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Faculty perspectives and practice in an Urban Community College

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Abstract

This article explores faculty perspectives and practice at one Urban Community College in the United States. Data were gathered as part of a larger ethnography on the culture which lower class black students produce in an urban institution. My goal here is to describe elements of faculty culture, explore reasons why faculty culture takes the shape and form that it does, and discuss the ways in which this culture may be linked to institutional outcomes. In so doing. I offer a framework through which the structural genesis of faculty-student conflict and the relationship between faculty culture and institutional outcomes may be viewed.

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Authors and Affiliations

  1. Department of Educational Organization, Administration and Policy, State University of New York at Buffalo, 14260, Buffalo, NY, USA

    Lois Weis

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  1. Lois Weis
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Weis, L. Faculty perspectives and practice in an Urban Community College. High Educ 14, 553–574 (1985). https://doi.org/10.1007/BF00138412

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  • DOI: https://doi.org/10.1007/BF00138412

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