Community Colleges at a Crossroads: Reflections from BCC’s 63rd Commencement

At Berkshire Community College’s 63rd commencement, the spotlight shone on Edson Chipalo—a former international student from Zambia who began his academic journey at BCC and went on to earn a Ph.D. His story is a powerful testament to the transformative potential of community colleges. Chipalo’s success illustrates what’s possible when opportunity meets determination, even as it highlights the broader challenges facing two-year institutions in the United States.

Promise and the Reality

Community colleges serve as gateways to higher education for millions. Nearly half of all undergraduates in the U.S. attend a community college, and about 20% of Ph.D. recipients have taken community college courses. Yet, despite their reach, these institutions face persistent questions: Should community college be free for all? Should it focus primarily on job training?

The reality is sobering. According to the National Center for Education Statistics, only 34% of first-time, full-time students who began seeking a certificate or associate degree in 2017 completed their credential within 150% of the expected time—three years for a two-year degree. Chipalo’s journey is the exception, not the rule. For many, community college begins with hope but ends in unfulfilled dreams.

BCC 2023 graduates


Navigating the Shifting Landscape

Higher education remains a deeply held cultural value, and the rise of information, communication, and technology (ICT) has made it more essential than ever. Yet community colleges face declining enrollment, an aging population, and persistent achievement gaps—particularly between white students and students of color.

In today’s digital economy, where algorithms and automation threaten low-skill jobs, higher education is no longer optional. Economists refer to the knowledge economy, the digital economy, and the information economy—all of which require a highly skilled and creative workforce. Community colleges must evolve to meet this challenge, adopting the agility and responsiveness that tech companies prize.

Community College Student Standpoint and Global Consciousness

Students like Chipalo—community college attendees, people of color, and international students—often occupy a subaltern position in the U.S. higher education system. This standpoint may suggest marginalization, but it also fosters a global consciousness that recognizes the liberating power of education. With hard work and support, many students extract profound benefits from their academic journeys.

Education can either reinforce elite structures or serve as a tool for liberation. When it includes the voices and experiences of historically marginalized students, it becomes a force for equity and transformation. A people-centered approach to education demands not just access, but attention to curriculum, pedagogy, and campus climate. Reforming higher education is inherently political—but it should transcend partisan divides and focus on unlocking human potential.

A Moment to Celebrate—and Reflect

Graduation is a time of joy and recognition. Many students overcome significant obstacles to earn their credentials, and their achievements deserve celebration. However, as we celebrate these milestones, we must also recognize that community colleges are at a pivotal moment.

One path leads to a rapidly changing digital economy, where the jobs students train for may vanish before they graduate. Another path calls for greater access and inclusion for minoritized groups. Yet another point to global concerns—climate sustainability, democratic rights, and social justice.

To survive and thrive, community colleges must remain nimble, responsive, and rooted in authentic relationships. The COVID-19 pandemic demonstrated that adaptation is possible, with many institutions expanding their online learning offerings. The challenge now is to blend the flexibility of digital education with the relational depth of place-based learning.

Looking Ahead with Hope

Community colleges are more than stepping stones—they are engines of opportunity, equity, and transformation. Their future depends on their ability to evolve, to center the needs of diverse learners, and to remain committed to the ideals of education as a means of liberation. Edson Chipalo’s story reminds us that the journey may be difficult, but the destination is worth striving for.

And for that, I remain hopeful.

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