ABSTRACT
Many of the liberal arts faculty at "City Community College" see themselves as too intellectual, too abstract, for their present position. It is apparent that faculty not only alter curricula in response to students, but they define other aspects of their job as more intrinsically satisfying. It is significant that faculty, in an attempt to explain and respond to student culture, focus almost exclusively on those elements associated with time, particularly the pattern of dropping in and out. The lack of basic skills coupled with the fact that faculty could view their predominantly ghetto student population as "other" than themselves contributed to a rising antagonism on the part of faculty and students. Faculty must confront on a daily basis increasingly empty classes and low "success" rates in traditional academic terms. Faculty, at the level of their own culture, attempt to explain student behavior, which in turn has an impact on their own classroom practice.
