Tracking In Community Colleges

Pincus, Fred L.

doi:10.1177/089692057400400302

Cited by 9 publications

(3 citation statements)

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“…This thesis was a controversial one, and-along with the arguments of other critics of community colleges, such as Pincus (1974Pincus ( , 1980, Zwerling (l976), and London (1978)-it has been subjected to serious and sustained criticism. The aforementioned scholars by no means exhaust the list of critics of community colleges.…”

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confidence: 99%

Community Colleges and Social Stratification

Karabel¹

1972

Harvard Educational Review

241

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In 1971, amidst the political and social upheavals then shaking American higher education, I began research on the relationship of the rapidly expanding community college to larger patterns of social inequality. Then, as now, I was not alone in my effort to understand the role of the educational system as -a source of both stability and change; indeed, Bowles and Gintis had already begun to publish some of the critical empirical and theoretical inquiries that would culminate in the appearance of Schooling in Capitalist America (1976) and Collins (1971) published a seminal article that foreshadowed many of the themes that he would develop in T h e Credential Society (1979). Given its extraordinary rate of growth and its obvious relevance to the process of stratification, the community college has received surprisingly little attention from social scientists; indeed, in the decade after Burton Clark's classic The Open-Door College appeared in 1960, not a single major work by a social scientist was published that focused exclusively on the community college. The work that did appear was primarily, although not exclusively, by people who were in one way or another associated with the community college. (Oxford University Press, 1977) and is currently at work w i t h Stephen Brint on a book, t o be published by Oxford University Press, on the transformation of the c o m m u n i t y college. Power and Ideology in Education

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confidence: 99%

Community Colleges and Social Stratification

Karabel¹

1972

Harvard Educational Review

241

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“…The perspectives of these critics are of value to a review of literature that addresses success or failure of minority students' use of community colleges as the primary gateway to baccalaureate degrees. In the critics' view, the community college's real societal role is to reproduce the class inequalities of capitalist society (Karabel, 1972, Nasaw, 1979Pincus, 1974,). Pincus stated:…”

Section: A Historical Perspectivementioning

confidence: 99%

“…The critics charged that the community colleges were failing even in their mission to provide post-secondary opportunities for the underserved. Pincus (1974) and Zwerling (1976) also accused these "people's colleges" of serving as the cooling out function that Clark (1960) had identified years earlier. They saw community colleges as actually maintaining the status quo, tracking poor and minority students into lower paying careers rather than promoting transfer to four-year institutions.…”

Section: A Historical Perspectivementioning

confidence: 99%

A comparison of the enrollment, persistence and transfer rates of white and minority students at Des Moines Area Community College

Linduska

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The role of the community college has been to unlock the doors of education opportunity for all individuals, and provide the entry point to higher education. Community colleges are the primary gateway to education for many of our minority and first generation students. Reflecting national trends, enrollment of minority students in Iowa's community colleges is increasing. The available transfer data demonstrate the low participation and transfer rates of minority students in community colleges and in higher education, in general, in Iowa. A detailed analysis of the number of minority students enrolling, and persisting in community colleges and transferring to four-year institutions is warranted. The purpose of this study was to determine if minority students enrolled at Des Moines Area Community College (DMACC) as probable transfer students transferred to Iowa State University at the same rate as White students, and if there were any differences in the enrollment, within-term course retention, fall-to-spring persistence, and after transfer success rates of male students and female students in each of the minority groups at DMACC. The Chi-square test was used to compare expected frequencies calculated from DMACC s White student population with actual frequencies for DMACC s minority population. Among the findings were: (a) with the exception of Hispanic students, most minority students enrolled in larger numbers than they exist in the population of the area; (b) Black and Asian students dropped courses at an alarmingly high rate during their first semester; (c) once minority students persisted past the first term of enrollment, the differences in persistence between minority and White students were minimal; (d) the transfer rate of Asian xi females was nearly double that of Black students; (e) and Black males transferred at very low rates and succeeded at significantly lower rates than their White peers. The study should be replicated on a statewide basis, including all community colleges as well as the three Regents' universities. A qualitative study should include perceptions of adjustment to college, preparedness for college, use of college support services, importance of higher education to the student and family, and other factors that affect the quality of a student's college experience. Table 1.7. Persistence rate of first-time/full-time credit students granted awards (FY 1999) Breakdown Total FY 1999 cohort Grsttime/full-time students Unduplicated students in whose cohort received awards inF7 99,00,01, and/or 02

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Community colleges and social stratification in the 1980s

Karabel

1986

New Drctns Community Coll

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Tracking In Community Colleges

Cited by 9 publications

References 9 publications

Community Colleges and Social Stratification

Community Colleges and Social Stratification

A comparison of the enrollment, persistence and transfer rates of white and minority students at Des Moines Area Community College

Community colleges and social stratification in the 1980s

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