Marginalized Students: New Directions for Community Colleges, No. 155

Overview

Gone are the days when the term diversity may have been usedto solely signify the color of one's skin or gender. This volumeexamines how diverse and marginalized populations aresituated within American community colleges amd pushes theboundaries of our understanding of these terms.

The editors and contributing authors examine various studentgroups as well as give voice to the marginalization felt by a groupof faculty. Topics include:

  • Examining...
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Overview

Gone are the days when the term diversity may have been usedto solely signify the color of one's skin or gender. This volumeexamines how diverse and marginalized populations aresituated within American community colleges amd pushes theboundaries of our understanding of these terms.

The editors and contributing authors examine various studentgroups as well as give voice to the marginalization felt by a groupof faculty. Topics include:

  • Examining the concept of student marginalization through aframework based on Dewey's 1916 work, Democracy andEducation
  • Experiences of Adult English as Second Language learners
  • Seeing the community college environment through the eyes ofstudent athletes
  • Current research on lesbian, gay, bisexual, transgender, andqueer (LGBTQ) community college students and the need for more
  • Student Veterans
  • Underprepared college students
  • and community College faculty in correctionalinstitutions.

The volume concludes with key resources for anyone who workswith or researches marginalized populations. The resources includesources for further reading, existing organizations serving variousmarginalized groups, and some possible funding opportunities.

This is the 155th volume of the Jossey-Bass quarterly reportseries New Directions for Community Colleges.Essential to the professional libraries of presidents, vicepresidents, deans, and other leaders in today's open-doorinstitutions, New Directions for Community Collegesprovides expert guidance in meeting the challenges of theirdistinctive and expanding educational mission.

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Product Details

  • ISBN-13: 9781118151082
  • Publisher: Wiley
  • Publication date: 10/18/2011
  • Series: J-B CC Single Issue Community Colleges Series, #214
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 112
  • Product dimensions: 5.70 (w) x 8.90 (h) x 0.40 (d)

Table of Contents

EDITORS'NOTES 1
Elizabeth M. Cox, Jesse S. Watson

1. Deweyan Democratic Learning Communities and StudentMarginalization 5
Clifford P. Harbour, Gwyn Ebie
Taking a step back for a greater vantage point, this chapterapplies Deweyan principles to the ongoing efforts of communitycolleges as they work at defusing marginalization on campus.

2. Noncredit to Credit Transitioning Matters for AdultESL Learners in a California Community College 15
Liza A. Becker
A single-institution, adult immigrant study in southernCalifornia is the basis for this chapter, which explores the issuesand needs of cultural and academic transitions.

3. Developing an Institutional Culture toward DegreeAttainment for Student Athletes 27
David Horton, Jr.
This chapter investigates how institutions can better servetheir student athletes who are marginalized despite their seeminglyhigh profile and publicly recognizable campus position.

4. A Primer on LGBTQ Students at Community Colleges:Considerations for Research and Practice 35
Eboni M. Zamani-Gallaher, Dibya Devika Choudhuri
Utilizing available theories and literature, this chapterprovides recommendations and identifies how lines of futureresearch can assist in the service of LGBTQ students.

5. Student Veterans and Community Colleges 51
Corey Rumann, Marisa Rivera, Ignacio Hernandez
This chapter illuminates the struggles and experiences ofveteran students who return to college after completing theirservice, as well as providing exemplars and recommendations toconnect veterans to campus.

6. Beyond Remedial Dichotomies: Are 'Underprepared' CollegeStudents a Marginalized Marjority? 59
Regina Deil-Amen
This author takes a broader perspective on remediation,discussing how remediation is more than a sequence of courses oronly localized to community colleges by tying preparedness levelsto issues of postsecondary access.

7. Borderland Stories about Teaching College in Prison73
Susanna Spaulding
Adjunct faculty on community college campuses are oftenmarginalized, and as they enter correctional facilities, theirposition is even more estranged when compared to their campus-basedpeers, inmate students, and corrections officers.

8. Key Resources on Marginalized Students 85
Susana Hernandez, Ignacio Hernandez
This chapter compiles additional service-centered resources toassist practitioners in reaching marginalized communities on theircampuses.

INDEX 91

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  • Anonymous

    Posted December 5, 2012

    L&K

    As usual, TOTALY AWESOME!! Sadly, I am no longer writing Castle Hill on the NOOK. I'm writing it by hand, and hope to finish it by hand (the only story I ever finished by hand was really bad so this will be a big feat for me) and mabye one day work it into a real story and have it published!! Or not.
    ~ L&K

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  • Anonymous

    Posted December 4, 2012

    Dauntless

    Chapter Ten
    A voice pulls me from the images.
    "Terrin?" The single word echoes, seeming far away. Hands grab my shoulders and shake me. "Terrin!"
    My eyes fly open and I sit up, inhaling sharply.
    Green eyes, only inches from mine.
    "Kato!" I gasp. I'm sitting on the windowsill, staring at him. "Kato?" What's going on?
    "I asked Alaster where she thought you'd go, and she told me to go here. I came in, and you were sweaty and... pale." He recalls.
    "I AM pale. It's just my skin." I respond.
    "Well, yeah, but still."
    I realize I'm clammy and trembling. "I must've been dreaming." I tell him my dream, and he frowns.
    "Must be stress taking its toll." But he doesn't seem to believe it.
    I don't either. His reassurances aren't hitting home. "Wait—why were you in the girls' dorms?" I ask.
    "I was looking for you." He explains, like that explains everything.
    I sigh and smile a little, shaking my head. 'Boys.'
    # # #
    "Are you hungry?" Kato asks as we walk.
    "No." I answer, even though my stomach's growling. "Do you?"
    "I already ate. Let's go train."
    I nod and follow him to the Training Center. When we get there, I stop short. The place makes the saying "larger than life" seem... small. The roofs disappear in shadow, and the floorspace is larger than four times my house—which, honestly, isn't very large, but this room is HUGE.
    Every weapon ever created is on tables and hanging on hooks on walls, along with some newer ones.
    Kato makes a beeline for the fire-starting station, which looks pretty simple compared to the gleaming weapons. I crouch next to hi. His tight expression leaves no room for question, but I push it.
    "What's your deal? Let's go use some weapons!" I say, moving to stand.
    His tan hand flies out and catches my wrist, pulling me down next to him. "Let's NOT do whatever we can to attract attention, huh?" He hisses.
    "C'mon, I'm a BORN popular girl. I gotta go strut my stuff!"
    "Pfft. Someone's got way too big of an ego. Pride isn't cool."
    "Neither are you. I'm loud AND proud!"
    "Sit down and shut up, okay? This isn't funny! You don't- you don't get it." He mumbles, staring at the skinny match in his hand.
    "Maybe I'd understand if you'd tell me. You can't expect me to understand something I know nothing about!" I stand and storm off, ignoring his call.
    Let him hole himself up in a corner all day! When the war comes, lighting a match won't save you.

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