Social Equality in Mass Higher Education: Connecticut Community Colleges.

Autor/in	Abel, Emily K.
Titel	Social Equality in Mass Higher Education: Connecticut Community Colleges.
Quelle	(1974) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Campus Planning; College Faculty; College Planning; Disadvantaged; Educational Environment; Educational Facilities; Educational Finance; Equal Education; Minority Groups; Open Enrollment; Political Influences; School Location; Two Year College Students; Two Year Colleges; Connecticut + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Infrastructure; Planning; Hochschule; Fachhochschule; Universität; Infrastruktur; Planung; Planungsprozess; Fakultät; Studienplanung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsstätte; Bildungsfonds; Ethnische Minderheit; Open entry; Offenes Bildungssystem; Political influence; Politischer Einfluss; Schulgelände
Abstract	The rhetoric of the community colleges presents them as democratizing agents, enabling the underprivileged to move upward in society through education. While this is their purpose, the community colleges also aspire to gain acceptance as regular members of the system of higher education. In Connecticut, the image of the community colleges suffers for several reasons: (1) they must compete with university 2-year transfer institutions; (2) they are not allowed to duplicate the technical colleges' role; (3) they are housed in substandard buildings where no courses requiring equipment are possible; (4) their per capita expenditures are the lowest among state institutions. Their role in social equalization is hampered by the desire to approximate 4-year institutions in student body makeup, implying a need to avoid high minority enrollments. The faculty is demoralized by a hierarchical governance structure in which it has no power. High turnover and constant tensions among faculty, administration, and students, and an absence of effective leadership have prevented the colleges from developing a clear sense of purpose. This study, based on statewide research as well as a case study of South Central Community College, casts doubt on whether equal opportunity can be fostered under such conditions. (MJK)
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC