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American Government Across Time, Space, and Location
Unformatted Document Text:  10 (London, 1978 and Neuman and Riesman, 1980, as cited in Doughtery, 1987). Doughtery explains two different ways of examining the purpose of the community college. From the functionalist perspective, the community college is an equalizing agent for groups of people who normally would not have access to higher education and serves the function of educating the next generation of vocational workers. Conversely, the class- reproduction perspective asserts community colleges maintain the stratified nature of our society by “producing graduates trained and socialized for work in capitalist enterprises” and asserts that students who want to earn a 4-year degree are adversely affected by the community college experience (86). In support of the class-reproduction perspective, Velez (1985), and more recently White, (2007), found that students who attend universities are more likely to obtain a bachelor degree when compared to students who begin their studies at a community college. However, this difference reverses for students who are focused on vocational training only thereby providing evidence that the functionalist perspective is not entirely void of value (Doughtery:86). Interestingly, Doughtery also posits that community college students might have a higher dropout rate because they are not as invested in the college experience as are their university attending counterparts. Doughtery points out the important role of dormitory life in building that sense of belonging (94). Evidence from National Center for Education Statistics indicates that community college students are differently prepared for the educational experience because they tend to have low abilities in reading and mathematics (Hoachlander, Sikora, and Horn, 2003: ix) The literature is devoid of any comparison between community colleges and universities in regard to American Government 101. However from the cited literature here, there seems to

Authors: Bryant, Jane.
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10
(London, 1978 and Neuman and Riesman, 1980, as cited in Doughtery, 1987).
Doughtery explains two different ways of examining the purpose of the community
college. From the functionalist perspective, the community college is an equalizing agent for
groups of people who normally would not have access to higher education and serves the
function of educating the next generation of vocational workers. Conversely, the class-
reproduction perspective asserts community colleges maintain the stratified nature of our society
by “producing graduates trained and socialized for work in capitalist enterprises” and asserts that
students who want to earn a 4-year degree are adversely affected by the community college
experience (86). In support of the class-reproduction perspective, Velez (1985), and more
recently White, (2007), found that students who attend universities are more likely to obtain a
bachelor degree when compared to students who begin their studies at a community college.
However, this difference reverses for students who are focused on vocational training only
thereby providing evidence that the functionalist perspective is not entirely void of value
(Doughtery:86).
Interestingly, Doughtery also posits that community college students might have
a higher dropout rate because they are not as invested in the college experience as are their
university attending counterparts. Doughtery points out the important role of dormitory life in
building that sense of belonging (94). Evidence from National Center for Education Statistics
indicates that community college students are differently prepared for the educational experience
because they tend to have low abilities in reading and mathematics (Hoachlander, Sikora, and
Horn, 2003: ix)
The literature is devoid of any comparison between community colleges and universities
in regard to American Government 101. However from the cited literature here, there seems to


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