engaged in a battle to alter the external structure of the multicampus University of North Carolina (UNC). First came the Carlyle Commission, an attempt to ...
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This chapter describes how Bill Friday was engaged in a battle to alter the external structure of the multicampus University of North Carolina (UNC). First came the Carlyle Commission, an attempt to rationalize public postsecondary education in the state by establishing a system of comprehensive community colleges, upgrading the teachers' colleges, and solidifying UNC's position. Then, in the mid-1960s, powerful forces upset the equilibrium attempted in the Carlyle Commission's plan and undermined UNC's political influence in the General Assembly. By the latter half of the 1960s, UNC's power was openly challenged, as higher education became a major issue in North Carolina politics. University restructuring was the product of considerable confusion, beginning in the 1950s, in public higher education in North Carolina.Less
This chapter describes how Bill Friday was engaged in a battle to alter the external structure of the multicampus University of North Carolina (UNC). First came the Carlyle Commission, an attempt to rationalize public postsecondary education in the state by establishing a system of comprehensive community colleges, upgrading the teachers' colleges, and solidifying UNC's position. Then, in the mid-1960s, powerful forces upset the equilibrium attempted in the Carlyle Commission's plan and undermined UNC's political influence in the General Assembly. By the latter half of the 1960s, UNC's power was openly challenged, as higher education became a major issue in North Carolina politics. University restructuring was the product of considerable confusion, beginning in the 1950s, in public higher education in North Carolina.
Kaylee Baucom
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781942954422
- eISBN:
- 9781786944368
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781942954422.003.0004
- Subject:
- Literature, 20th-century Literature and Modernism
Feminist discourse is evolving and a new wave of feminist consciousness is appearing in the media, in political debates, and in the classroom. I teach literature at a community college in Las Vegas, ...
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Feminist discourse is evolving and a new wave of feminist consciousness is appearing in the media, in political debates, and in the classroom. I teach literature at a community college in Las Vegas, where the students are similar to the “common readers” of Woolf’s Morley College in their desire to educate themselves, in their educational preparedness, and in their socioeconomic circumstances. Many of my students work as entertainers on The Strip and throughout my four years of teaching in Sin City, I have observed that my female students who work in the sex entertainment industry take a special interest in Woolf’s work. These students connect their concerns about female independence, sexual assault, pay inequality, and body-shaming, with Woolf’s feminist writings. Many of these women strongly identify with Woolf’s declarations of independence in A Room of One’s Own, as well as some of her most radical philosophies, such as her proclamation in Three Guineas that, “to sell a brain is worse than to sell a body.” Woolf speaks to and for these women in unique ways, and their responses to her work reflect a new, fourth wave feminist awareness. This study considers emerging, fourth wave feminist readings of Woolf both in theory and in practice. I wish to share the unique experience of teaching Woolf’s work to college students who identify as sex-entertainment workers, and highlight ways that these contemporary women are using Woolf’s work to create a new feminist heritage.Less
Feminist discourse is evolving and a new wave of feminist consciousness is appearing in the media, in political debates, and in the classroom. I teach literature at a community college in Las Vegas, where the students are similar to the “common readers” of Woolf’s Morley College in their desire to educate themselves, in their educational preparedness, and in their socioeconomic circumstances. Many of my students work as entertainers on The Strip and throughout my four years of teaching in Sin City, I have observed that my female students who work in the sex entertainment industry take a special interest in Woolf’s work. These students connect their concerns about female independence, sexual assault, pay inequality, and body-shaming, with Woolf’s feminist writings. Many of these women strongly identify with Woolf’s declarations of independence in A Room of One’s Own, as well as some of her most radical philosophies, such as her proclamation in Three Guineas that, “to sell a brain is worse than to sell a body.” Woolf speaks to and for these women in unique ways, and their responses to her work reflect a new, fourth wave feminist awareness. This study considers emerging, fourth wave feminist readings of Woolf both in theory and in practice. I wish to share the unique experience of teaching Woolf’s work to college students who identify as sex-entertainment workers, and highlight ways that these contemporary women are using Woolf’s work to create a new feminist heritage.
James Moeser
- Published in print:
- 2012
- Published Online:
- July 2014
- ISBN:
- 9781469607252
- eISBN:
- 9781469608280
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469607252.003.0001
- Subject:
- Education, History of Education
This book begins with August 2000. While Carolina had a great reputation nationally, it was a university with a decaying infrastructure. Little construction had taken place in the previous thirty ...
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This book begins with August 2000. While Carolina had a great reputation nationally, it was a university with a decaying infrastructure. Little construction had taken place in the previous thirty years. The deferred maintenance backlog was staggering. Two years prior to the author's arrival, a construction bond issue had been defeated. However, in 2000, an enormous $3.1 billion Higher Education Bond Issue for the UNC system and the North Carolina Community College system was set to go before the voters in the November election. It would not be an overstatement to say that the future of the University hung in the balance of the November election. In November, 2000, the voters of North Carolina overwhelmingly approved the largest higher education construction bond issue ever passed by any state, passing in all 100 counties with a seventy-five percent plurality.Less
This book begins with August 2000. While Carolina had a great reputation nationally, it was a university with a decaying infrastructure. Little construction had taken place in the previous thirty years. The deferred maintenance backlog was staggering. Two years prior to the author's arrival, a construction bond issue had been defeated. However, in 2000, an enormous $3.1 billion Higher Education Bond Issue for the UNC system and the North Carolina Community College system was set to go before the voters in the November election. It would not be an overstatement to say that the future of the University hung in the balance of the November election. In November, 2000, the voters of North Carolina overwhelmingly approved the largest higher education construction bond issue ever passed by any state, passing in all 100 counties with a seventy-five percent plurality.
Teresa Cabal Krastel
- Published in print:
- 2008
- Published Online:
- October 2013
- ISBN:
- 9780300116304
- eISBN:
- 9780300144994
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300116304.003.0004
- Subject:
- Sociology, Education
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in ...
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This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .Less
This chapter describes the outcome of a teaching methods program entitled “Technology for the Twenty-first Century,” held at Springfield Technical Community College in Springfield, Massachusetts in 2002. During the course, participants—foreign language teachers—used journals to reflect upon and transform their teaching to better meet the needs of diverse learners in their classes. Participants explored various activities that aim to accommodate the diverse needs of students in an inclusive foreign language classroom and are also especially effective for students with learning disabilities. In general, a learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” .
James Naremore
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780520285521
- eISBN:
- 9780520960954
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520285521.003.0002
- Subject:
- Film, Television and Radio, Film
This chapter discusses Burnett’s childhood and education. He and his family moved from Mississippi to the Watts area of Los Angeles at the end of the 1940s, and in the 1960s he was admitted to the ...
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This chapter discusses Burnett’s childhood and education. He and his family moved from Mississippi to the Watts area of Los Angeles at the end of the 1940s, and in the 1960s he was admitted to the film school at UCLA, where he became a leading figure in the “L.A. Rebellion” of young black filmmakers. The chapter discusses the aims of that group and describes two of Burnett’s early films, Several Friends and The Horse.Less
This chapter discusses Burnett’s childhood and education. He and his family moved from Mississippi to the Watts area of Los Angeles at the end of the 1940s, and in the 1960s he was admitted to the film school at UCLA, where he became a leading figure in the “L.A. Rebellion” of young black filmmakers. The chapter discusses the aims of that group and describes two of Burnett’s early films, Several Friends and The Horse.
