Access to Learning At Jackson Community College (1928-1978) (Michigan).

Abstract

The purpose of the dissertation was to examine historically selected external and internal forces which either enhanced or discouraged access to learning for adults at Jackson Community College from 1928-1978. This analysis of historical patterns and the implications for future trends will provide a guide for current and future leaders of Jackson Community College. The research mode employed was primarily an archival study. It is longitudinal in form, beginning with 1928 and concluding in 1978. Conventional historical techniques and data sources were used. Methods included census data, Jackson Community College enrollment data and a variety of College, school district and legislative reports. This historical method was supplemented by interviews with people who had a major role to play in the formation of the College. These interviews were used to clarify the historical data and provide additional information where there was inadequate data. The separation of the College from the school district allowed the College to more effectively serve adults. Major events such as the Depression, World War II, the return of veterans from the wars, and the women's movement dominated the question of access. The black population, although increasing in county population since 1930, experienced decreased access due to the College's move away from downtown. Limited program development directed at blacks tended to affect black enrollment. Women's programs were short-lived, but women dominated enrollments in the mid-70's due to the women's movement and increased numbers in the workforce. The College did provide access to seniors from internal policy and utilization of federal legislation, but the future of senior enrollment is problematic.