NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133047
Record Type: Journal
Publication Date: 2017-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0091-5521
Polymorphic Students: New Descriptions and Conceptions of Community College Students from the Perspectives of Administrators and Faculty
Levin, John S.; Viggiano, Tiffany; López Damián, Ariadna Isabel; Morales Vazquez, Evelyn; Wolf, John-Paul
Community College Review, v45 n2 p119-143 Apr 2017
Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee's identity theory and Grillo's theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members--the "educational view" and the "managerial view"--which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A