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Working paper
Social Justice and the Community College
SSRN
Social Justice in Community Colleges
SSRN
Working paper
Social Justice and the Community College
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The Paraprofessional and the Community College
In: Social work: a journal of the National Association of Social Workers
ISSN: 1545-6846
Community Colleges, Shared Governance, and Democracy
In: PS: political science & politics, Band 50, Heft 2, S. 428-429
ISSN: 1537-5935
Miles Elevates Community Colleges
In: Women in higher education, Band 28, Heft 1, S. 13-15
ISSN: 2331-5466
Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement
Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE (&) Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE (&) Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE (&) Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study. ; 2012-08-01 ; Ph.D. ; Education, Dean's Office EDUC ; Doctoral ; This record was generated from author submitted information.
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Globalization and Community College Model Development
In: Community College Models, S. 21-38
Technology and Productivity in a Community College
In: Public Productivity Review, Band 2, Heft 5, S. 27
In Between: The Community College Teacher
In: The annals of the American Academy of Political and Social Science, Band 448, S. 62-73
ISSN: 0002-7162
Viewing community Coll teachers as a distinct subculture of the larger professoriate, analyzed are the consequences for these teachers of the extraordinarily rapid growth of two-year institutions during the past two decades. Lines are drawn between the community Colls' status, the special mission of the community Coll, & the teachers' conceptions of their school, their work, & themselves. A large proportion of two-year Coll teachers are seen as demoralized & uncomfortably isolated from the larger academic culture. HA.
Academic Careers in Community Colleges
In: PS: political science & politics, Band 34, Heft 1, S. 149-153
ISSN: 1537-5935
Changing a Community College
In: Education and urban society, Band 6, Heft 1, S. 22-48
ISSN: 1552-3535
Refocusing Community College Programs
In: Moving Working Families Forward, S. 96-115
Lakeside Community College: Serving the Whole Community
In: Schools and Special Needs: Issues of Innovation and Inclusion, S. 39-61