Are U.S. Community College Nursing Programs Admitting Deaf Disabled Students?

Abstract

A consistent theme postulated from our research through courses in the Doctor of Education in Community College Leadership Program at Morgan State University has been, “Are community colleges in the United States (U.S.) succeeding to assist its citizens of achieving the American Dream, of “Liberty and Justice for All?” What a complex topic! Many scholars impute that community colleges in the public sector have borne the brunt of advancing access to postsecondary education for an enormous number of unprepared students (Cohen, Brawer, & Kisker, 2014). There are too many variables and ideologies that bring consternation about discovering an answer to the question posed, but in spite of the quagmire it creates, many examples of success exist for American citizens who have accomplished their goals via the community college system. This essay explores how social justice has been a foundation guiding the mission of the American higher education mandate; how the disability and diversity discussion is impacting community colleges; and survey some challenges and look toward opportunities for inclusion of the deaf disabled population, who may be pursuing admission into nursing programs at community colleges and other undergraduate institutions in the U.S.