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Marginalized students

Publication Type:



New directions for community colleges ; no. 155, Jossey-Bass, San Francisco, p.96 (2011)

Call Number:

Cubb LB2328 .N4 NO.155



Community college students, Students with social disabilities


Contents: Editors' notes / Elizabeth M. Cox, Jesse S. Watson -- Deweyan democratic learning communities and student marginalization / Clifford P. Harbour, Gwyn Ebie -- Noncredit to credit transitioning matters for adult ESL learners in a California community college / Liza A. Becker -- Developing an institutional culture toward degree attainment for student athletes / David Horton, Jr. -- A primer on LGBTQ students at community colleges: Considerations for research and practice / Eboni M. Zamani-Gallaher, Dibya Devika Choudhuri -- Student veterans and community colleges / Corey Rumann, Marisa Rivera, Ignacio Hernandez -- Beyond remedial dichotomies: Are 'underprepared' college students a marginalized majority? / Regina Deil-Amen -- Borderland stories about teaching college in prison / Susanna Spaulding -- Key resources on marginalized students / Susana Hernandez, Ignacio Hernandez.; Summary: Gone are the days when the term diversity may have been used to solely signify the color of one's skin or gender. This volume examines how diverse and marginalized populations are situated within American community colleges and pushes the boundaries of our understanding of these terms. The editors and contributing authors examine various student groups as well as give voice to the marginalization felt by a group of faculty. Topics include: Examining the concept of student marginalization through a framework based on Dewey's 1916 work, Democracy and Education; Experiences of Adult English as Second Language learners; Seeing the community college environment through the eyes of student athletes; Current research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) community college students and the need for more [research]; Student veterans; Underprepared college students; And community college faculty in correctional institutions. The volume concludes with key resources for anyone who works with or researches marginalized populations. The resources include sources for further reading, existing organizations serving various marginalized groups, and some possible funding opportunities.

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