{"title":"促进代表性不足的少数种族的机会和公平?社区大学学士学位课程的政策与实践研究","authors":"Marcela G. Cuellar, Patricia Gándara","doi":"10.1177/0091552120964877","DOIUrl":null,"url":null,"abstract":"Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0091552120964877","citationCount":"18","resultStr":"{\"title\":\"Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs\",\"authors\":\"Marcela G. Cuellar, Patricia Gándara\",\"doi\":\"10.1177/0091552120964877\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.\",\"PeriodicalId\":46564,\"journal\":{\"name\":\"Community College Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2020-10-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/0091552120964877\",\"citationCount\":\"18\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Community College Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/0091552120964877\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0091552120964877","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs
Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.
期刊介绍:
The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.