While social scientists have long emphasized the
mutual influences of schools and society, the mechanisms underlying
these relationships have largely remained a mystery. Moreover,
some research has found that two key parties in this relationship,
teachers and employers, are largely suspicious of each other and
may be reluctant to leave their respective domains to interact
with the other. This paper seeks to examine an important class
of exceptions: two-year college faculty who go beyond formal job
duties to interact with employers in order to facilitate students’
labor market transitions. Using data from a sample of 41 faculty
members at 14 public and proprietary two-year colleges, we examine
which instructors develop linkages with employers; what actions
they take; why they take these actions; in what institutional
contexts they do so; and what factors encourage or discourage
their actions. Then, using a survey of nearly 4,400 students at
14 two-year colleges, we examine students’ perceptions of
teacher and college contacts, and whether these perceptions influence
students’ effort at school and their consideration of dropping
out of college. Combining qualitative and quantitative analyses,
this study suggests that colleges may help students not only by
instructional activities, but also by fostering labor market contacts.
James E. Rosenbaum, Professor
of Human Development and Social Policy, Sociology; Faculty Fellow,
Institute for Policy Research, Northwestern University Ann E. Person, Graduate Student, Human Development
and Social Policy; Graduate Research Assistant, Institute for
Policy Research, Northwestern University
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