Literaturnachweis - Detailanzeige
| Autor/inn/en | Grubb, W. Norton; Badway, Norena; Bell, Denise |
|---|---|
| Titel | Community Colleges and the Equity Agenda: The Potential of Non-Credit Education. |
| Quelle | (2002), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Access to Education; Community Colleges; Compensatory Education; Criminals; Disabilities; Economically Disadvantaged; Educational Opportunities; Educationally Disadvantaged; Immigrants; Institutional Role; Low Income Groups; Minority Groups; Noncredit Courses; Nontraditional Students; Poverty; Two Year Colleges; Working Poor |
| Abstract | This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is $3,800 per student for credit courses, while it is $1,900 for non-credit students. (Contains 30 references.) (NB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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