Student Activism at the Urban Community College

2019 ◽  
pp. 103-113
Author(s):  
Everrett A. Smith
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Police Officers ◽  
Urban Community ◽  
Student Activism ◽  
Urban Environments ◽  
College Campus ◽  
Urban Community College ◽  
Urban Community Colleges ◽  
The Many

Historically, activism has long been a vehicle for student voices to be heard on the American college campus. Specifically for community colleges, student activism dates back to the early 20th century, throughout the 60s, early 70s, and continues today. Most recently, there has been a wave of student protests at community colleges in urban settings, including El Centro College in Dallas, Texas, where a sniper eventually opened fire on on-duty police officers at a rally. Student activism at urban community colleges are plausibly more expected because of the many controversial issues that urban environments produce, including issues around race, gender, crime, and socio-economic inequities. This chapter explores student activism on the urban community college campus during periods of heightened unrest in the United States, and will include an examination of the paradigms that have influenced working with students during these experiences.

scholarly journals Inside the Math Trap: Chronic Math Tracking From High School to Community College

2020 ◽  
pp. 004208592090891
Author(s):  
Federick J. Ngo ◽  
David Velasquez
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
High Schools ◽  
Urban Community ◽  
Educational Experiences ◽  
Transition To College ◽  
Race Ethnicity ◽  
Urban Community Colleges

Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify “math traps” from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else equal, being trapped in math was significantly linked to race/ethnicity, suggesting that these forms of chronic math tracking across sectors expose previously undocumented forms of inequality in educational experiences.

Predictors of Faculty–Student Engagement for Black Men in Urban Community Colleges: An Investigation of the Community College Survey of Men

2015 ◽  
Vol 52 (9) ◽  
pp. 1057-1079 ◽  
Author(s):  
J. Luke Wood ◽  
Christopher B. Newman
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Student Engagement ◽  
Black Men ◽  
Gender Stereotypes ◽  
Significant Contribution ◽  
Urban Community ◽  
Sample Population ◽  
Faculty Validation ◽  
Urban Community Colleges

This research focuses on factors predicting faculty–student engagement for Black male collegians. In this study, the authors investigated whether students’ perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located across four states. A total of 340 Black men participated in the Community College Survey of Men. Degree utility and intrinsic interest were both found to be positive determinants of faculty–student engagement. The variable with the most significant contribution to the model was faculty validation.

How Community College Staff Inflict Pervasive Microaggressions: The Experiences of Latino Men attending Urban Community Colleges in Texas

2020 ◽  
pp. 004208592096359
Author(s):  
Claudia García-Louis ◽  
Victor B. Sáenz ◽  
Tonia Guida
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Urban Community ◽  
Racial Microaggressions ◽  
Latino Men ◽  
Qualitative Research Study ◽  
Implicit Biases ◽  
Subtractive Schooling ◽  
College Staff ◽  
Urban Community Colleges

In this qualitative research study we illustrate how implicit biases held by college personnel hinders the educational success of Latino men attending urban community colleges in Texas. In particular, we identify how often well-intentioned educators are (un)aware of how often they perpetrate racial microaggressions against Latino men. Interviews with community college faculty, staff, administers, as well as Latino men were conducted in order to triangulate findings. Findings illustrate racial microaggressions and subtractive schooling were evident through deficit based assumptions educators held about Latino men, their family and culture.

Psychology in Context: Making Connections to Other Disciplines

1995 ◽  
Vol 22 (2) ◽  
pp. 105-108
Author(s):  
Nancy Jago Finley
Keyword(s):  
Community College ◽  
Urban Community ◽  
Learning Model ◽  
Self Awareness ◽  
Teaching Of Psychology ◽  
The World ◽  
Urban Community College

In this article, I describe how the. teaching of psychology at an urban community college has been integrated with other disciplines in coordinated studies programs. These programs are based on a collaborafive-learning model that defines the classroom as a community of learers concerned with the interconnectedness of ideas and events. One such program, The Power of Myth, is described in detail. Students participating in this program reported increased curiosity about the world, improved abilities to work in groups, greater understanding of other cultures, and more self-awareness. Faculty teammates found more satisfaction teaching their subjects in a coordinated context than in isolated classes.

Student Acceptance of a Civic Engagement Graduation Requirement in an Urban Community College

2018 ◽  
pp. 40-62
Author(s):  
Christopher Chapman
Keyword(s):  
Community College ◽  
Civic Engagement ◽  
Urban Community ◽  
Personal Characteristics ◽  
Political Conflict ◽  
Graduation Requirement ◽  
Political Activities ◽  
Residency Status ◽  
Time Availability ◽  
Urban Community College

Civic engagement is an essential part of a democratic society, though it has recently tended toward adversarial political conflict. Although many college administrators favor encouraging or requiring student civic engagement, little is known about whether students themselves would support this, and how student characteristics are related to acceptance. Past and present civic activities of 2,327 students at a large, very diverse urban community college were surveyed using the newly developed KCC Civic Engagement Scale. Results showed strong agreement that the college had a responsibility to develop civically engaged students, but that the term “civic engagement” is unclear to many. Principal components analysis revealed four distinct factors: general non-political civic engagement, and low-effort, high-effort, and unconventional political activities. Level of student participation in various activities is primarily determined by a student's time availability and secondarily by a complex assortment of personal characteristics, including residency status.

The Un-Common Read: Perspectives from Faculty and Administration at a Diverse Urban Community College

2017 ◽  
pp. 67-88
Author(s):  
Jennifer Maloy ◽  
Beth Counihan ◽  
Joan Dupre ◽  
Susan Madera ◽  
Ian Beckford
Keyword(s):  
Community College ◽  
Urban Community ◽  
Urban Community College
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