California Community Colleges

Ultimately, it is up to the individual to nab to think for himself---despite the indoctrination of family, society, culture, school, etc. To deny the borderline student the federation college experience via an entrance exam deprives the student of a determine to succeed or fail on his or her consume, denies him or her a chance at that higher preparation, better job, etc., which atomic number 18 the essence of the American Dream. As Jonathan Kozol make unnecessarys, quoting Lord Acton, "In a country where there is no distinction of class, a babe is not born to the station of its parents, but with an indefinite charter to all the prizes that can be won by panorama and labor" (Kozol 83). To deprive any student the opportunity to succeed---or fail---in march on himself through the community college experience is to deny the essence of what the American Dream has to offer every individual, regardless of socioeconomic status.

2. The credit is flippant and cold-hearted. Its implications are that every individual must use up to deal with his or her own opportunities and obstacles, and that that individual should not pay off special claims for special treatment with respect to reducing obstacles or increasing opportunities relative to the general population. The quotation ignores the fact that individuals do not enter or move through the educational process---in and out of the classroom---with equal tools or equal opportunities.

Banks, Sandy. "Grim Days at Grant High." L.A. Times. January 5, 1992.

Jen, Gish. regular American. New York: Plume, 1992.

3. The most important purpose of public education in the United States today should be the transfuse in each individual student the sense of self-worth.

An education without such(prenominal) an instilling of self-worth is no more than filling an empty vessel with facts in the belief that such a fact-filled vessel equals an ameliorate human being and informed citizen. To the contrary, if the individual student has no sense of himself or herself as a being notable of respect, of love, of education, how can we expect that student to be receptive to educational information?

The importance of self-esteem in this process cannot be overestimated. Throwing a student into inter-gender and inter-cultural community service without also instilling in him or her self-esteem could result in senseless self-esteem and an accompanying drop in desire to learn. Clinchy et al. write that "Our interviews have convinced us that every woman, regardless of age, societal class, ethnicity, and academic achievement, necessitate to know that she is capable of intelligent thought, and she needs to know it right away" (Colombo et al. 569). This holds true for male students as well, however, which would require that the service include steps which would strengthen the student's own personal, cultural and gender identity.

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