Educational Equity Advocacy

Educational Equity Advocacy

Two key issues to keep in mind – both in reading others’ arguments and in presenting your own – are the intended audience and the intended purpose of the argument. Respond to TWO of the 3ss@ys this week – either Rose and Clark on community college or Lehman and Opoku-Agyeman and Addo on student loans. Who was their intended audience? What was the purpose of their articles? How do these choices affect the evidence they present? What additional evidence would you need to add if you were presenting their arguments in an academic journal?

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Educational Equity Advocacy

1. Rose and Clark on Community Colleges

Intended Audience:
The intended audience for Rose and Clark’s work on community colleges (likely referring to scholars like Mike Rose or community college researchers like David E. Clark) typically includes educators, policymakers, and higher education administrators, as well as students and parents considering community colleges. Their work often targets stakeholders interested in improving access to and outcomes of community college education, particularly for underserved populations such as first-generation, low-income, or minority students.

Purpose of the Article:
The purpose is likely to advocate for the value of community colleges as accessible, affordable pathways to higher education and to highlight challenges such as low completion rates or inadequate funding. Rose, for instance, often emphasizes the transformative potential of community colleges while addressing systemic barriers like underprepared students or insufficient institutional support. The article may aim to persuade policymakers to increase funding or reform curricula, while also informing educators about effective teaching strategies for diverse student populations.

How Audience and Purpose Affect Evidence Presented:

• Evidence Type: The evidence likely includes qualitative data, such as student narratives or case studies (common in Rose’s work, e.g., Back to School), to humanize the community college experience and appeal to educators’ and policymakers’ empathy. Quantitative data, such as enrollment rates, graduation rates, or economic returns on