Abstract
Two-year institutions became the place for many marginalized groups to develop or enhance skills, especially many subgroups not admitted to four-year institutions. African-Americans were allowed to attend schools during the twentieth century, but very few accepted them on their college campus. As the workforce demands changed, women headed to college and universities to receive education and gain skills sets, but not welcomed by their male counterparts. The open-access of community colleges allowed women to enroll in substantial numbers and becoming the lead gender to represent community colleges.
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