Advancing Equity for Students of Color J. Luke Wood Contact - PowerPoint PPT Presentation

Advancing Equity for Students of Color J. Luke Wood

Contact Information J. Luke Wood, Ph.D. Dean’s Distinguished Professor of Education College of Education San Diego State University luke.wood@sdsu.edu 619-594-0167 @DrLukeWood

Our Laboratory The Community College Equity CCEAL was developed to advance three objectives: Assessment Laboratory (CCEAL) is a • Research - to conduct and disseminate empirical national research and practice lab that research on the experiences of historically partners with community colleges to support underserved students in community colleges; their capacity in advancing outcomes for • Training - to provide training that improves students who have been historically practices and research relevant to students of color underserved in education, particularly in community colleges; and students of color. • Assessment - to use assessment and evaluation to CCEAL houses the Minority Male Community facilitate capacity-building within community College Collaborative (M2C3) and the Black colleges. Minds Project (BMP), and the National Consortium on College Men of Color (NCCMC). Community College Equity Assessment Lab (CCEAL)

Institutional Assessment Package “student survey” “staff survey” “faculty survey” Community College Staff Development Inventory Community College Success Measure Community College Instructional Community College Staff Community College Success Development Inventory (CC-IDI) Measure (CCSM) Development Inventory (CC-SDI) • to inform professional development • to inform professional development • for identifying factors influencing programming for instructional programming for staff the success of underserved students faculty 170 colleges 105 colleges 70 colleges 40 states, 7,429 instructional faculty 10 states, 84,549 students 15 states, 3,122 staff Community College Equity Assessment Lab (CCEAL)

Other Instruments 45 colleges Male Program Assessment for College Excellence (MPACE) 24 states for examining the efficacy of programs serving college men of color 42 colleges Community College Student Success Inventory (CCSSI) 7 states for examining a college’s readiness to advance outcomes for college men of color Community College Equity Assessment Lab (CCEAL)

Qualitative Assessment Student focus groups 10 colleges Examining students’ perceptions of factors influencing success in CA, 252 students, 50 focus groups community college Faculty interviews 10 colleges Examining perceptions of factors that are effective in educating CA, 102 faculty students of color in community colleges 32 colleges Consensus focus groups CA & MN, 240 faculty/staff Collective sensemaking approach for identifying root challenges facing students in community colleges from an equity-based 52 consensus groups perspective Narratives of success 14 colleges Narratives from educators with a documented record of success 12 states, 88 educators in teaching and supporting underserved students of color Community College Equity Assessment Lab (CCEAL)

National Consortium on College Men of Color About NCCMC • 132 Member Campuses • 6 Affiliate Partners Affili iliate Par artners of of CCEAL in support t of the e Nati tional Consortium on Colleg ege Me Men of Color Member Benefits - Monthly webinars - Information Sharing Sessions - Annual convening – the “Working Group” - Assessment tools (CCSSI & MPACE) Community College Equity Assessment Lab (CCEAL)

Toward an Understanding of Equity 45 41.9 Equity refers to a 40 38.3 37.2 heightened focus on 35 33 31.7 29.4 groups experiencing 30 25.3 24.9 disproportionate 23.9 25 21.9 20.3 impact in order to 18.5 20 18.2 18.1 18 remediate disparities 15 12.8 11.5 10.8 in their experiences 10 and outcomes. 5 0 Total Native American Asian Black Latinx White Multiethnic Unknown Non-Resident Community College Equity Assessment Lab (CCEAL)

Equity-Mindedness According to Bensimon (2007) Equity-mindedness entails: • recognizing the ways in which systemic inequities disadvantage minoritized people in a range of social institutions or contexts (education, employment, healthcare, the criminal justice system, etc.) • (re)framing outcome disparities as an indication of institutional underperformance rather than students’ underperformance; • not attributing outcome disparities exclusively to students or perceived deficits in students’ identities, life circumstances, or capabilities; • critically reflecting upon one’s role and responsibilities (as a faculty member, student affairs staff, administrator, counselor, institutional researchers etc.). Community College Equity Assessment Lab (CCEAL)

Basic Skills Course Success Rate for SBC, by Race and Gender San Bernardino 25 62.8% Men Women 20 18.65 15 10.08 9.55 10 4.91 4.46 5 3.06 1.21 0 -5 -3.94 -4.78 -10 -10.97 -12.37 -15 -16.96 -20 Total Black Asian Latinx Multiethnic White

Credit Course Success Rate for SBC, by Race and Gender San Bernardino 20 68.8% Men Women 14.3 15 9.5 9.1 10 8.1 5 1.5 0.5 0.2 0 -0.7 -0.9 -1.6 -5 -8.7 -10 -10.3 -15 Total Black Asian Latinx Multiethnic White

“What the heck is wrong with these students? Why aren’t they doing what it takes for them to be successful here?

“What are we doing (or not doing) as a district, college, or unit that results in our students not doing as well as they should?”

A system’s perspective “Every system is perfectly designed to achieve the results that it gets” - W. Edward Deming Wood, Harris III & Howard - CCEAL & UCLA BMI

Barriers to Equity Efforts 1 1 Institutional policies and practices that directly conflict with equity goals Policies Policies o “We don’t offer professional development principles of action for classified staff.” that are ratified by o “Adjunct faculty are not required to attend an institution to faculty meetings or office hours because they are not compensated for them.” govern programs, o “Students are not allowed to see a matriculation, counselor without making an appointment course delivery, and in advance.” resource allocation. o “Our full -time faculty do not want to teach basic skills classes.” Community College Equity Assessment Lab (CCEAL)

Barriers to Equity Efforts Deficit perspectives Poor conceptualization 2 of equity/conflating o “ I am not sure what you equity with equality expect me to do. These Attitudes and o “Everyone should students have too much receive the same Dispositions the drama in their lives. I am a thing.” way a person faculty member, not a social o “Why are we only focusing on men of thinks and feels worker!” color? They are such Racist stereotypes about a particular a small part of our o “Most students of color are situation or a population.” not serious about education. group of people. They are only here for sports or the financial aid.” Community College Equity Assessment Lab (CCEAL)

Barriers to Equity Efforts Territorialism between instructional and student services 3 o “Why is student services leading this initiative? It should be led by Politics and academic affairs.” Power Dynamics Lack of effective partnerships between relationships and instruction, classified, and student interactions services between units o “This would be an amazing program for students but it would require and actors. significant collaboration between academic affairs and student services. I don’t think we could do it right now.” Community College Equity Assessment Lab (CCEAL)

Barriers to Equity Efforts A commitment to equity Equity is not embedded in the 4 not embedded in institution's strategic plan institutional structures Structure and practices. Turnovers in leadership o “All of our equity the ways in which work takes place in the institution is Built Environment EOP/Puente/Umoja .” o “Our part - time faculty don’t designed and have offices .” arranged. Resource constraints o “ We can only offer this support while we have equity funding.” Community College Equity Assessment Lab (CCEAL)

Barriers to Equity Efforts Too “activity focused” 5 o “We’re doing this, and this, and this, and [10,000 other things that are loosely Institutional connected if at all].” Culture Over-commitment to the status quo (esp. the collective norms, extant programming) rituals, values, and o “We have had our mentoring program for years. Now that we have equity embedded patterns funding, can we get some more money of behavior that for it?” create the essence of an institution. Community College Equity Assessment Lab (CCEAL)

Barriers to Equity Efforts 6 Data that are not Institutional researcher “generalizable” or is not collaborative Data Practices collected from a large and/or sees his/herself sample are treated as as a “gatekeeper” practices that shape unreliable how data are No inquiry to inform collected, analyzed, Overreliance on planning and action disseminated and quantitative data used to inform sources Not disaggregating data institutional by race/ethnicity and decision-making. gender Community College Equity Assessment Lab (CCEAL)