Community colleges offer education to both marginalized and oppressed groups of students. However, there is little to no literature on the issues of social justice in these colleges. There is a tentative link between the participation of community college students in service learning and the development of a lens of social justice. Community colleges are institutions created for and by the local communities. Therefore, they are usually affected by economic, political, and social changes that take place in these communities. Factors such as abuse of power, social injustice, and economic disparities usually reverberate fast on these institutions. Community colleges are accessed by all people regardless of race, religion, physical ability, gender, background, and class. All these people look forward to bettering themselves regardless of their disparities. Community colleges attempt to commit to their missions of serving a diverse community by using the equipment available. These institutions are capable of strengthening how they serve this community.
Social justice is regarded as a defining value and a goal for education in many community colleges. Social justice in a broad concept is represented in society by unbiased and fair treatment, elimination of institutionalized oppression and domination, the creation of equal opportunities for the oppressed groups, and freedom from discrimination. Various community colleges have established promotion of social of social justice as their essential goal with the aim of improving the well-being of the students. Additionally, the promotion of social justice in these institutions is intended to help meet the basic needs of every student while paying particular attention to the empowerment and needs of the vulnerable, needy, and oppressed student (O'Grady, 2014).
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The American community colleges are focused on committing to responsiveness to needs of the community, equity, and access. The open admission policies of these colleges exemplify the commitment to access. Besides, these colleges strive to remove academic, physical, and financial barriers to entry. This access has led to higher education of people from all walks of life including the minorities, working adults, first-generation, dropouts, and low-income people. Many community colleges have the mission to provide education access that is necessary for productive lives of individual students and successful and healthy communities that the colleges serve. For the middle class to grow strong and the society to be democratic, it is necessary for access to higher education to be availed.
A reproductive community is illustrated by the multiple levels of educational needs and the comprehensive nature of community college program available. The services and programs offered by these colleges provide an engine for economic and community development. The commitment of community colleges to equity is illustrated in the provision of necessary support to provide the same level of playing field to the underprivileged students and prepare them to achieve their goals. This support provides the students with the necessary skills needed to succeed in higher education (O'Grady, 2014). The main objective is to eliminate the barriers that impede success regardless of the type of barriers, their causes, or reason for the occurrence. However, the fulfillment of these missions is currently facing various challenges.
The main missions of community colleges are currently fading away and being replaced with other missions. For example, the open admission policy and admission of students from local geographical boundaries are no longer applicable to many community colleges. Many colleges are now serving national and international purposes. The maintenance of the original missions while focusing on additional missions is not an easy task since some missions conflict. As a result, the administration and other leaders of these institutions have a hard time in the management process. The changing community college system comes with complications of the issue of social justice due to increased diversity of the students(Thompson, 2016). When diverse people from all walks of life come together, there result and increase in issues that make them different from each other. However, there are various efforts in place to promote social justice in community colleges and the outside world.
There is an increasing diversity of the needs and outcomes of students in community colleges. The increased diversity has an impact on how these colleges respond to and plan for the needs of students (Thompson, 2016). The system of community college has successfully responded to many changes and challenges throughout the history of America. The adaptation to these changes defines the community college education system. However, there has been continued reflection of certain principles of foundation throughout the accommodations and alterations that makes community colleges unique institutions. These institutions have maintained some core missions such as workforce training, open admission policy, and training services to a given geographic region. However, there have emerged certain issues in the current days that have confronted and confounded the system of community college. The most dominant issue is the issue of social justice.
The social justice mandate in American community colleges is addressed by the Educational Policy and Accreditation Standards (EPAS), which defines the American accreditation standards (O'Grady, 2014). This organization specifies that the purpose of community college education is actualized through prevention of conditions that hinder equality and limit human rights, enhancement of life quality for all students, and through the quest for social justice. Further, the organization sets forth the students’ expectations by understanding the forms of discrimination and oppression, encouraging practices that enhance social justice in community colleges, and advocating for human rights in these institutions. The practice behaviors that are associated with the promotion of social justice include empowerment of students through skill building, resource development, and rising of consciousness. Other practices such as social injustice awareness, media activism, social movement participation, diversity promotion, and violence intervention among others are also effective in the promotion of social justice in community colleges and beyond (Adams & Bell, 2016.) Community college education should make the students prepared to enter a profession that is value driven and has a diverse area of specialty in a vast array of settings.
Even though practice competencies are set forth as community college education mandates, it is not guaranteed that the education system in these institutions manifests social justice as an overarching value in the social work programs. According to studies, there is a lack of consistency in the teaching of the values of social justice across the American community colleges. This is due to the absence of focused attention to social justice within the community college education. As a result, the efforts of the students are limited towards building upon unrecognized foundations. The promotion of social justice within community college education has to be proactive and purposeful in order to challenge oppression in a broad context. Social justice also involves the practice of helping people to address their issues and match them with the resources needed to live healthy lives. It involves the view that every human being deserves equal social, economic, and political rights and opportunities. Advocates of social justice intend to open doors for everyone, especially the neediest, to access available opportunities. The value of social justice underscores everything else. Many people put aside their personal interests and prioritize serving others in the pursuit of social justice. Giving vulnerable and less privileged people what is rightfully theirs is an act of social justice.
Historically, America was the leading country in the world regarding the establishment of democratic and society values like protection from discrimination and provision of equal opportunities to all people. However, currently, the country is among the extremely industrialized countries with a widening gap between the rich and other citizenries; the middle class and the poor. Community college fees have sharply gone up, and many qualified students cannot access these institutions due to lack of fees. The students who get to have education in community colleges are often treated differently majorly because one group of people is preferred to another. The foundation of any democratic community college is the guarantee that each and every student is treated equally and has equal rights. The respect for human rights is the best strategy that every student should have against discrimination.
Additionally, every student should recognize an intimate connection between their responsibilities to the College community and their rights as individuals. Respect for diversity should be the key value of every community college in order to promote social justice. Many community colleges are committed to establishing relationships among the students that honors diversity, supports self-determination and self-definition of all students, and confronts the barriers of sexism, class oppression, racism, homophobia, ageism, and other ways in which humans are separated from working together. In many community college institutions, affirmative actions are supported to provide equal opportunities to all students and to remedy discrimination. It is of much importance for community colleges to address political, social, and economic pressures while staying true to their visions. The mission of common access has to come first and remain unchanged. However, the political, social, and economic pressures have altered the missions of many community colleges.
Changing demographics and economic conditions demand an alteration in the initial missions of community colleges. For example, the increased costs of living have forced many of these institutions to increase the cost of education highly. Many of the community colleges have become very expensive hence denying access to students from low-income backgrounds. According to demographic studies, there will be increasing diversity in the students of community colleges in the future than there is today. This only means that differentiating aspect are expected to increase. However, there is little to no way of preventing these differences. Therefore, community colleges have to lay a strong foundation for social justice so that the students can learn and adopt the value of learning, living, and working together regardless on differences based on any social background.
The intelligence, commitment, and tenacity of many community college student leaders in the current days are inspiring. These student leaders are work together to achieve big changes in the local and state levels. Many students have made various positive impacts in the attempt to promote social justice (O'Grady, 2014). For instance, De Anza Community College students in North California advocated for discounted bus passes in their campuses through the local transit agency. This move has saved the students a lot of money and has had a positive impact on the surrounding environment. Another example is the launching of community college initiative where students advocated for the expansion of voting rights and the fights against anti-Muslim and anti-LGBT sentiments (Klugman, 2011). However, social justice cannot be achieved through the efforts of community college students alone.
There is the need for significant support and investment from individual donors and various foundations. There is need to incorporate community colleges into one’s grant making strategies as an effort to start the promotion of social justice. Additionally, funders can support thriving democracy and create movement building in community colleges by targeted investments that help move the issues of social justice such as education equality, immigration reforms, health care reforms, community revitalization, and racial inequalities. The empowerment of community college students to push for reforms of policies that have effects on their lives and to address pressing challenges can help to shape a new generation of leaders that can transform communities and create a socially just nation (Rendón, 2012).
The issues of social justice in community colleges include lesbian, gay, bisexual, and transgender (LGBT) issues. Studies have it that many students find it challenging to adjust to college life, especially large, urban colleges. As a result, many colleges provide their students with the opportunity to be part of the supportive peers who work to create safe and welcoming space to address the issues of sexual orientation, sexual expression, and gender identity. These studies conclude that membership in a learning community supports academic success, the overall sense of connection in the college life, and retention of the college students. Many colleges have strong positions against discrimination of students based on gender identities and sexual orientations, especially on new students. The act of criminalizing relationships on the basis of a person’s gender identity or sexual orientation violates the fundamental rights of humans. Besides, it limits the ability of a person to engage fully in the community.
It is important for every person to be treated equally with respect and dignity. Everyone should be given an opportunity to reach their fullest potential regardless of whom they love or who they are. According to information given by the United Nations, about seventy-eight countries criminalize homosexuality as per today. About seven of these countries allow death penalties for people who are convicted of having a consensual gay relationship. The laws are becoming more severe in many countries. For instance, in Uganda, a recent legislation passed into law includes threats to the safety of LGBT people. Such laws are considered as heterosexism and result in structural limitations that result into the promotion of discrimination, condone violence, and reinforce stigma. Additionally, such laws can impact the abilities of community college students negatively in academics. The visibility of community college leaders as advocates and allies of LGBT human rights is critical (Adams & Bell, 2016).
Since civilization began until today, the American history has been rich with brutality and oppression of women. The system of male domination, or patriarchy, involves various issues of social justice that include; discrimination, violence, and gender inequalities against women and girls that involve trafficking, rape, prostitution, slavery, domestic violence, and wife battering. For a change to occur, the voice of women has to be heard. Equality of women that provides equal representation and participation has to occur in order for democracy to work. The rights for women to vote took over seventy-two years of extraordinary fights to become effective. For the sake of social justice, equality must be given to women. Traditionally, women have borne the brunt of inflicted injuries caused by language that is used as a weapon by people in power. Even though the freedom of speech is vital to democracy, it should not be used to perpetuate abuse and oppression. Community colleges are committed to increasing the participation of the female students in leadership so that they can bring changes to policies and laws that promote discrimination against women, and promote gender equality to improve the lives of women.
Americans with Disabilities Act was enforced to enable every person with disabilities to function and achieve at the highest level possible (Tikly & Barrett,2011). Students with disabilities in community colleges are often provided with the same opportunities of education as other students, depending on the type and extent of the disability. There are some community colleges that are specialized in the provision of education to students with particular types of disabilities. Such include colleges for the mentally challenged, the blind, and the deaf and dumb. Students with physical disabilities such as lameness, however, do not need to get their education from special schools. Such students can learn appropriately with other students. Therefore, it is of great significance to instill the value of social justice among students to prevent discrimination against the students with disabilities. When students understand that disability is not inability and that they can treat each other equally regardless of their physical disabilities, they will be able to learn effectively and carry with them the value of social justice into the outside world, at home, in public, and working places (Tikly & Barrett,2011).
Racial harassment is a common practice in many community colleges. However, there are a number of steps that these institutions take to improve race relations among students. Many colleges have issued a statement of values with the aim of setting a tone for the students. In a case of an incident concerning racism, it is of great importance for the college leaders to assure the students of their commitment to the environmental safety of students of all races. Cultural competency is also an important virtue that community colleges need to teach their students. Cultural competency allows students to appreciate each and every culture and embrace them without feeling intimidated. These institutions need to create an environment that does not discriminate students from any race but rather treat them as equals.
It is important to increase the attainment of a high-quality community college credentials to help the community to thrive and prosper and enable the filling of workforce needs. However, some communities do not have access to quality education from primary to tertiary levels. Traditionally, in many low-income populations, people tend to live, school, and work in the same area for most of their lifetime. Initiatives and strategies that intend to strengthen the connections between higher education, businesses, and careers in such communities have significant effects on postsecondary education of individuals and the community as a whole. Many organizations work independently to improve the outcomes of community colleges without addressing the collective capabilities of these communities (O'Grady, 2014). The cross-cutting approaches include place-based strategies that are intended to help in addressing the multiple needs in the community through collaborations among nonprofit organizations, businesses, and community college education. Such strategies aim at bringing the stakeholders together to address the issues of social justice. Many communities have aligned these strategies around the community colleges as a result of the high potential that community colleges have in connection with all the students to business and industrial needs (Bierhoff, Cohen, & Greenberg, 2013).
Since community colleges provide open access and affordability to individuals who seek post-secondary credentials, the institutions attract students of all educational levels and from all backgrounds. Many of these institutions enroll students at any time of the year. Students with high school diplomas are seldom turned away. There are various reasons why students enroll in these colleges, the main reasons being; to transfer to a four-year university program, to receive job training, and to earn a credential. Traditionally, the affordability and open access to this community colleges have appealed to various student populations that include; low-income students, minority, working adults, and first generation students.
According to the American Association of Community Colleges, approximately 50% of the community college body is of ages between 21 and 40 while 15% of the body is over 40 years of age. However, there has been a recent influx of younger students under the age of twenty enrolling in community colleges. This is mainly because of an increase in the number of programs that have introduced college courses to high school students. The enrollment of many students in community colleges is, however, linked to the decreasing levels of success these institutions. The success is measured as per the ability to earn a credential, acquire effective job training, or transfer to a four-year university program. Studies indicate that this success is currently less than 50%. For black, low-income, Native American, and Hispanic students, the level of success are even lower at 30%. Transferring to a four-year university program and earning an associate’s degree currently takes longer than the assumed two years for many students (O'Grady, 2014).
According to statistics, nearly one-third of students take approximately six years to complete a degree or to earn a credential in a community college. A major challenge for completion of this education is the transition from high school education to community college programs (O'Grady, 2014). More than 55% of the students have to take a one year or more remedial course to catch up with math classes and college level reading. Many students also find hurdles during the transition from a college community to a four-year university institution. Statistics also indicate that only one-fourth of the students complete these studies within the intended period of four to six years. Provision of common learning grounds through the support of underprivileged students enables many students to complete their college education within the required time.
Many community colleges have the pieces of equipment needed to serve a diverse community. Various programs that aim at enhancing social justice in community colleges have succeeded in the attainment of their objectives. Various clubs in colleges receive funding from donors. Most of these clubs have the objectives of bringing students together irrespective of their disparities. For instance, many community colleges have black students clubs. These clubs are meant to bring black students together irrespective of their background regarding the class. Many students from black communities are often underprivileged and face racial discrimination. The club is meant to empower such students and provide them with support where necessary so that they can have the same learning environment with the other students achieve their desired goals. Also, these clubs are intended to provide a sense of belonging to students from black communities (Bierhoff, Cohen, & Greenberg, 2013).
The women’s club is also another common empowerment group in many community colleges. There are various subgroups that may fall under women’s club. This includes mom’s groups. Since community colleges have people of a wide range of age, women with children are also included in these institutions. Such women often face discrimination from other students since they some students feel that they are and should not be in school. In many colleges, mom’s clubs receive funding from donors to help them empower each other through various activities to support one another and to manage their busy student parent lives. Additionally, women tend to face discrimination in colleges. These women can be supported and encouraged so as to empower them. Community college administrations have rules in place that deal with the issues of social justice. Such rules include laws against discrimination based on race, ethnicity, gender, and sexual orientations among others. The breaking of such laws often lead to serious punishments such as suspension of a student for an academic year, and in worse cases, a student can get discontinued. Such equipment have born fruits since many community colleges have minor cases of social injustice.
Community colleges can strengthen how they serve a widely diverse community through various ways. These colleges need planning and strategic orientations in attracting and retaining students from all walks of life. Statistics have indicated the trend of enrollment of community colleges is increasingly declining. Additionally, these colleges are becoming more tuition driven and are tied to student completion and retention. Such factors have put community colleges under historic pressure requiring more strategies in the retention and recruitment strategies. Many strategies used in the four-year degree programs have currently been adopted in the two-year community college system. The methods that can be used by community colleges to enhance their services to an increasingly diverse community include the setting of enrollment goals that promote social justice and are free of bias on any social grounds and analyzing the academic demands of all groups of students and providing academic support to the students who are most need of it (Bierhoff, Cohen, & Greenberg, 2013). Another strategy that can be used is taking an advanced proactive approach to the retention of students regardless of their political, social, academic, or economic backgrounds.
Settings of enrollment goals that are realistic and accommodative to all students enable community colleges to strengthen their service to a diverse community. This is because when measurable enrollment goals are analyzed and reviewed; community colleges are able to provide admission to a wide range of students. These include students from other nationalities and the low-income students. Also, underperforming students are given a chance to better themselves and train in the jobs of their desire to achieve their dreams. Analyzing the academic demands of students also enable community colleges to enhance their services for the diverse community. Various groups of students have various academic demands. For instance, low-income students usually have much destruction and therefore perform relatively lower than comfortable and well off students. Additionally, studies indicate that gay students and transgender may have a difficult time to adapt to community college system majorly due to discrimination. Such students need extra attention regarding academics to keep them on track (Dolgoff & Feldstein, 2012).
The efforts to meet the academic demands of students are essential in giving all students an opportunity to prosper. Taking an advanced proactive approach to the retention of students regardless of their political, social, academic, or economic backgrounds is effective in providing services to the diverse community. It is significant that community colleges take measures to retain all their students and help them to achieve their academic goals. The identification of students at risk during enrollment and having a vast knowledge of the students’ profile are key analytics to know the students with the potential of succeeding and excelling. Community colleges should at no point retain students based on ethnicity, race, religion, gender and other forms of social groups. It is of great importance to treat students equally and practice the value of social justice.
The act of advocating for social justice is fueled by the belief of equal rights and access to opportunities for all members of the society. Social justice has a great impact on the discipline of many people even though the values, approaches, and assumptions of social justice may differ from traditional psychology. Issues of social justice include but are not limited to discrimination, conformity, and prejudice. These include subfields such as racism, ethnicity, gender identities, sexual orientation, and disabilities. Community colleges have played a key role in the promotion of social justice. These institutions have illustrated the conduction of social justice among their students. Social justice has ensured equality in regards to race, gender, religion, and ethnicity in many community colleges. Social justice is a key issue that has to be embraced in all aspects of life.
References
Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for diversity and social justice . Routledge.
Bierhoff, H. W., Cohen, R. L., & Greenberg, J. (Eds.). (2013). Justice in social relations . Springer Science & Business Media.
Dolgoff, R., & Feldstein, D. (2012). Understanding social welfare: A search for social justice . Pearson Higher Ed.
Klugman, B. (2011). Effective social justice advocacy: a theory-of-change framework for assessing progress. Reproductive health matters , 19 (38), 146-162.
Rendón, L. I. (2012). Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation . Stylus Publishing, LLC.
Thompson, N. (2016). Anti-discriminatory practice: Equality, diversity and social justice . Palgrave Macmillan.
O'Grady, C. R. (Ed.). (2014). Integrating service learning and multicultural education in colleges and universities . Routledge.
Tikly, L., & Barrett, A. M. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development , 31 (1), 3-14.
