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ERIC Number: ED368431
Record Type: Non-Journal
Publication Date: 1994-Jan
Pages: 6
Abstractor: N/A
Reference Count: N/A
The Barriers to Moving Students Along the Educational Continuum.
Miller, Jack D.
In addressing the challenges facing the country into the 21st century, educational reform represents one of the key elements to assuring and sustaining the nation's economical, social, political, and cultural well-being. It is essential in any reform effort, moreover, that we identify and address the barriers to equal educational opportunity. Barriers can be described as horizontal (i.e., conditions that hinder goal attainment across disciplines, organizations, groups, or other levels) or vertical (i.e., perceived hierarchical levels that impede achievement within organizations, associations, groups, or systems). Many barriers are both horizontal and vertical and can include such elements as academic snobbery, cultural beliefs, financial issues, language problems, mind set, red tape, and tradition. An example of a vertical barrier occasioned by academic snobbery would be when instructors feel superior to those at other levels, such as high school teachers to elementary teachers or university professors to community college faculty. Horizontal barriers are created, however, when faculty minimize the value of counselors. In efforts to reform education, we must address the vertical and horizontal barriers represented by local, state, and federal bureaucracies; counter the prevailing cultural barrier that assumes that students cannot learn science or other "difficult" subjects; and eliminate all financial barriers to provide professional staff development and strong support system for students, the community, and the culture. (ECC)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mount Hood Community Coll., Gresham, OR.