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Factors Accounting for the Development of the Virginia Community College System

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Factors Accounting for the Development of the Virginia Community College System W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1989 Factors accounting for the development of the Virginia community college system Patsy Rainey Joyner College of William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Higher Education Commons Recommended Citation Joyner, Patsy Rainey, "Factors accounting for the development of the Virginia community college system" (1989). Dissertations, Theses, and Masters Projects. Paper 1539618553. https://dx.doi.org/doi:10.25774/w4-6cm1-a943 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. INFORMATION TO USERS The most advanced technology has been used to photograph and' reproduce this manuscript from the microfilm master. UM1 films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 8923058 Factors accounting for the development of the Virginia community college system Joyner, Patsy Rainey, Ed.D. The College of William and Mary, 1989 Copyright ®1990 by Joyner, Patsy Rainey. All rights reserved. UMI 300 N. Zeeb Rd, Ann Arbor, MI 48106 FACTORS ACCOUNTING FOR THE DEVELOPMENT OF THE VIRGINIA COMMUNITY COLLEGE SYSTEM A Dissertation Presented to The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Patsy Rainey Joyner April 1989 FACTORS ACCOUNTING FOR THE DEVELOPMENT OF THE VIRGINIA COMMUNITY COLLEGE SYSTEM by Patsy Rainey Joyner Approved April 1989 by ~ F ~ William F. Losito, Ph.D. Chair of Doctoral Committee Sgna.J h -Ac Roger G Q Baldwin, Ph.D. NflAMaJLu yAUtkovUcL Janes M. YankovicA, Ed.D. TABLE OF CONTENTS Page DEDICATION.................................................... iv ACKNOWLEDGEMENTS.............................................. v CHAPTER 1. INTRODUCTION...................................... 1 2. EARLY DEVELOPMENT OF THE TWO-YEAR COLLEGE........ 14 3. PUBLIC HIGHER EDUCATION IN VIRGINIA: 1950s....... 35 4. MASSIVE RESISTANCE ERA: ANOTHER VIEW.'............ 69 5. CHANGES BRING ADOPTION............................ 99 6. THE COMMUNITY COLLEGE IN RETROSPECT.............. 143 BIBLIOGRAPHY.................................................. 168 VITA........................................................... 175 ABSTRACT...................................................... 176 Dedication To my loving husband. Your encouragement and continuing support made the completion of this goal a reality. Your sacrifices and understanding will not be forgotten. To ray mother (deceased) and my father (Alzheimers - afflicted). Somehow you know and share in the joy of this significant event, for you, more than others, directed me here. Dominus vobiscum. iv ACKNOWLEDGEMENTS X owe a special debt of gratitude to my mentor and friend, Dr. Johnnie E. Merritt. His wise counsel and unfaltering belief in me have been a major part of my success. I am also grateful for the generous assistance and reinforcement X have received from Dr. George B. Pass, The Honorable Mills E. Godwin, Jr., Dr. Dana B. Hamel, and Dr. Gordon K. Davies. And last, but not least, a special thanks to my best friend (Barbara Babb) who is always there for me. v CHAPTER I INTRODUCTION The Virginia Community College System, a network of 23 two-year public colleges, observed its twentieth anniversary in 1986. During a year-long celebration both community college leaders and other proponents extolled its virtues, from community proximity and low-cost tuition to the "Jeffersonian ideals" of democracy upon which it is said to be founded. In a newspaper feature entitled "College for Everyman," Chamberlain (1986) noted, "Virginia's statewide system of community colleges, which put higher education and lifelong learning within reach of every citizen, was started 20 years ago--just 187 years after Thomas Jefferson proposed the idea." Community colleges in America have a much longer history than 20 years. The first public two-year colleges, called junior colleges, were initiated at the beginning of the twentieth century. They were called "junior colleges" because they were analogous to the first two years of a senior (four-year) institution. The first continuously operating (public) two-year junior college was established in Joliet, Illinois in 1901. Shortly thereafter California passed legislation (1907) authorizing high schools to offer post-graduate education equivalent to the first two years of college. This was the first state legislation to authorize junior colleges, although no financial support was provided (Vaughan, 1985, p. 4). In 1917 California passed 1 another significant bill, providing state and county support for junior college students in the same manner as that provided for the organization of independent junior college districts with their own boards, budgets, and operating procedures (Vaughan, 1985, p. 4). California was thus the leader of states in securing legislation which provided for local control, equated the first two years of university work, extended public education to the thirteenth and fourteenth years, and endorsed the concept of having public institutions of higher education available locally (Vaughan, 1985, p. 4). By 1920 public community colleges were also in place in Michigan, Kansas, Iowa, Missouri, and Texas, along with certain state-supported technical institutes and agriculture colleges which later became community colleges (Monroe, 1972, p. 12). While two-year "junior" colleges had their origins in the first half of the twentieth century, most of those institutions were quite different from the "comprehensive community" colleges of today. Most were private, and it was not until 1948 that the public institutions outnumbered the private ones. Since then the public community colleges have taken the lead. The "community college" movement nationwide began in the late 1940s and early 1950s. Monroe (1972, p. 13) attributes the rapid growth of public community colleges after 1945 to such factors as the burgeoning number of high school graduates, increasing demands of business and industry for technically trained employees, community support, and parents and citizens who aspired to have their children fulfill the dream of a college education, but who were financially unable to afford it. Additionally, concerned parents and local civic leaders were supported in their quest for educational access by powerful governmental commissions and educational organizations which made recommendations and supported legislation in behalf of the local community college movement (Monroe, 1972, p. 13). And according to Monroe, one of the most powerful statements to be made in support of community colleges came through President Truman's Commission on Higher Education (1946-47). Included in the Commission's report was the following affirmation: "Equal educational opportunities for all persons, to the maximum of their individual abilities and without regard to economic status, race, creed, color, sex, national origin, or ancestry, is a major goal of American democracy. Only informed, thoughtful, tolerant people can maintain and develop a free society" (Monroe, 1972, p. 14). From the time of the Truman Commission's stand for equal educational dpportunity in 1947, democratization became a recurring topic in community college references. The "open-door" policy took place and became the synonym for the public community college. And from that time through the sixties, the public community college flourished. Over one hundred public two-year institutions evolved between 1947 and 1964. The 1947 Junior College Directory listed 312 publicly supported junior colleges throughout 48 states. Only seven states had none, and nineteen had more than three. Although the two-year public community college was in general flourishing nationally, the scene in Virginia followed an exceptional pattern. Virginia had
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