Caught in a Community College Stereotype

The teacher shook his head in a condescending manner--assuming Charles to be a criminal in addition to an underperforming bum—and asked, “Now, what did you do, Charles?”

We told him he was sitting as a judge. It was hilarious, but at the same time, disturbing to know that a brilliant man who had excelled at Oxford—where showing up for class was never required--could barely survive the oppressive regime of a community college despot.

Research shows that community college students are as much as 31% more likely than similar four-year college students to drop plans to obtain a bachelor’s degree after two years of higher education. The CC students in the study initially had the same grades, abilities and academic motivation as the four-year students. They were similar with respect to race, class, gender and age, and did not have greater responsibilities at work or home. The findings suggest that there is something inherent about community college that makes students lose interest in education. 

Although CC campuses have a less collegiate feel—a factor that surely disadvantages students—treatment in the classroom is also a likely factor.

Teachers should not coddle students, drown them in rules or stifle creativity. They should not obsess over grades and attendance, but rather encourage initiative, trust, freedom and personal responsibility. They should replace true-false tests with essays, and focus on big picture learning with the assumption that their students will become managers, business owners, industry leaders and high earners.

Forty-six percent of all undergraduates are enrolled in the 1200 community colleges in the United States, so there’s a lot at stake. I suggest we relegate the community college stereotype to the same fate as the stick figured man in my film production notebook.

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