The Context of Educational Opportunity : States and The Legislative Organization of Community College Systems  

Oleh:

Keith, Bruce

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: American Journal of Education vol. 105 no. 1 (Nov. 1996), page 67-101.
Topik: ORGANIZATIONAL; educational opportunity context; states and legislative organization; commmunity college system

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: AA37.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Students' abilities to transfer from community colleges to baccalaureate-granting colleges and universities is an area that has produced considerable discourse during the twentieth century. Recent scholarship suggests that opportunities to transfer depend on the organization and curricular direction of community colleges, an outcome predominately influenced by educational administrators and elected state representatives. This article employs a macrosociological theory of education to explain the legitimation of a contextual framework within which opportunities to transfer become available to students who attend two - year colleges. By examining legislative enactments in the 48 contiguous states, this article finds that the structure of community college systems is not uniform across states. Only a small proportion of states have carefully coordinated local community colleges into statewide systems and incorporated them into their higher - educational systems. Although two factors associated with the creation of state community college systems are identified in this article, they are not found to influence the subsequent coordination of the system with higher education. Instead, the type of governance authority established (public education or higher education) is found to be an important factor in the coordination of community colleges with other higher - educational institutions. Because legislative histories provide a framework with which to identify states' commitments to community college systems and their incorporation into higher education, the article concludes that studies of student opportunities and outcomes must be examined in the context of the state educational systems.

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