LAUSR

ABSTRACT Community college student affairs professionals support student success by understanding the distinctive qualities of both their institution and students. Equitable student outcomes will remain elusive if student affairs professionals are not specifically prepared to support community college students. We conducted a longitudinal study of master’s-level student affairs curriculum in two temporal periods, academic years 2013–2014 and 2018–2019. We examined student affairs and higher education programs (N = 237) in 2013–2014 and (N = 241) in 2018–2019 to identify curricular coursework focused on community colleges. In both periods, community college coursework was rarely included as a requirement and appeared at a slightly higher rate as an elective and in higher education programs. We argue that this lack of coursework renders these institutions and their students invisible, which reifies marginalization. The preparation of student affairs professionals to support community college students is a matter of social justice.