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Social Justice and Community Colleges
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Purpose: The purpose of this article is to describe how to implement anti-bullying policies in higher education. Design/methodology/approach: The paper informs organizations on the personnel needed for successful implementation. Findings: Executive leadership is needed for policy development, policy introduction, and continued implementation. Research limitations/implications: The paper informs organizations on the personnel needed for successful implementation. Practical implications: It demonstrates the importance of campus-wide leadership to educate the campus. Social implications: The study highlights how to achieve policy acceptance and how to coach campus community to trust the policy. Originality/value: The paper informs about the importance of campus-wide support and extensive leadership presence in implementing a controversial campus policy.
Two psychological theories of moral behavior and justice--Kohlberg's Theory of Moral Development and Haidt's Moral Foundations Theory--and two normative frameworks for justice are presented and evaluated in this paper. Moral Foundations Theory derives its fundamental ideas from the works of David Hume, Jonathan Haidt, Jesse Grahm, etc. The two normative frameworks are: Transcendental Institutionalism Framework, and Realization- Focused Comparative Framework. Transcendental Institutionalism derives its inspiration from the works of political philosophers such as Thomas Hobbes, Jean-Jacques Rousseau, Immanuel Kant, and John Rawls, while the Realization-Focused Comparative Framework originated from the works of political philosophers, mathematicians, and economists such as Adam Smith, Marquis de Condorcet, Jeremy Bentham, Mary Wollstonecraft, Karl Marx, John Stuart Mill, Kenneth Arrow, and Amartya Sen. Kohlberg's Theory of Moral Development shows increasing role for reason as a person goes through various stages of moral development. The Moral Foundations Theory provides a primary role to instincts and emotions while the last two frameworks provide a greater role to reason and reasoning than to emotions and instincts. The strengths and weaknesses of each theory or framework are evaluated, and where appropriate, one theory is compared with other justice and moral conceptualizations. While descriptive theories are useful in understanding moral behavior and justice, normative theories are required to determine rules for collective action. Arguments are presented that the Transcendental Institutionalist Framework is superfluous and should be replaced entirely by the Realization-Based Comparative Framework for practical attempts to reduce manifest injustice and to enhance justice. This research reaches across several disciplines to discuss and evaluate descriptive and normative theories of moral behavior and justice. In particular, the Social Choice Theory, while well-known in economics and political science, is not well known in other disciplines. This study brings the Social Choice Theory to the forefront for situations where a group or society wants to select among various alternatives by basing its decisions on the individual preferences of its members using principles of justice. As an example, attempts to form a government of the people, for the people, and by the people would also fall within the domain of the Social Choice Theory.
Purpose
– The purpose of this paper is to present the gap between conceptualizations of social injustices and the desired social transformation that addresses multiple social subsystems and levels on one hand, and social justice leadership that addresses intra-school efforts on the other. The paper aims to expand the conceptualization of social justice leadership and tie it together with concepts of activism and social change.
Design/methodology/approach
– The paper adopts a socio-ecological perspective. It reviews works about social justice leadership in education, activism, and social change to present the notion that in light of existing social justice barriers educational leaders should serve as activists in schools and in the community and policy areas.
Findings
– The paper presents a macro framework, focussing on individual leaders in the field and on the consolidation of intentions, actions, and outcomes in a manner necessary for using social justice as an effective socio-political agenda in a socio-ecological system.
Originality/value
– The paper presents a conceptual framework which can enable practitioners and researchers to better understand social justice efforts.
In an era when college completion dominates the policy agenda, matters of access and equity are critically important. The allure of raising completion rates by reducing access for students thought unprepared for college and incapable of finishing is too attractive to deny. This article discusses the importance of linking access and completion to ensure that equitable outcomes are obtained by community college learners and examines the question of how policy affects access in the context of the nation’s college completion agenda. Key national initiatives undertaken to increase completion are examined with an eye toward understanding how the strategies developed by these initiatives affect student access and success.
Although the practice of channeling students who are labeled as academically underprepared into developmental education courses has been a ubiquitous practice among community colleges, the vast majority of these students are not completing their developmental coursework, much less their desired credential. This research illustrates the experiences and challenges that students encountered in their pre-curriculum courses. The research conducted in-depth interviews with 16 students who successfully completed or were on track to complete their developmental coursework at a two-year MSI. Framed by Schlossberg’s transition theory, findings showed that being labeled as “underprepared” generated feelings of isolation, stigmatization, and a lack of control, which we argue are threats to identity that led to strong emotional and behavioral reactions. As many colleges are looking for new approaches to address the challenge of so-called student underpreparedness, we argue that the design of developmental interventions, and indeed of all community college structures, should accommodate and support students’ fledgling identities as college students.
To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in English and one in math. Overall, students on accelerated pathways were more likely than a set of matched peers to successfully complete the relevant college-level course within 3 years. However, to help maintain strong student performance within subsequent college-level courses, accelerated pathways may need to incorporate rigorous content, systematic faculty development, and targeted student supports.
Examining the academic effects of developmental education reform: Faculty perceptions from a large, public, urban university
- C Lane