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Community colleges receive much less funding per student than public four-year institutions, even though they serve a greater proportion of students who are underrepresented in higher education and who may need additional programs and supports to be successful. Research shows that per-student spending by colleges is directly related to student outcomes and that a lack of resources is a major impediment to community college effectiveness.[1] Better resourced institutions have higher retention and attainment rates, among Black and Latinx students in particular.[2][3] But community colleges often lack the resources to implement reforms that research has shown lead to better and more equitable outcomes. There is wide variation in state policy contexts, governance structures, and funding mechanisms among community colleges. More than half of their public funding comes from state and local governments, and while federal funding has increased in recent decades, state funding has fallen.[4] The large infusion of federal dollars during the pandemic—as well as debate over increasing the federal role—has made effective federal funding policy even more critical.

Intro -- Understanding Equity in Community College Practice -- Contents -- Editor's Notes -- Note -- 1 Addressing the Conceptual Challenges of Equity Work: A Blueprint for Getting Started -- What Is Equity (and What Is It Not)? -- Challenges in Doing Equity Work -- Focusing on the Student Instead of the Institution -- Thinking About Students From a Deficit Perspective -- Neglecting Institutional Climate -- Relearning Where to Look and What to See -- Conclusion -- References -- 2 Why Diversity and Equity Matter: Reflections from a Community College President -- Introduction -- The Time Is Now -- Why It Matters -- A Need for Leadership -- Resources Matter -- The Role of the College President -- Conclusion -- References -- 3 Developing Agency for Equity-Minded Change -- The Equity Scorecard: A Learning Process of Change -- The Equity Scorecard Phases -- Laying the Groundwork -- Defining the Problem -- Assessing Interventions -- The Value of Guided Inquiry -- Becoming Equity Minded -- So What? Does the Equity Scorecard Make a Difference? -- Notes -- References -- 4 Pathways to Results: How Practitioners Address Student Access, Outcomes, and Equity in an Associate Degree Nursing Program -- What Is Pathways to Results? -- Why Focus on Pathways and Results? -- How Does Pathways to Results (PTR) Work? -- Implementation of PTR in Illinois -- Engagement and Commitment -- Data Collection and Process Mapping -- Implementing and Evaluating Solutions -- Outreach -- Transitional Support -- Academic/Clinical Support -- Lessons Learned -- References -- 5 Call to Action: Embracing an Inclusive LGBTQ Culture on Community College Campuses -- The Social and Policy Context -- Homophobia and Heterosexism -- Heterosexism on College Campuses -- Toward Inclusivity in Community Colleges -- Institutional Commitment -- Climate Survey and Needs Assessment.

The community college movement has been eager to embrace the accelerating changes brought about by global capital and facilitated by information technology. Leadership for the community college role in globalization has been cultivated by the American Association of Community Colleges and the League for Innovation in the Community College. As the administrators of publicly funded community colleges view themselves as managers and CEOs in a competitive market for education, the colleges look to private industry for funding. Meanwhile, the voice of the community college is nearly silent with regard to environmental destruction and human rights abuses e xacerbated by globalization. This article will focuse on the role of community colleges in facilitating and cheerleading the corporate global economy while attenuating dissenting world views that would promote a more just and sustainable future.

Immigrant youth and children of immigrants make up a large and increasing share of the nation's population, and over the next few decades they will constitute a significant portion of the U.S. workforce. Robert Teranishi, Carola Suárez-Orozco, and Marcelo Suárez-Orozco argue that increasing their educational attainment, economic productivity, and civic engagement should thus be a national priority. Community colleges offer one particularly important venue for achieving this objective. Because they are conveniently located, cost much less than four-year colleges, feature open admissions, and accommodate students who work or have family responsibilities, community colleges are well suited to meet the educational needs of immigrants who want to obtain an affordable postsecondary education, learn English-language skills, and prepare for the labor market. The authors explore how community colleges can serve immigrant students more effectively. Already, more immigrant students attend community colleges than any other type of post-secondary institution. But community colleges could attract even more immigrant students through outreach programs that help them to apply and to navigate the financial aid system. Federal reforms should also allow financial aid to cover tuition for English as a Second Language courses. Community colleges themselves could raise funds to provide scholarships for immigrants and undocumented students.
Although there are many good ideas for interventions that can boost enrollment and improve the performance of immigrant students in community colleges, rigorous research on effective programs is scant. The research community and community colleges need to work together closely to evaluate these programs with a view toward what works and why. Without such research, policy makers will find it difficult to improve the role of community colleges in increasing the educational achievement of immigrant students.

Two-year community colleges enroll nearly half of all first-time undergraduates in the United States, but to ambiguous effect: low persistence rates and the potential for diverting students from four-year institutions cast ambiguity over two-year colleges' contributions to upward mobility. This paper develops a new instrumental variables approach to identifying causal effects along multiple treatment margins, and applies it to linked education and earnings registries to disentangle the net impacts of two-year college access into two competing causal margins: significant value added for two-year entrants who otherwise would not have attended college, but negative impacts on students diverted from immediate four-year entry. (JEL I23, I26, I28, J24, J31)

Community Colleges, as contemporary educational institutions, are best understood by elucidating their legitimacy needs in a technological society. The nature of a technological society has been most clearly articulated in the work of Jacques Ellul. The growth of the technological society is inextricably tied to a vision of reality centered upon the empirical world and its manipulation by humans. This capacity to manipulate becomes so compelling that reality is virtually ex hausted of anything that cannot be objectively verified and subject to manipulation. Within this framework, precise quantitative measures and manipulation be come the sole form of legitimacy. The community college is caught in this predicament and in compliance mutates into a pseudo-laboratory of interventions on its objects. The proposed trajectory of said institutions is one that is incapable of providing the fertile soil for the development of character or the discovery of meaning.

The author conveys personal experiences with teaching at a community college. The author discusses positive & negative aspects involved in the community college environment & suggestions to doctoral & graduate students interested in pursuing a career that many would consider outside the normal career path. 3 References. E. Miller