A Study On The Education Of Minority Transfer In California Community College

Vocational education and higher education has always been the two parallel lines that cannot be intersected in China. Vocational education has been considered to be terminal pattern education. With the development of economy and society, the demand for high-level talents has been gradually expanding. Although the higher education has been in a popular style, it is hard to enter regular colleges for furthering study for vocational students. With the deepening of the concept of life-long education, more and more students want to gain access to four-year colleges and universities and to rethink their orientations. Even though "Top-Up" policy has been mentioned in China, there are still many problems. American community colleges set a good example in sending community college students to four-year colleges and universities, which promote education equity. Like China, students studying in community colleges are usually vulnerable group. The minority is a part of the social vulnerable groups.Based on the minorities in California community colleges, this paper choose four representative community colleges and research transfer education of the minorities. Introduction mainly introduces the problems and research significance. This thesis is divided into five parts except "Introduction" part.Chapter2"The historical education of transfer function of the community college" explains transfer function brought to different attention in different periods. However, the main difficulties with the new age reflected in minority transfer education.Chapter3"Transfer education background of minorities and case study" states influenced by the implementation of law and policy, minorities’education experienced a process from inequality to equality. It also states uneven distribution of white and colored people’s education. However, the population of minorities is increasing in California. In this background, California government took steps to successfully implement minorities into four-year colleges and universities. Chapter3and Chapter4"Measures to improve minorities transfer rate" are the key parts. This two parts discussed four California community colleges’ situation and mission and found four ways that increase transfer rate: making laws and policies, reforming curriculum, launching projects, improving teachers and consultants, enhancing development education and building the connection between vocational schools and middle schools as well as four-year colleges and universities.Chapter5and "Conclusion" part draw a conclusion that Chinese vocational education should not be a finality education but a lifelong education. In order to break barriers between vocational education and higher education, it also give some suggestions for perfecting "Top-Up" policy and other policies, which promote the development of economy and society of minorities region.