From Access to Equity: Community Colleges and the Social Justice Imperative

Baber, Lorenzo DuBois; Zamani‐Gallaher, Eboni M.; Stevenson, Tamara N.; Porter, Jeff

doi:10.1007/978-3-030-03457-3_5

Cited by 33 publications

(31 citation statements)

References 98 publications

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“…The absence of more comprehensive policy implementation analyses will result in failed prospects to shape policies and implementation strategies that address the complexities of implementation contexts so we can better achieve equity goals. The community college policy implementation environment is of particular significance to examine as that institution type is a catalyst in providing greater postsecondary education opportunities to underserved communities in the United States (Baber et al, 2019).…”

Section: Grounding the Studymentioning

confidence: 99%

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Nienhusser¹,

Connery²

2021

Educational Evaluation and Policy Analysis

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The higher education policy implementation landscape has substantially shaped postsecondary education opportunities for undocumented youth, who are already negatively affected by discriminatory public policies, and institutional agents, who are often unprepared to address their needs. Guided by Bressers’s contextual interaction theory that identifies the role of contexts, actor characteristics, and social interactions among implementers in the policy implementation process, the researchers examined the experiences of 45 community college administrators in four states to understand how these elements shaped the participants’ role as implementers of policies for undocumented students. Implications are significant given current social and political landscapes and challenges higher education institutional agents encounter in implementing policies that affect undocumented students’ educational opportunities.

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Section: Grounding the Studymentioning

confidence: 99%

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Nienhusser¹,

Connery²

2021

Educational Evaluation and Policy Analysis

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“…As the above list demonstrates, there are significant barriers for CLDs candidates to becoming paraprofessionals, including access, education, and financing, since "teacher candidates of color do not have the same access to resources as their White counterparts" (Johnson, 2016). Additionally, Baber et al (2019) point out that the way to reduce these inequalities is for colleges to develop cultural congruence with students of color. One means of addressing these barriers and inequalities is to invest more fully in community college programs that are uniquely situated to serve aspiring paraprofessionals.…”

Section: Challenges To Becoming a Paraprofessionalmentioning

confidence: 99%

Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

Johnson

Lehner

2021

International Journal of Educational Reform

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New York State, in all of its regions, has a growing number of diverse public-school students, including many immigrant groups, accounting for a significant change in the ethnic and racial demographics of the state’s student population. Despite the rapidly changing student population, the teaching force nonetheless remains disproportionately White and populated primarily by women. A growing body of research suggests that the ranks of paraprofessionals, many of whom are already working in schools, may be the ideal population from which to develop a more fully diversified teaching candidate pool. Informed by a theoretical lens of social reproduction and drawing from an expansive data set, this research surveys the unique barriers that paraprofessionals face in accessing information about licensure and navigating local and state requirements. Specifically, the current work examines the needs of candidates at an urban community college and presents findings from a pilot support program designed to increase paraprofessional credentialing leading to teaching licensure. The findings of this work highlight not only the need for teacher and paraprofessional preparation programs to alter recruiting and skill-acquisition practices but also the need for continued research to better understand how to support multiethnic, multilingual, and multiracial teacher candidates.

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“…It is important to consider these figures in the context of the varied purposes community colleges serve, the multiplicity of goals for students who enroll, and the relatively low levels of per-student funding for these institutions (Baber et al, 2019;The Century Foundation, 2019;Cohen et al, 2014). For instance, students attend community colleges for numerous reasons beyond pursuing a postsecondary degree, including vocational, career and technical education, continuing education, and ''personal interest'' (Cohen et al, 2014;Dowd, 2007).…”

mentioning

confidence: 99%

Can Free Community College Close Racial Disparities in Postsecondary Attainment? How Tulsa Achieves Affects Racially Minoritized Student Outcomes

Bell

Gándara

2021

American Educational Research Journal

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Promise programs, or place-based tuition-free college policies, have become increasingly popular among policymakers looking to expand postsecondary attainment. In this article, we examine Tulsa Achieves, a widespread, albeit understudied type of promise program that covers the balance of students’ tuition and fees after other aid is exhausted at a single community college. Utilizing a difference-in-differences and event-study design, we investigate the role Tulsa Achieves eligibility plays in promoting or hindering vertical transfer and bachelor's degree attainment across racial/ethnic groups. We find that Tulsa Achieves eligibility is associated with increases in bachelor's degree attainment within 5 years among Native American and Hispanic students and an increased likelihood of transfer within 4 years for Hispanic students.

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From Access to Equity: Community Colleges and the Social Justice Imperative

Cited by 33 publications

References 98 publications

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Examining the Undocumented College Student Policy Implementation Environment Through a Contextual Interaction Theory Lens

Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

Can Free Community College Close Racial Disparities in Postsecondary Attainment? How Tulsa Achieves Affects Racially Minoritized Student Outcomes

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