Where Should We Site Our Community College
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Copyright 2013 Patrick S. Noonan ALL RIGHTS RESERVED Urban v. Suburban: The Examination of the Debate Over Where to Site Two New Jersey Community Colleges by Patrick S. Noonan A dissertation submitted to The Graduate School of Education Rutgers, the State University of New Jersey, In partial fulfillment of the requirements for the degree of Doctor of Education In Social and Philosophical Foundations of Education Approved by: ____________________________________________________ Dr. Benjamin Justice, Chair ____________________________________________________ Dr. Bruce Baker, Committee ____________________________________________________ Dr. Randall Westbrook, Committee New Brunswick, New Jersey May 2013 ABSTRACT This research examines the debate surrounding the site selection of several New Jersey community colleges. It takes into account the 1960s time period in which they were founded. The process to establish a community college commenced with each county establishing a committee to assess whether or not there was a need to institute a county college within its boundaries. As each county deliberated where to locate its community college, New Jersey experienced civil unrest, a demographic shift from the cities to the suburbs, and race riots. In this study, two New Jersey counties, Essex and Mercer, are thoroughly studied in depth as to how they chose the sites for their community college. Two other counties, Passaic and Middlesex, are studied as a means of comparison. These counties were chosen since they contained urban and suburban locations as possible locales for their community college. These decisions were watched very closely by the community, the press, and many civic and religious organizations. The primary research question is: How did each of the two counties approach its decision where to site its community college and in what ways did the concept of race influence that decision? To examine these decisions, I adhere to a standard methodology of history where a review and analysis of primary and secondary sources are the key components. The county committees’ reports that investigated the needs of a community college within each county, Trenton’s responses to each county’s recommendations, and other relevant reports are analyzed in depth. Other primary sources are newspaper articles, documents from the colleges’ archives, institutional reports, and other government documents such as the minutes of college trustee meetings. Secondary sources have been identified as books and iii journal articles written about the events that took place during that period. Census data, education statistics, and college catalogs were also consulted. With the passage of the County College Law in 1962, the state was obligated to assist in the funding of these new public institutions in each county. However, the county freeholders in each county along with the county college trustee board they appointed could only select one main campus location for the entire county. While numerous factors were considered in determining where to locate each new community college, the final decision on location for the permanent site was made by the trustees and often met with controversy from members of the public. The debate stemmed from different communities having inflexible opposing views, often made on the basis of race. For the most part, suburban dwellers and inner city folks alike made the case where they wanted the county college to be located. In the open county college trustees meetings that were often powder kegs of emotion, several members of the public and various community groups voiced their opinions and often ranted their reasons concerning the county college’s site. This factor, along with consultant reports, and surreptitious pressure from local politicians were the three significant reasons that swayed the outcome. Counties that decided on an urban first campus pledged they would eventually have a suburban campus. While those counties who initially chose a suburban main campus envisioned a future utopian urban locale. This political assurance of a second campus was very often written right into the Board of Trustees resolution that created the main campus. It appears that the trustees and the freeholders ameliorated the site debate as much as possible and tried to be “all things to all people.” The final decision on location was often iv an amalgamation of local political agendas and government incentive programs to offset the true cost of land acquisition. While the state had to approve each county college site, the Department of Education usually went along with the recommendations that were set forth by the local college board of trustees. This historical study will investigate and report about the founding of Essex and Mercer County Community Colleges. Additionally, this dissertation will contribute to the larger understanding of the history of community colleges in America, specifically the development of the New Jersey community colleges during the restless decade of the 1960s. Since a similar review has never been produced against the turbulent political backdrop of the period, it is fitting to review the history of how the sites were chosen for Essex County College and Mercer County Community College. v ACKNOWLEDGEMENTS My love for the history of Higher Education ignited when I took the late Professor Dave Muschinske’s class in the summer of 2004. Dave had a very quiet but deliberate passion for his subject that was quite infectious. I realized then that I shared his curiosity for the past and needed to know more about how American colleges and universities evolved into the towers of intellect and influence they are today. He was the chair of my dissertation committee until his untimely passing in March, 2011. I thank Professor Ben Justice for graciously picking up where Dave left off and for believing in my research. Ben’s scholarly research and gentle nudging prevented me from veering off course more than once. Along with Ben, I wish to thank Professors Randy Westbrook, Jim Giarelli, and Bruce Baker for their collective guidance, wisdom, and support throughout this process. For research assistance, I wish to thank George Hawley and his entire staff at the Charles F. Cummings New Jersey Information Center at Newark Public Library; the staff at the New Jersey State Archives in Trenton, Elizabeth Cribbs and Pam Price at Mercer County Community College; Scott Drakulich and Jonell Congelton at Essex County College; Beth Myerowitz at Middlesex County College; and Mibong La and Evelyn DeFeis at Passaic County Community College. Special thanks to my friends, Nicole Mantuano and Barbara Trueger, for their support and advice. Education has always been paramount to me. Growing up in Newark, New Jersey, my dad would always ask us children at the dinner table each night, “What did you learn in school today?” Knowing that he and my mom struggled a great deal for us, we always had an answer readily available. Since he only had a sixth grade education himself, he rarely questioned our responses. However, once he listened to our answers, he almost always vi added a relevant current event that he had read in the newspaper to supplement the school- based lessons we shared aloud. For all of their sacrifices and instilling in me a curiosity to learn, this dissertation is dedicated to the beloved memory of my parents. To my favorite teachers, I acknowledge Brother Greg McNally and the late Brother Mike Walsh. I thank them for all of life’s lessons they taught me outside the classroom. Brother Walsh inspired me by leading a quiet prayer-filled life that was dedicated to selflessly educating youth. Brother McNally imparted to me my life’s philosophical mantra that “people are more important than things.” I will always treasure their abounding kindness and support of my family throughout the years. Special credit goes to my family, friends, and colleagues for their patience and tolerance. Throughout this process, I have not been the easiest husband, father, brother, friend, or co- worker to be around. I apologize for any shortcomings exhibited in transit. To my children, Sean and Sheila, you are my daily inspiration. Your innocence, sharp wit, and intelligence are proof that some family traits skip a generation! Lastly, to my bride and better half, Erin, I could not have completed this journey without your love and understanding! vii Contents Abstract iii Acknowledgements vi Illustrations x Introduction 1 Stakeholder Arguments 4 Community Colleges in the Garden State 8 Location, Location, Location 11 Civil Unrest 15 The Purpose of the Study and Research Questions 18 Chapter I: Origins of American Community Colleges 22 Four Generations of Community Colleges 27 Evolution of Public Higher Education in New Jersey 33 Public Community Colleges in New Jersey 34 Chapter II: Essex County 40 The Study Commission 40 The Davis Committee Report 50 The County College Trustee Board 57 Community Influence 62 Decision on Main Campus Site 66 Opening of the Temporary Campus 73 No Verona Campus 77 Summary 87 Chapter III: Mercer County 90 The Study Commission 91 The County College Trustee Board 97 Consultant Reports 108 Community Influence 118 Decision on Main Campus Site 128 Changes at the State Department of Education 131 Yes to a Trenton Center 134 Summary 141 viii Chapter IV: Other Counties 145 A. Middlesex County 146 Junior College Alumni Association-1939 146 The Study Commission 150 Other Reports on Community College Site 154 The County College Trustee Board