ERIC Number: ED203902
Record Type: Non-Journal
Publication Date: 1981-Apr
Reference Count: N/A
Institutional Factors Affecting Student Participation in Community College Science Programs.
Cohen, Arthur M.
Drawing upon the responses of 268 instructors of randomly selected class sections offered at the Los Angeles Community College District during Fall 1980, this paper assesses the role of the faculty in remedying the underrepresentation of women, minorities, and the handicapped in science education. The paper first summarizes probable causes of this underrepresentation and then discusses the survey findings, focusing particularly on the characteristics of the 99 science instructors and their responses to questions related to: (1) their activities to recruit more students, particularly handicapped, women, and minority students, into their classes; (2) the importance of 14 activities and skills in terms of students' success in their courses; (3) the kinds of support services that were and should be promoted by their colleges; (4) the percentage of students needing seven specified support services, whether teachers' would recommend these services, and reasons why students do not take advantage of these services; (5) the emphasis given to nine student activities in their classes; and (6) reasons why women, minorities, and the handicapped are underrepresented in science programs. Finally, the paper presents summary conclusions, indicating that science instructors are aware of their students' limitations; are not greatly concerned with the student mix; and are continuing to use traditional modes of instruction. (JP)
Descriptors: Affirmative Action, Basic Skills, Class Activities, College Faculty, College Science, Community Colleges, Disabilities, Females, Instructional Materials, Minority Groups, Student Personnel Services, Student Recruitment, Teacher Attitudes, Teacher Role, Teaching Methods, Tutorial Programs, Two Year Colleges
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A