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This chapter reviews multiple variables across all public community colleges, and unveils marked disparities in public funding between and within the states at community colleges of different sizes and geographical settings.

This article uses the 2005 Basic Classifications of the Carnegie Foundation for the Advancement of Teaching as a framing device through which to examine patterns of student financial aid at America's rural community colleges, which represent 64% of all U.S. community colleges. Rural community colleges serve more first-time, full-time students than suburban and urban community colleges, and their 3.2 million students have different patterns of student financial aid. Rural small and medium colleges have the most aided students, receive more Pell Grants and institutional aid, and have more students incurring loan indebtedness than do other types of community colleges. The article offers recommendations for future research, as well as for policy development and practice. (Contains 5 tables.)

The transfer rate from community college to four-year institutions has been dropping for the past 70 years. In the most recent statistics, the national rate of transfer is 23% (Cohen & Brawer, 2008). In the state of Alabama the transfer rate is approximately 4%, and in the rural counties of Alabama the transfer rate hovers around 1%. Many studies have been conducted on the transfer process, but none have focused on the transfer process from a theoretical perspective. Most studies focus attention on disparate pieces of the transfer puzzle. To date, there is no overarching theory of the transfer process that will bring coherence to this field of study. This study views the transfer process through the experience of nine transfer advisors who serve students in 11 community colleges located in rural counties in the state of Alabama. The findings establish a substantive theory that will provide a contextual framework for researchers who wish to study specific features of the transfer process. The "Influence Theory" establishes five factors that play a prominent role in the transfer advising process: institutional, cultural, contextual, advisor, and student. This article concludes with implications for practice and future research.

Drawing on Rankin's 2008 study and literature on retention and community colleges, this study presents perceptions of community college Chief Executive Officers (CEOs) and Chief Academic Officers (CAOs) in relation to issues affecting retention and access. Childcare, transportation, and funding concerns are examined. (Contains 2 tables.)

This study had two major purposes. The first purpose was to compare federal, state, and institutional direct grant aid, unmet needs, and headcount in 2000-2001 and 2005-2006. The second was to assess if any changes found related to the presence or absence of two key factors identified by experts as important to understanding the community college field: (a) type of Associate's College (rural, suburban, and urban) delineated by the Carnegie Foundation for the Advancement of Teaching's 2005 Basic Classification, and (b) significant local funding, using the Grapevine definition that defines 25 states as having local tax appropriations accounting for more than 10% of total funding and 25 states without. Analyzing data from the National Center for Educational Statistics' Integrated Postsecondary Education Data System, the study found that between 2000-2001 and 2005-2006, enrollment at Associate's Colleges grew by 30%, and while all categories of direct student aid also grew, the growth was overwhelmed by tuition increases averaging 40%. Analysis of descriptive data revealed stark differences between community colleges in states with the presence of local tax support, and those without, and by type of Associate's College (rural, suburban and urban). By 2005-2006, it was more difficult for low-income students to attend college without incurring debt. The paper concludes with discussion as to the impact on open access for students attending community colleges if these trends continue. (Contains 3 tables.)

Evidence clearly points to the presence of intercollegiate athletics at the early junior colleges established prior to World War I. Moving into more current times, the authors find among prominent reasons for institutional involvement with athletics giving students a "true college experience," expanding access, recruiting a more diverse student body, and addressing the "missing male phenomenon". This article uses national data to give an introductory overview regarding the depth and breadth of the involvement of America's community colleges in intercollegiate athletics. It provides the numbers and statistics related to the five most popular men's and women's community college sports teams, athletically related scholarship aid, expenses, and other pertinent topics associated with athletics at the community college. (Contains 4 tables.)

Many rural community colleges have long provided on-campus housing. This article profiles the availability of housing at rural community colleges in 2001-2002 and 2005-2006, examines the factors that will continue to make on-campus housing an important service at rural institutions, and draws on 2005-2006 data from the Institutional Characteristics survey of the Integrated Postsecondary Education Data System to analyze the potential importance of housing as a source of revenues for rural community colleges. (Contains 3 tables.)

Title IX of the Education Amendments of 1972 state, "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance". This provision paved the way for student-initiated lawsuits claiming discrimination in the area of intercollegiate athletics and resulted in a great expansion in opportunities for women and girls to participate in athletics. Thirty-six years after the passage of Title IX, it seems reasonable to assess the status of gender equity in intercollegiate athletics. A substantial body of scholarly books and articles exists on the subject at four-year colleges and universities. Interestingly enough, little work explores two-year colleges. To address this deficiency, this chapter draws from a variety of sources. The authors' primary source is Castaneda's 2004 dissertation, which used data from the Equity and Athletic Disclosure Act (EADA) and the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS) to analyze gender equity in three compliance areas critical for assessing Title IX: compliance and accommodation of student interest and ability, athletic financial assistance, and other program areas such as coaching and recruitment. To further illuminate gender equity issues, the 2005 Basic Classifications of Institutions of Higher Education from the Carnegie Foundation are used to highlight differences and similarities among and between types of community colleges. The chapter begins with a literature review, a description of Castaneda's methodology, and a presentation of data related to gender equity. It concludes with suggestions for improved policy and practice to promote better compliance with Title IX and more equitable community college athletic programs. (Contains 3 tables.)

A certain "mythology" appears to exists within higher education that residence halls do not exist at community colleges. The reality is that residence halls do exist at community colleges, and they play an integral role in the fabric of the institutions that have them. This article identifies the number of rural-serving community colleges, and it reports selected results of the first national study on residence halls at community colleges in the United States. Focusing on rural-serving public community colleges, the motivation for community college involvement in operating on-campus housing is examined. Recommendations for future areas of needed research are discussed. (Contains 1 table.)

Although most community colleges do not have on-campus housing, many rural two-year colleges do. Relying on federal institutional survey data, this chapter discusses issues related to the operation of residence halls and implications for both students and rural community college leaders. The chapter concludes with recommendations for policy and practice. (Contains 1 table.)

This chapter describes rural community colleges, compares them to their urban and suburban counter-parts, and highlights the unique challenges they face in the twenty-first century. (Contains 4 tables.)

This descriptive study makes use of the 1999 National Study of Postsecondary Faculty (NSOPF:99) public access database. It examines the demographic characteristics of full-time faculty in American public 2-year colleges at the close of the 20th century and how these characteristics differ across and within age groups. This study also examines levels of agreement between demographically subdivided groups of faculty members on opinions, institutional support and resources, and their degree of satisfaction with various aspects of the work environment. It also assesses the "gaps" that exist between various demographic groups. Implications for policy and practice, as well as recommendations for future research, are discussed. (Contains 5 tables.)

This paper describes the methodology utilized to bring the 1993/1996 Katsinas-Lacey 2 year college classification system into the 21st century. The methodology involved using data from the 2000 United States Census and the National Center for Education Statistic's Integrated Postsecondary Educational Data System surveys for the 2000-2001 and 2001-2002 academic years. The primary purpose of this work was to create an empirically supported, valid tool that can be used by researchers to create useful descriptive portraits of the universe of 2 year, publicly controlled institutions that primarily offer the associate's degree. The study concludes with recommendations for further research. These include using the new Katsinas, Lacey, and Hardy 2005 Classification System to describe and discern similarities and differences within this particular institutional population by class and subclass within the model. This would be achieved through its application to existing national datasets, to researcher-designed surveys, and other research protocols.

Explores current and classical ethical issues faced by community college faculty members in their roles as teachers. Discusses the current literature, formal guidelines, and gaps in research. Suggests five topics for future studies, such as how faculty members address conflicts between professional codes of ethics and institutional policies. (Contains 31 references.) (AUTH/NB)