A View from the Margins: Access to Higher Education for Adults in Inner-City America. Diploma/MA in Continuing Education, Open Seminar Series. Occasional Paper One.

Autor/in	West, Linden
Institution	Kent Univ., Canterbury (England).
Titel	A View from the Margins: Access to Higher Education for Adults in Inner-City America. Diploma/MA in Continuing Education, Open Seminar Series. Occasional Paper One.
Quelle	(1992), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0904938-14X
Schlagwörter	Access to Education; Adult Education; College Attendance; College Role; Community Colleges; Developmental Studies Programs; Educational Research; Educationally Disadvantaged; Experiential Learning; Foreign Countries; Higher Education; Inner City; Minority Groups; Nontraditional Students; Program Effectiveness; School Holding Power; Student Recruitment; Two Year Colleges; Universities; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; University; Universität; Kursabbruch
Abstract	This paper explores two interrelated dimensions of access--opportunities for progression and educational orientation, and offers various insights into what has been termed the "democratic imperative" in American higher education. It also addressed the responsiveness of institutions and faculty in access and other programs to the needs and experiences of an older, more diverse student body. Interview data showed that community colleges provided an entree to post-initial education for many adults and young people from minority and low-income groups. Many poorly educated adults from the inner city progressed from developmental studies to a university degree; some university colleges recruited poorly educated adult workers and used experiential methods to enable many to become effective students. However, many other inner-city students entered developmental programs but dropped out before entering the mainstream. Attrition rates were high in all programs regardless of philosophy or method. Evidence indicated retention rates improved when the curriculum was derived from student experience and related to problems of inner-city life. As for progression, the majority of community college students enrolled for short vocational courses on completion of developmental studies. The choice effectively barred them from the option of transfer to a university. The access cause in universities also seemed on the wane. (Appendixes include 146 references, a 68-item bibliography, and questionnaire.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01