Abstract
Viewing community college teachers as a distinct subculture of the larger professoriate, this article analyzes the consequences for these teachers of the extraordinarily rapid growth of two year institutions during the past two decades. Lines are drawn between the community colleges' status, the special mission of the community college, and the teachers' conceptions of their school, their work, and themselves. A large proportion of two year college teachers are seen as demoralized and uncomfortably isolated from the larger academic culture.
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