After Admission: From College Access to College Success

INDEX

259 Boldface numbers refer to figures and tables. INDEX AACC (American Association of Community Colleges), 50 access to college, increases in, 1–2, 5–7 accreditation: community college reliance on, 143, 144, 159; and labor market legitimacy of college programs, 140; and occupational college evolution, 11, 18; for sample colleges, 27–28 achievement levels, high school: community vs. occupational colleges, 34; and information savvy, 107; and remediation challenges, 68; and student effort-confidence, 53, 187, 189 Adelman, Clifford, 7, 87 adjunct faculty role in labor-market linking, 172–73, 181 administrators: on career services, 149; conflicting goals of higher- vs. lower-level, 28; dedication to ideals of community college, 6; interview structure, 29–30; and occupational vs. transfer focus, 15, 51; sample considerations, 28; on social skills training, 210–12, 215–18. See also program chairs admissions policies, 4, 5 advising and advisors: at community colleges, 99–100, 113, 122–25; methods and data, 28, 29–30; research prospects, 238; structured approach, 102, 128, 129, 230–31, 241; unrealistic high school advice, 67–68. See also counselors and counseling; faculty advisory boards, employer-staff, 144–48, 175–76 African American students, 6, 7, 13 age of students: and effort-confidence, 187, 188–89, 190; and information levels, 105, 106, 107 alternative associate’s degree programs , 90 American Association of Community Colleges (AACC), 50 appearance, appropriate worker, 202–3, 216, 218 archival materials: class schedules, 5–6, 127, 132–33, 228, 240; as information obstacles to students, 116; and remedial course status, 77–79; sample and methods, 31 aspirations and goals, student. See goals and aspirations, student associate’s degree: alternative, 90; community colleges’ offering of, 5; labor market value of, 13, 14–15, 138–39, 141–42, 156–57 attainment, educational, cultural capital ’s role in, 95. See also degree completion attendance policies, 211–12, 217 attributes, individual student: community colleges’ assumptions about, 19–20, 149, 158, 223–25; cultural and social capital, 95–96; family’s role in college aspirations, 54–55, 67, 115–16; and information challenges , 98, 105–10, 119–22; vs. institutional causes of outcomes, 33; as responsible for student failure , 43; sample overview, 34; similarities between public and private colleges, 12; social skills as, 210, 213 bachelor’s degree, labor market recognition of, 136–38, 139, 140. See also transfer to four-year colleges Badway, Norena, 169 Bailey, Thomas, 170 Beginning Postsecondary Students Longitudinal Study 1996-2001 (BPS), 32, 45, 86, 193–95 Bills, David, 138 black students, 6, 7, 13 Bourdieu, Pierre, 95, 114, 205–7, 220 Bowles, Samuel, 204, 205, 206, 207, 219–20 BPS (Beginning Postsecondary Students Longitudinal Study 19962001 ), 32, 45, 86, 193–95 Brewer, Dominic, 142, 144, 169–70 Brint, Steven, 14, 28, 42, 50, 139, 141–42 Brown, David, 138 bureaucracy: community college obstacles to students, 116–18; and curricular innovation, 18, 176; division of labor and labor market linkage , 174–75; occupational colleges’ streamlining of, 129 business schools, labor-market linking in, 179, 180 business-secretarial programs, 29 career services: community colleges’ attitudes, 174–75, 181, 246n2; general assessment focus, 162–63, 183, 184, 197, 246n2. See also job placement catalogs, course, 31, 77–79, 116 causality, 32–36, 111, 223, 236–37 certificates, one-year, 13 charters, college: charter-building model, 137, 140–42, 143, 158–60; traditional model, 136–40, 143, 157–58 choice: balancing of, 239–40; challenges for students in, 13–14, 111–12, 115–16, 118–19, 229; community college approach, 20–21, 107–8, 230, 235–36; occupational college approach, 19–20, 129–30, 226–27, 230–31, 235–36, 237–38; and remedial course information, 68–69 Clark, Burton, 23, 40–42, 43, 44 class size, advantages of community college, 56 class stratification, schools’ contribution to, 205, 219–20 clothing and dress, appropriate worker, 202–3 Coleman, James S., 95, 141 Collins, Randall, 138 community colleges: advising and advisors, 44, 81, 91, 99–100, 113, 119–25, 225–26; advisory board approach, 144–47; career development , 148–50, 162–63, 174–75, 181, 246n2; and choice, 20–21, 107–8, 230, 235–36; cooling-out 260 Index function, 40–49, 64–65; exploration philosophy in, 20–21, 107–8, 111, 118; growth of, 4–7; and increased access to college, 1–2; individual approach, 7–9, 19–20, 149, 158, 223–25; information responsibilities, 90–91, 97–101, 222, 225–26; and institutional approach...