Supporting Men of Color in Community Colleges€¦ · focusing on men of color in community...

Copyright2017,SanDiegoStateUniversity,CommunityCollegeEquityAssessmentLab(CCEAL)andUniversityofSouthernCalifornia,CenterforUrbanEducation(CUE),RossierSchoolofEducation.AllRightsReserved.ThecontentscannotbecopiedordisseminatedwithoutexpressedwrittenpermissionfromCCEALandCUE.

FrankHarrisIII,ProfessorandCo-DirectorJ. LukeWood,AssociateProfessorandCo-Director

VannessaFalcon,ResearchAssistantCommunityCollegeEquityAssessmentLab(CCEAL)

SanDiegoStateUniversity

EricR.Felix,LeadResearcherAnaMercado,ResearchAssistantOscarMonge,ResearchAssistantEstelaMaraBensimon,ProfessorandDirectorCenterforUrbanEducation(CUE)UniversityofSouthernCalifornia

ReportCommissionedbytheCollegeFuturesFoundation

Supporting Men of Color in Community Colleges: An Examination of Promising Practices and California Student Equity Plans

Suggested Citation:Harris III, F., Felix, E. R., Bensimon, E. M., Wood, J. L., Mercado, A., Monge, O. & Falcon, V. (2017). Supporting men of color in community colleges: An examination of promising practices and California student equity plans. San Francisco, CA: College Futures Foundation.

ExecutiveSummaryCreatedaftercarefulanalysesofstudentequityplansacrossthestate,thisreportprovidesanoverviewofeffortsbytheCaliforniacommunitycollegestoredressstructuralandsystemicchallengesfacingboysandmenofcolor.Withinsightintothemanyfactorsthatareworkingtohinderthesuccessofstudentmenofcolor,thisreportextendsrecommendationstoimproveoutcomesfortheseyoungmen.Thereportisdividedintothreeprimarysections:(a)anoverviewoftrendsandchallengesfacing18-to24-year-oldmenofcolorincommunitycolleges;(b)ananalysisof42communitycollegeequityplansfromcollegesintheLosAngeles,InlandEmpire,andCentralValleyareas;and(c)areviewofinnovativeandpromisinghigh-impactequity-mindedpractices.

Theanalysesonwhichthisreportisbasedproducednumerouspointsofnote,including:

• Withinthe42communitycollegeequityplans,924differentactivitieswereproposedtoaddressstudentequitygaps.

• Amongthose924activities,295identifiedmenofcolorasfacinganequitygap.• Only6%ofallactivities(60)explicitlyaddressedmenofcolor,withthelargest

groupsaddressedbeingclassifiedasmenofcolor(17),AfricanAmericanmen(16),HispanicandAfricanAmericanmen(13),andHispanicmen(9).

• Those60activitieswereanalyzedanddividedintofivecategories:(a)additionalresearch,(b)directstudentsupport,(c)outreachstrategies,(d)professionaldevelopment,and(e)targetedstudentservices.

• Only17%ofallexplicitactivitiesfelloutsideofthecategoriesoftargetedstudentservices(e.g.,AfricanAmericanlearningcommunities)—comprising48%,andprofessionaldevelopment(e.g.,workingwithanoutsideorganizationtoprovidefacultywithculturally-relevanttraining)—comprising35%.

• Promisingpracticesformenofcolorinclude:(a)implementingearlyalertsystems,(b)providinghigh-impactprofessionaldevelopmentforfacultyandstaff,(c) ensuringahigherrepresentationoffull-timefacultyindevelopmentaleducation,(d)increasingsupportforpart-timefaculty,(e)integratingequitygoalsandeffortsintoinstitutionalstrategicplans,(f)hiringeducatorswithaprovencommitmenttounderservedstudents,and(g)engagingcollegeeducatorsincollectivesense-makingaroundstudentequityissuesandconcerns.

Takenasawhole,thisreportisintendedtoserveasaclarioncallforcommunitycollegeeducatorsandleaderstobetterunderstandandmitigatethechallengesthatexistfor18-to24-year-oldmenofcolorandenactmeaningfuleffortstosupportthem.Helpingthesestudentstoachievesuccessfuloutcomesincommunitycollegeaccess,completion,basicskills,andtransferisparamounttothesocialandeconomicvitalityofCalifornia.

TableofContentsExecutiveSummary............................................................................................................................................2

Introduction..........................................................................................................................................................5

AnOverviewofTrendsandChallengesAffectingMenofColorinCommunityColleges.............8

Outcomes.......................................................................................................................................................................................8

EnvironmentalPressures....................................................................................................................................................10

AnAnalysisofEquityPlanEffortsFocusedonMenofColor...............................................................16

GoalsandActivitiesProposedbytheColleges..........................................................................................................20

WheretheExplicitPracticesforMenofColorWereConcentrated..................................................................21

ExamplesofActivitiesAddressingMenofColorWithinEachIndicator........................................................23

Access.................................................................................................................................................................................23

CourseCompletion.......................................................................................................................................................23

BasicSkills........................................................................................................................................................................23

DegreeCompletion.......................................................................................................................................................23

Transfer.............................................................................................................................................................................23

Campuswide....................................................................................................................................................................24

ExamplesforEachActivityType.....................................................................................................................................24

InnovativeandPromisingPracticesforMenofColor...........................................................................27

ThePractices.............................................................................................................................................................................28

References...........................................................................................................................................................34

AppendixA:TheCompositionofaStudentEquityPlan............................................................................36

AppendixB:Student-FocusedEfforts............................................................................................................37

AboutCCEALandCUE.......................................................................................................................................40

ListofTablesTable1Six-YearCompletionRate,2009-2010to2014-2015....................................................................9

Table2DevelopmentalEducation/BasicSkillsCompletionRate,2009-2010to2014-2015............10

Table3PercentageofCaliforniaCommunityCollegeMenReportingStressfulLifeEvents..............11

Table4PercentageofMenWithAnnualHouseholdIncomesof$20,000orLessPerYear...............12

Table5PercentageofMenwithFinancialDependents,Ages18to24...................................................13

Table6PercentageofMenWhoCommuteMoreThan6HoursPerWeek,Ages18to24.................14

Table7BreakdownofStudentEquityPlanActivities................................................................................16

Table8CollegesProposingAccessActivitiestoAmeliorateDIforMenofColor.................................17

Table9CollegesProposingCourseCompletionActivitiestoAmeliorateDIforMenofColor...........18

Table10CollegesProposingBasicSkillsActivitiestoAmeliorateDIforMenofColor.......................18

Table11CollegesProposingDegreeCompletionActivitiestoAmeliorateDIforMenofColor........19

Table12CollegesProposingTransferActivitiestoAmeliorateDIforMenofColor...........................19

Table13CollegeProposingCampuswideActivitiestoAmeliorateDIforMenofColor.....................20

Table14SpecificGroupsAddressedWithinthe60Activities..................................................................20

Table15ConcentrationofActivitiesandFundingbyIndicator...............................................................22

Table16PracticesbyGeographicLocation..................................................................................................22

IntroductionRecentyearshavebroughtanincreasingamountofnationalattentiontothelivesofboysandmen1ofcolor.Enduringconcernsaboutdisparatelifeoutcomesinemployment,housing,healthcare,thecriminaljusticesystem,andeducationhavebeenfodderforintensedialogueandaction.Bothnationalandstateresearchhasdemonstratedthevalidityoftheseconcerns,withnotablestatisticsincluding:

• CollegecompletionratesfromAfricanAmerican,AmericanIndian/AlaskanNative,Hispanic/Latino,andPacificIslandermenfallbelowthestatecompletionrateaverageof45.3%formen.

• Alargepercentageof18-to24-year-oldmenexperiencehousingchallenges,including54%ofBlackmen,22%ofWhitemen,and33%ofLatinomen.

• OveraquarterofBlackmenfacefoodinsecurities,with13%ofLatinomenalsoexperiencingthesechallenges.

Theattentiongeneratedbytheseconcernshasresultedinaproliferationofprograms,services,andinitiativesdesignedtoserveandsupportmalesofcolorinachievingparityincomparisontotheirWhiteandfemalecounterparts(Harper,2010).ChiefamongtheseeffortswasPresidentObama’sMyBrother’sKeeper(MBK)Initiative,whichsoughttoaddresspersistentopportunitygapsexperiencedbymalesofcolorinsocietywithaspecificfocusoneducation(TheSevenCentersReport,2014).MBKwassupportedbyaconglomerateofphilanthropicorganizations,referredtoastheExecutiveAlliance,whohavebeenengagedinprovidinganationalinfrastructuretoensurethevitalityoftheinitiativeforthefuture.

InCalifornia,therehasbeenaconvergenceofeffortstoredressstructuralandsystemicchallengesfacingboysandmenofcolor.TheseeffortshavebeengalvanizedbytheCaliforniaAllianceforBoysandMenofColor(CABMC),aswellasbytheAssemblySelectCommitteeontheStatusofBoysandMenofColorinCalifornia.WhiletheCalifornia-basedinitiativesaddressissuesinemployment,housing,healthcare,andthecriminaljusticesystem,thegreatestemphasishascenteredoneducation(HarrisIII&Wood,2014).Thisisduetothecriticalrolethateducationplaysinfosteringpositiveoutcomesacrossamyriadofareas(e.g.,workforce,legalsystem,healthcare).

ParalleltothemenofcoloreffortsacrossthestateareeffortsmeanttoimprovestudentsuccessintheCaliforniacommunitycollegesystem.Overthelastthreefiscalyears,thestateofCaliforniahasprovidedover$380millionfortheimplementationofequityplansinitscommunitycolleges.TheStudentEquityPolicymandatedformalplanningasaprocesstoidentifyandaddressinequities,providingcollegeswithnewdataandfundingtobeput

1Theterms“man/men”and“male(s)”areusedinterchangeablythroughoutthisreport.

towardsproposingnewinterventions,scalingupcurrentones,orbringinginexternalorganizationsforprofessionaldevelopmentandsupport.

Therehavebeenmanytangiblerewardsfromthisconcertedaction.Asoneexample,theinnumerableinitiativesfocusingonboys,youngmen,andmenofcolorhaveproducedinsightsonpromisingpracticesandpolicies,particularlyineducation,thatcanimproveoutcomesforthesemales.

Withthatinmind,thisreportprovidesalandscapeanalysisofnotonlythechallengesfacedbythesemales,butinnovativeandpromisingpracticesthatcanservetoimproveoutcomesforyoungmenofcolor(18to24yearsold)inthe113Californiacommunitycolleges.Inparticular,thisprojectfocusesonpromisingpracticesthatcanenhancethesuccessofmenofcolorindevelopmentaleducationandintransferringtoa4-yearcollegeoruniversity.

ThisreportwaspreparedbytheCenterforUrbanEducation(CUE)andtheCommunityCollegeEquityAssessmentLab(CCEAL),formallyknownastheMinorityMaleCommunityCollegeCollaborative(M2C3),andisdividedintothreeprimarysections:

• Section1providesanoverviewoftrendsandchallengesfacingmenofcolor,focusingonmenofcolorincommunitycolleges.

• Section2consistsofananalysisofthewaysinwhich42communitycollegeslocatedintheLosAngeles,InlandEmpire,andCentralValleyareasaddressedtheimprovementofeducationaloutcomesformalesfromhistoricallymarginalizedgroups,includingAfricanAmericans,Latinos,NativeAmericans,andAsian/PacificIslandersintheirstudentequityplans2.Givenconcernsovertheeducationalsuccessofmenofcolorincommunitycollege,thisanalysisexaminedthestudentequityplanssubmittedbyCaliforniacommunitycollegesduringthe2015-2016academicyear.

• Section3highlightsinnovativeandpromisinghigh-impactequity-minded3practices.

Theauthorsofthisreportemployedabroadfocusonmenofcolorgroups,includingAfricanAmerican,Latino,NativeAmerican,PacificIslander,andSoutheastAsianmen(e.g.,Hmong,Cambodian,Laotian,Vietnamese).Thesestudentsspecificallyarethefocusofthisreportbecauseoutcomesdataconfirmthatthesegroupsexperiencethemostdisparateoutcomesincomparisontotheirpeersfromotherracial/ethnicgroups,particularlywithrespecttopersistence,achievement,attainment,andtransferinCalifornia’scommunitycolleges.Whiletheeffectofinterventionsmaydifferacrossgroups,thisreportprioritizedpracticesthathadsalienceforthegreaterpopulationofunderservedmenofcolor.Also

2AbriefdescriptionoftheStudentEquityPlananditscomponentsaresharedinAppendixA.3 Asdetailedinthisreport,“equity-mindedness”isaconceptdevelopedbytheCenterforUrbanEducationattheUniversityofSouthernCalifornia.

prioritizedwerepracticesthatwouldbenefitallstudentgroupswhilehavinganintensifiedbenefitformenofcolor.

SeveraldatapointscitedinthisreportarederivedfromrecentdataprovidedbytheCommunityCollegeSuccessMeasure(CCSM).Aninstitutional-levelneedsassessmenttool,theCCSMexaminesfactorsthatinfluencestudentsuccessforstudentswhohavebeenhistoricallyunderservedincommunitycolleges.Over90communitycollegesthroughoutthenationhaveusedthisinstrumenttoidentifyareasneedingenhancedattentiontobetteradvancestudentequityefforts.Datareportedherearederivedfromasubsampleof972men(18to24yearsold)fromrandomlyselectedcoursesections.ThesemenhailfromsevenCaliforniacollegesthatparticipatedinthemostrecentdistributionoftheinstrument.

AnOverviewofTrendsandChallengesAffectingMenofColorinCommunityCollegesWithattentiontotherisingnationalconcernfocusedonyoungmenofcolor,thissectionprovidesanoverviewofchallenges

facingmenofcolor,focusingonmenofcolorincommunitycolleges.Here,wepresentstatewidecommunitycollegeoutcomesdata,surveycommonbarriersimpedingthesuccessofmenofcolor,anddiscussresearch-basedfactorsthathavecontributedtotheirsuccessincollege.

Thelion’sshareofmenofcolorinpublicpostsecondaryeducationisconcentratedinpublic2-yearcolleges(referredtoascommunitycolleges)(Wood,Palmer,&HarrisIII,2015).Communitycollegeshavelongservedasthecentralaccesspointtopostsecondaryeducationforcommunitiesthathavebeenunderservedineducation(Bush&Bush,2010),withmostyoungmenages18to24yearsoldwhoareenrolledinpublicpostsecondaryeducationattendingcommunitycolleges.Infact,75.7%ofBlackand79.4%ofLatinomeninCaliforniaattendcommunitycolleges(NationalPostsecondaryStudentAidStudy,2016).Whilecommunitycollegesdoprovidemuchneededaccesstopostsecondaryeducationformenofcolor,theyhavebeenfarlesseffectiveinfacilitatingsuccessforthesestudents.California’scommunitycollegeshavelongstruggledtofacilitatesuccessratesformenofcolorthatareonparwiththoseoftheirpeers.

Itisclear,then,thatanyinterventionseekingtoimprovetheoutcomesofmenofcolorinpublicpostsecondaryeducationshouldbeginwithafocusoncommunitycolleges.Yet,muchofthediscourseaboutmenofcolorinpostsecondaryeducationhasfocusedon4-yearcollegesanduniversities.Thisispartlyduetostate-levelissuesaboutaccessandparityintheUniversityofCaliforniaandCaliforniaStateUniversitysystemsthathavemadenationalheadlines.Oneexampleofthiswasthe2013“BlackBruins”videoproducedbyBlackmalestudentsattendingtheUniversityofCalifornia,LosAngeles(UCLA)thatlambastedthedismalaccessandsuccessratesofBlackmenattheuniversity.Theseimportantcritiqueshighlightexperiencesofmarginalizationandalienationthatcanoccurthroughoutallthestate’spostsecondarysystems.

Outcomes

TheresultsoftheseexperiencesofmarginalizationandalienationaremadeclearbytheCaliforniaCommunityCollegeChancellor’sOffice(CCCCO)StudentSuccessScorecard,identifyingthepercentageoffirst-timemalestudentswhocompletedacertificateordegree,transferred,orbecametransfer-readyinsixyears(300%ofnormaltime).Basedonthemostrecentcohortofstudents,menofcolorhadthelowestoverallcompletionratesamongallracial/ethnicandgendergroups.Specifically,only33.8%,37.4%,and36.8%of

AfricanAmerican,Hispanic/Latino,andPacificIslandermencompletedtheirgoalsinthistimeframe(seeTable1).Thoughnotwelldocumentedbythesystem,outcomesdataforSoutheastAsian(e.g.,Hmong,Cambodian,Laotian,andVietnamese)menbearssimilarresults(Xiong&Wood,2015).Incontrast,49.2%ofWhitemenand62.0%ofAsianmen(notdisaggregated)completedtheirgoalsinthesametimeframe.

Unfortunately,thesedatademonstratethatcommunitycollegesstruggletofacilitatesuccessforasizeableportionoftheirmen.Asaresult,anoticeablecontingentofmenofcolorleavesthecommunitycollegesystemwithoutcompletingtheirgoals.Giventheincreasingdemandforbaccalaureatedegreesinanincreasinglycompetitiveglobalmarketplace,thesemenwillhaveadecreasedlikelihoodofobtaininggainfulemploymentandthebenefitspursuanttosuchemployment.

Table1Six-YearCompletionRate,2009-2010to2014-2015(PercentageofMalesWhoEarnedaCertificate,Degree,Transferred,orBecameTransferEligible)

MaleOverall 45.3African-American 33.8AmericanIndian/AlaskanNative 40.4Asian 62.0Filipino 50.0Hispanic/Latino 37.4PacificIslander 36.8White 49.2

Anothercriticalmeasureofstudentsuccessincommunitycollegesiscompletionofdevelopmentaleducation(alsoreferredtoasbasicskills).Communitycollegesofferdevelopmentaleducationopportunitiestosupportstudentsingainingtheproficienciesnecessarytoengageincollege-levelcoursework.Unfortunately,starkcontrastsareseenbetweenmenofcolorandtheirfemaleandWhitemalepeersinCaliforniadevelopmentalcompletiondata.TheCCCCOScorecardmeasurescompletionofdevelopmentaleducationbasedonthepercentageofcredit-seekingstudentswhoattemptedabasicskillscourseandthensuccessfullycompletedacollege-levelcourseinthesamearea(e.g.,math,English)withinsixyears.AsnotedinTable2,acrossthesemeasures,AfricanAmerican,Latino,NativeAmerican,andPacificIslandermenhaveloweroutcomesthantheirmalepeers.Moststriking,however,aredataforAfricanAmericanmen.Evenusinga6-yeartimeframe,only27.4%and17.2%ofBlackmenwillevercompletetheirdevelopmentaleducationsequenceinEnglishandmath,respectively.Theseoutcomesare15.1and13.1percentagepointslowerthanthatofthegeneralmalepopulation.Suchglaringdisparitieshelptocontextualizetheinadequaciesofdevelopmentaleducationtomovemenofcolortocollege-levelcoursework.

Table2DevelopmentalEducation/BasicSkillsCompletionRate,2009-2010to2014-2015(PercentageofMalesWhoEarnedaCertificate,Degree,Transferred,orBecameTransferEligible)

English MathOverall 42.5% 30.3%African-American 27.4% 17.2%AmericanIndian/AlaskanNative 35.6% 28.3%Asian 60.1% 42.8%Filipino 53.4% 39.1%Hispanic/Latino 38.7% 28.8%PacificIslander 36.6% 24.1%White 45.6% 33.7%

Informedbythesedata,thestate'scommunitycollegeshaverespondedtooutcomedisparitiesaffectingstudentsexperiencingdisproportionateimpact(DI)byimplementinginitiatives(e.g.,basicskills,studentequity)toimprovestudentsuccessmeasures.Thecolleges'mostrecentresponse,theStudentEquityInitiative,isabyproductoftheStudentSuccessTaskforceandassociatedlegislationthatimplementedstatewideequityplans.Whiletheseprogramsarecertainlyimportantforaddressingchallengesfacinghighlyvulnerablepopulations(e.g.,re-entrystudents,homelessstudents),theydonotadequatelyaddress,asasoleintervention,thecomplexinstitutionalbarriersfacingtheover550,000underservedmenofcolorintheCaliforniacommunitycollegesystem.Infact,manyinstitutionshaveapproacheddisproportionateimpact(bothhistoricallyandcontemporarily)byenactinginterventionsthattargetstudents(e.g.,mentoringprograms,studentclubs)ratherthanbuildingtheinstitutionalcapacitythatisnecessarytoredressthemyriadofpracticesandclimateissuesthatsystematicallyinhibitstudentsuccess(Bensimon,2007).Thus,meaningfulinterventionsareneededtoinculcateanenvironmentofcompensatorysupportforthesemen.

EnvironmentalPressures

Menofcoloroftenexperienceexternalpressuresthatshapetheircollegiateexperiencesinwaysthatdifferfromtheirpeers.Forthepasttwodecades,scholarshavebeenattentivetothesefactors,highlightinghowexternalpressures(e.g.,workexperiences,caringfordependents,stressfullifeevents,andtransportationconcerns)influencethesuccessofcollegemenofcolor.AccordingtodatafromtheCommunityCollegeSuccessMeasure(CCSM;2016a),ahighpercentageofmenofcolorexperiencehousinginsecurity—concernsstudentsmayhaveregardingastableplaceofliving.Thistermcanencompasshousingchallengesrangingfromconcernsabouteviction,tocouchsurfing,tohomelessness.While22%oftheWhitemeninthesamplereportedthisconcern,higherpercentageswerereportedbyLatinomen(at33%)andBlackmen(at54%).Similarly,ahigherpercentageof

thesemenofcolorreportedconcernsabouthavingastablesourceoffood.Mostnoticeableisthat26%oftheBlackmalerespondentsindicatedexperienceswithfoodinsecurity.Table3demonstrateshowtheseconcernsvaryacrossracial/ethnicgroups.

Table3PercentageofCaliforniaCommunityCollegeMenReportingStressfulLifeEvents,Ages18-24

Source:CCSMsubset(2016)

Manyoftheaforementionedchallengesareabyproductofracialandeconomicpressuresfacingmenofcolor.Withrespecttothelatter,highpercentagesofmenofcolorintheCaliforniacommunitycollegesystemcomefromlow-incomebackgrounds.WhilethestateprovidessupporttocurbcollegetuitionthroughtheBoardofGovernor’s(BOG)feewaiver,thesewaiversdonotreducecostoflivingexpenses(e.g.,rent,food,books).

Ofcourse,low-incomesituationsarenotlimitedtomenofcolor,nordoesastudent'sclassificationashavingadependentoffersecurityagainstlow-incomestatus,asillustratedinTable4.

HousingInsecurities FoodInsecurities TransportationConcerns EmploymentBarriers

White Black Latino

Table4PercentageofMenWithAnnualHouseholdIncomesof$20,000orLessPerYear,Ages18to24

Source:CCSMsubset(2016)ThedatainTable4helptodemonstratethatthecommunitycollegesystemisprovidingeducationalopportunitiestoahighpercentageoflow-incomestudentsoverall.OfnoteisthehighpercentageofWhitemen(ages18to24)whoarefinancialdependentslivinginhouseholdswheretheannualincomeis$20,000orless(at52%).ThoughthispercentageissimilartothatofLatinoandmultiethnicmen,asignificantlyhigherpercentageofAfricanAmericanmen(at73%)areconcentratedinthislow-incomedesignation.Alsoofimportance,anoticeablyhighpercentageofmenages18to24havefinancialdependents.Forexample,whileonly12%ofWhitemalesinthisagegroupreportedhavingdependentswhocountedonthemforfinancialsupport,24%ofBlackmenand21%ofLatinomendid(seeTable5).Stateddifferently,thesemenarenearlytwiceaslikelytohavefinancialdependentsastheirWhitepeersinthesameagegroup.Whilehavingfinancialdependentscanbechallenging,especiallyforstudentswhoarelow-income,makingenoughmoneytosupporttheseindividualscanbemorechallengingformenofcolor.

Table5PercentageofMenWithFinancialDependents,Ages18to24

Source:CCSMsubset(2016)Acrossracial/ethnicgroups,atleast63%ofmeninthesampleworkedwhileincollege,asdomanystudents.Infact,theracial/ethnicbreakdownofthoseworkingduringcollegewasasfollows:66%White,65%AfricanAmerican,63%Latino,and70%multiethnic.However,asnotedbyWoodandHarrisIII(2015),menofcolorwhoworkduringcollegeareexposedtovastlydifferentworkexperiencesthantheirpeers.Forinstance,theyarelesslikelytobeinjobsthathaveanymeaningfulconnectiontotheiracademiclearning,therebylimitingtheirabilitytoleveragetheiracademiccredentialsintheworkplaceaftergraduation(Wood,Hilton,&Lewis,2011).WoodandHarrisIII(2015)alsoidentifiedthreeprimarycharacteristicsofthetypesofworkopportunitiesoftenavailabletocollegemenofcolor.First,theyfoundthatmenofcoloroftenreportworkinginjobsthatarephysicallytaxing,suchasmovingboxes,diggingditches,stockingshelves,anddoingconstructionsitecleanup.Second,collegemenofcoloroftenhavejobsthatoccurlateatnight.Forthesemen,theonlyworkhoursthatweremadeavailabletothemwereeitherlate-nightshiftsorovernightshifts.Itiseasytounderstandwhy,afterlongnightsofphysicallydemandingwork,somemenreportedseriouschallengesinbeingphysicallyandmentallypresentinschool,particularlywhentheonlyclassavailabletomeettheirdegreeprogressoccurredearlyinthemorning.Third,collegemenofcoloralsonotedhavingjobsthatwereoftentransitionalortemporaryinnature.Thisaspectoftheiremploymentoftencausedthesementobeinonejobforashortperiod

oftimebeforetransitioningtoanotherjob.Somemenfurthernotedthattheywereengagedinmultiplejobsduringagivensemester,causingthemconstantchangesandtransitionsoutsideofcollegewhiletheytriedtomaintainfocusonaconsistentcoursescheduleinsideofcollege.Transportationconcernsarealsoacommonbarrierfacingcollegemenofcolor(Wood&HarrisIII,2017).Formanymenofcolor,travelingtoandfromcampuscanentailaskingfriendsforrides,relyinguponundependablevehicles,usingmultiplebuses,andcombiningbuses,trains,andotherformsoftransportation.Infact,whileonly25%ofWhitemennotedthattheyhadtocommutemorethan6hoursperweektocollege,significantlyhigherpercentagesofBlack,Latino,andmultiethnicmenreportedhavingtodoso,at51%,39%,and42%,respectively(seeTable6).

Table6PercentageofMenWhoCommuteMoreThan6HoursPerWeek,Ages18to24

Source:CCSMsubset(2016)

Giventhevarietyofexternalpressuresanduncertaintiesthatfacecollegemenofcolor,itischallengingtoenvisionsolutionsthatcouldaddressthemallandreliablyimprovesuccessrates.Onekeyfactorthatpredictswhetherornotastudentwillsucceedincollege,however,isthedegreetowhichtheybelievetheyarefocusedincollege,oftencalledactioncontrol.Inthesimplestterms,studentswhofeelconnectedtothecollegeenvironmentaremorelikelytosucceed.Forexample,whenregressionmodelswereruntomeasureBlackmen’sactioncontrol,receivingfacultyvalidationandhavinginterpersonalrelationshipswithfacultywerethemostimportantpredictorstoemerge.Thissuggeststhatthekeytoimprovingsuccessratesformenofcolorlieswithintheinstitutionalenvironmentsandcampusculturesthemselves.Specifically,whenmenofcolorareeducatedinenvironmentswheretheyreceivevalidation,expressionsofauthenticcare,andwhentheyinteractwitheducatorswhointentionallybuildrelationshipswiththem,theyaremorelikelytoachieve.Moreover,thesepositiveenvironmentalattributesserveascriticalmediatorsagainstexternalpressures,significantlyreducingtheirnegativeeffectsandpropellingstudentstoachieveinthefaceofoverwhelmingchallenges.Whilewecannotchangetheexternalhindrancespresentinthelivesofmenofcolor,wecanmitigatetheirimpact.Therealchallengethenisforcollegestocreateplanstoimprovetheexperiencesofthemenofcolorattendingtheirclasses,regardlessoftheexternaldistractionsthesemenface.

AnAnalysisofEquityPlanEffortsFocusedonMenofColorThissectionconsistsofananalysisofthewaysinwhich42communitycollegeslocatedintheLosAngeles,InlandEmpire,andCentralValleyareasaddressedtheimprovementofeducationaloutcomesformalesfromhistoricallymarginalizedgroups.Allof

California'scommunitycollegestudentequityplansfocusonaddressingstudentsuccessgapsusingsix“indicators”ofstudentperformance:access,basicskillsprogression,coursecompletion,degreeandcertificatecompletion,transfer,andonecatch-allcategorydesignatedascampuswideinitiatives.Eachcommunitycollegeisthenrequiredtoexaminetheircampusdatatoidentifyequitygapswithinthesestudentperformanceindicatorsacrosssixdifferentstudentgroups.ThesegroupsaremandatedwithinCalifornia’sEducationCodeandincluderacial/ethnicgroups,gender,socioeconomicstatus,abilitystatus,veteranstatus,andfosteryouthstatus.Oncetheanalysisforequitygapsisconducted,collegesidentifystudentgroupsthatareseenasfacingdisproportionateimpact(i.e.,thelargestsuccessgaps).Oncethedisproportionatelyimpactedgroupsareidentified,collegesareexpectedtodevelopstrategiesandinterventionsknownas“activities”thataddressthegapsfortargetedstudents.Whatcomplicatestheprocessisthatcollegesaregiventheautonomytoselectfromwithinthestudentgroupsidentified.Whatthismeansisthatacollegemayfindthatsixdifferentgroupsarefacingdisproportionateimpactinaccess,butthenchoosetoaddressonlyoneofthemwithanactivity.Ouranalysisfocusedontwoareasoftheequityplans:(1)targetstudentgroups,and(2)activitiesproposedtoaddressequitygaps.Table7providesabreakdownofstudentequityplanactivities.Table7 BreakdownofStudentEquityPlanActivities # %ofPlansActivitiesProposedAcrossEquityPlans 924 100%ActivitiesThatIncludedDataIndicatingDIforMenofColor 295 32%ActivitiesExplicitlyDescribingWaystoAddressMenofColor 60 6%

• The42equityplansreviewedproduced924individualactivitiestoaddressstudentequitygapsoncampus.

• Oftheseactivities,295identifieddisproportionateimpactformenofcolor.• Only6%(60)ofthe924activitiesexplicitlydescribedmenofcolorinthedetailsof

theproposedstrategyorinterventiontoimprovestudentsuccess.• The60explicitactivitiesformenofcolorwereproposedbyonly27ofthe42

communitycollegesinthesample.Fifteenofthecommunitycollegeequityplansinthestudydidnotexplicitlyaddresstheequityconcernsofmenofcolorintheactivitydetailssection.

Tables8to13provideabreakdownofthe60explicitactivitiesbyeachindicator.

Table8CollegesProposingAccessActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles LosAngelesMissionCollegeLosAngeles PasadenaCityCollegeLosAngeles LosAngelesPierceCollegeCentralValley MercedCollegeCentralValley ModestoJuniorCollegeInlandEmpire SanBernardinoValleyCollege

• Mostaccessactivitiesfocusedonoutreachtohighschools,parents,faith-based organizations,andothercommunity-basedorganizations.

• LosAngelesMissionCollegeproposedthedevelopmentofoutreachmaterialsand specifiedoutreachtocorrectionalfacilities,theLosAngelesCountyOfficeof Education(LACOE),CommunitiesinSchools,andtheAnti-RecidivismCoalition(ARC)toidentifylocaljuvenileandadultcorrectionalfacilitiestotargetfor recruitmenttoreachalargernumberofmaleandHispanicstudents.

Table9CollegesProposingCourseCompletionActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles LosAngelesMissionCollegeLosAngeles LosAngelesHarborCollegeLosAngeles AntelopeValleyCollegeLosAngeles LosAngelesPierceCollegeCentralValley ModestoJuniorCollegeCentralValley FresnoCityCollegeCentralValley MercedCollegeCentralValley PortervilleCollegeInlandEmpire RiversideCityCollegeInlandEmpire MorenoValleyCollege

Table10CollegesProposingBasicSkillsActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles LosAngelesTrade-TechCollegeLosAngeles GlendaleCommunityCollegeCentralValley FresnoCityCollegeCentralValley MercedCollegeInlandEmpire RiversideCityCollegeInlandEmpire NorcoCollege

• Institutions in the Inland Empire proposed nearly half of all the practices supporting men of color in course completion.

• Mt. San Antonio College proposed three activities in this indicator. One expanded their First Year Experience program to specifically address African American, Latino, and Asian Pacific Islander males through leadership development opportunities.

• Fresno City College’s activity addressing African American males sought to expand an existing program, Strengthening Young Men by Academic Achievement (SYMBAA), to serve a larger group of students.

• Riverside College stood out for numerous reasons: (a) it allocated the greatest amount of funding toward basic skills support for males of color; (b) it specifically named African American and Latino males as the target groups; (c) the activity specifically addressed providing specific support for basic skills; and (d) it was very specific in mentioning the use of high school transcripts to evaluate placement in English and math, a strategy which we assume is intended to supplement or substitute for the use of traditional placement tests.

• Faculty development and programs for institutional change, except for what is offered through M2C3, were not addressed by any of the colleges.

Table11CollegesProposingDegreeCompletionActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles AntelopeValleyCollegeLosAngeles GlendaleCommunityCollegeLosAngeles LosAngelesSouthwestCollegeLosAngeles LosAngelesValleyCollegeInlandEmpire CraftonHillsCollegeCentralValley CollegeoftheSequoiasCentralValley ReedleyCollege

• Activitiesproposedindegreecompletionfocusedheavilyoncreatingtargetedstudentservices(i.e.,CraftonHill’sBrothertoBrotherProgram)orbringinginexternalorganizationsforprofessionaldevelopment(i.e.,ReedleyCollegeworkingwithM2C3totrainanddevelopfaculty,staff,andadministratorstobettersupportmenofcolor).

• A2MENDandM2C3wereincludedinstrategiestosupportmenofcolorindegreecompletionbyCollegeoftheSequoias,ReedleyCollege,andAntelopeValleyCollege.

• GlendaleCommunityCollegeusedstudentequityfundstostarta“CalWORKsFathers”programthatsupportsmenofcolorwhoarefatherstohelpthemcompletecertificatesanddegrees.

Table12CollegesProposingTransferActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles ElCaminoCollegeLosAngeles LosAngelesValleyCollegeLosAngeles RioHondoCollegeInlandEmpire RiversideCityCollege

• RioHondoCollegeproposedfiveactivitiestoaddressequitygapsfacingHispanicmalesintransfer.Programsfundedbystudentequityincludedatransferacademyprogram,apartnershipwiththeUniversityofCalifornia,Irvine,andanexpansionofcollegetoursforHispanicmales.

• LAValleyCollegedescribedacomprehensivetransfersupportservicethatpairedLatinoandAfricanAmericanmaleswithmentorsandcreatedacohortmodelthatincludedSociology,ChicanoStudies,orAfricanAmericanstudies.

• ElCaminoCollegeproposedexpandingawarenesscampaignsandeffortstohaveAfricanAmericanmalesvisitHistoricallyBlackCollegesandUniversities(HBCUs)totransferto.

Table13CollegeProposingCampuswideActivitiestoAmeliorateDIforMenofColorRegion CollegesLosAngeles EastLosAngelesCollegeLosAngeles LosAngelesPierceCollegeLosAngeles LosAngelesTrade-TechCollegeLosAngeles MoorparkCollegeLosAngeles PasadenaCityCollegeLosAngeles SantaMonicaCollegeInlandEmpire Mt.SanAntonioCollegeInlandEmpire NorcoCollegeCentralValley NapaValleyCollege

• LosAngelesTrade-TechandEastLosAngelesCollegededicatedsignificantresourcesforinstitution-wideprofessionaldevelopmentthatsoughttoimprovestaffcompetenciesandpracticesinsupportingmenofcolor.

• ThemajorityoftheactivitiesinthisindicatorfundedprofessionaldevelopmentopportunitiestoworkwithgroupssuchasA2MEND,RPGroup,andCUE.

GoalsandActivitiesProposedbytheCollegesAmongthe42colleges,27(64%)proposedatleastoneactivitythatfocusedspecificallyonmenofcolor.Mostofthecollegesproposedoneortwoactivities,exceptforMt.SanAntonioCollegeandNorcoCollege,whichproposedfiveandeightactivities,respectively.Lookingattheactivitiesthemselves,acrossthe60activitieshighlightedinthisreport,therewasvariationamongwhich“menofcolor”weretargetedintheactivities.Table14detailshowinstitutionsdescribed"menofcolor"withinactivities.

Table14SpecificGroupsAddressedWithinthe60ActivitiesMenofColor 17AfricanAmericanMenOnly 16HispanicandAfricanAmericanMen 13HispanicMenOnly 9MinorityMen 3AfricanAmerican,Hispanic,andAsianPacificIslanderMen 1TOTAL 60

Tobetterunderstandhowmenofcolorwereaddressedintheseactivities,herearefourexcerptsfromthemostfrequentlyusedidentitydescriptors:

MenofColor“Toimprovecoursecompletionandoveralloutcomesformenofcolor,professionaldevelopmentforfacultywillbemadeavailable.ThecollegewillcontracttheCenterforOrganizationalResponsibilityandAdvancementtoofferfacultytheopportunitytoearnacertificateinTeachingMenofColorintheCommunityCollege.”

AfricanAmericanMales“Thecollegewilldevelopandimplementapeer-mentoringprogramforAfricanAmericanmalestoimproveretention,graduation,andtransfer.TheStudentEquityCoordinatorwillcollaboratewithTheTalentedTenthprogram(T3p)FacultyCoordinatortolaunchatwo-partinitiativeforimprovingsuccessratesofAfricanAmericanmales.”

HispanicandAfricanAmericanMen"ThemulticulturalcenterwillprimarilyserveAfricanAmericanandHispanicmalestudentswhichareLASC’sdominantstudentpopulations.Basedonthesefindings,thecampuswillprovideacomprehensiveprogramthatholisticallydevelopsmalestudents.ThemulticulturalcenterwillprovideacentralizedlocationinwhichAfricanAmericanandHispanicmalescanobtainkeyacademic,social,andcareerdevelopment.”

HispanicMales"Thecollegewilldevelopandimplementapeer-mentoringprogramforHispanicmalestoimproveretention,graduation,andtransfer.TheStudentEquityCoordinatorwillcollaboratewithspecialfundedprogramstodevelopatwo-partinitiativeforimprovingsuccessratesofHispanic/Latinomales.Thisinitiativewillbeverysimilartothepeer-mentoringprogramforAfricanAmericanstudents.ThefirstcomponentoftheinitiativeisthedevelopmentofaprogramtodevelopHispanic/Latinomalementors.TheEquityCoordinatorwillconsultwithPuentefacultytoidentifyapart-timecoordinatorforthementoringprogram.Thecoordinatorwilldevelopalltrainingsessions,leadershipmaterials,andtaketheleadwitheachtrainingsession."

WheretheExplicitPracticesforMenofColorWereConcentrated

The60activitiesanalyzedasexplicitpracticesweredistributedacrossallsixindicatorsthatcomprisethestudentequityplan.Inthissection,wedetailthenumberofactivitieswithineachindicatorofstudentperformanceandtheamountofequityfundsallocated(seeTable15).

Table15ConcentrationofActivitiesandFundingbyIndicator

Access Course BasicSkills Degree Transfer Campuswide Total# 7 15 7 9 9 13 60% 12% 25% 12% 15% 15% 22% 100%$ $76,207 $1,605,999 $646,358 $367,231 $431,696 $2,510,301 $5,637,792% 1% 28% 11% 7% 8% 45% 100%

• Activities• Coursecompletionactivitiesmadeupthelargestsharewith15—aquarterof

allactivities.• Campuswideactivitieswerethesecondmostproposedmethodofsupporting

menofcolor.• Accessandbasicskillshadthelowestshareofactivities,withseveneach.• Degreecompletionandtransfereachhadnineactivitiessupportingmenof

color.

• Funding• Asforfunding,themajorityofthemoneyallocatedacrossthe60activities

wasbudgetedinthecampus-wideindicator,4accountingfor45%.• Coursecompletionreceivedthesecondmostfunds.• Activitieswithintheaccessindicatorreceivedtheleastamountoffunding.

• ByGeographicArea(seeTable16)• LosAngelesareacommunitycollegesrepresented20outofthe47inthe

sample(48%),and14ofthe27institutionsthatproposedMOCactivities(52%).

• AlthoughInlandEmpirecommunitycollegeshadthesmallestnumberofinstitutions(9),thosecollegesproposed20explicitactivitiesformenofcolor.

• CentralValleyinstitutionswere31%ofthesample,with26%ofinstitutionsthatproposedMOCactivitiesand22%oftheshareofexplicitactivities.

Table16PracticesbyGeographicLocation

GeographicArea #ofCollegesinSample

#ofInstitutionsWithExplicitMention

#ofExplicitMOCActivities

CentralValley 13 7 13InlandEmpire 9 6 20LosAngeles 20 14 27

4TheCampusWideIndicatorusuallyincludeslargerscaleprofessionaldevelopmentopportunitiesfortheinstitution.Theactivityaddressingmenofcolorwithinthisindicatormaybeoneamongmany.

Total 42 27 60

ExamplesofActivitiesAddressingMenofColorWithinEachIndicator

Access Targetedoutreachandrecruitmenteffortsaremadetohighschool,middleschool,andelementarystudentsandparents,aswellastocommunity,faith-basedorganizations,andlocalagencies.SpecialemphasisisplacedonincreasingcollegeaccessforBlackandLatinomales,Englishlanguagelearners,andlearningcommunities.

CourseCompletion Toimprovecoursecompletioninbasicskillsandcollege-levelcourses,departmentchairsandinstructionaldeanswillcollaboratetoidentifycollege-levelcoursesectionsthatwillbedesignatedprimarily(butnotexclusively)fortargetgroupstudentcohorts.Thisactivityimplementationplanisbasedonresearchfocusedoneffectivestrategiestoincreasesuccessformenofcolor.

BasicSkills ThegoalistoincreaseESL/basicskillscompletionforHispanicmales,AfricanAmericanmales,andfosteryouth.Extendedsummerorientationprogramsaredesignedtohelpcohortstudentsacclimatetoacollegeenvironmentandtofeelbetterpreparedforfallterm.Connectingcohortstudentstocollegeresources,categoricalprograms,andkeycollegepersonnelpromotesasenseofbelongingandbeingvalued—criticalfactorsincollegepersistenceamongfirst-timecollegestudents.

DegreeCompletionTakeAfricanAmericanmalestudentstotheA2MENDconference.Facultyandstaffwillalsobeinvitedtoattendtheconference.ThisannualconferenceoffersinformativepresentersandinteractiveworkshopsthatwilldeveloprealisticstrategiesandconcreterecommendationsthatcanbeputintopracticeintheDistrict.Oneoftheobjectivesforthestudentsistosurroundthemwithacademicallysuccessfulpeoplesothattheyfeelasenseofempowermentandsupportonachievingtheirowngoals,includingtransferringtoa4-yearuniversity.

TransferIncreasetransferratesofLatinoandAfricanAmericanstudentsby(a)workingwithFirstYearExperiencecohortstoprovidesupports,includingembeddedtutoring,counseling,workshops,andspecializedprogramingtocelebrateculturaldifferences;(b)increasingrecruitmenteffortsbyprovidingoutreachtoLatinostudents,particularlymales;(c)creatinganactiveandrobustmentoringcomponentforLatinoandAfricanAmericanstudents;and(d)engagingstudentsinsocialandcommunity-relatedactivities.ThegoalisforthenumberofAfricanAmericanandLatinomaleswhosuccessfullycompletetransferrequirementsandgainacceptanceata4-yearuniversitytoincreasebyatleast5%within3years.

CampuswideTheMinorityMaleInitiativePlanwillbefullyimplementedtoprovideoutreachanddirectsupportservicestominoritymalestudentswhohaveoneormoreofthefollowingcharacteristics:lowincome,fosteryouth,undocumented,firstgenerationincollege,and/orbasicskills.Throughtheworkofstudentambassadors,minoritymalestudentswillbeencouragedtojoininprogramactivitiesthatwillincludeculturalidentitytrainings,collegeplanningworkshopsandfieldtrips,careerandjobdevelopment,leadershipdevelopment,servicelearning,andcommunityinvolvement.ExpansionofEthnicStudiescourseofferingsfortransfermajorpreparationwillbeconsidered.Studentswillreceivecounselingandguidancefromfaculty,staff,andmanagers.Studentswilldevelopmentoringprogramsforotherminoritymales,includinghighschoolstudents.M2C3willbecontractedtoconductstafftrainingandprovideguidanceonprogramefforts.

Afteridentifyingthe60activities,werereadthemallandcategorizedthemintodifferenttypesofactivities.Forexample,someactivitiesdescribedtheneedforadditionalresearchtobetterunderstandtheequityissuesfacingmenofcolor.Othersproposedstudentservicessuchasa“BrothertoBrother”programforAfricanAmericanmenoraspecializedtransferprogramforHispanicmen.Additionally,manycollegessoughtoutprofessionaldevelopmentasopportunitiesfortheinstitutiontoimproveitspractices,teachingstrategies,andemployeecompetencies.Wethendividedalloftheseactivitiesintonewclassificationsof"activitytype,”representingfivedifferentstrategiesthatinstitutionscanpropose:

1. AdditionalResearch2. DirectStudentSupport3. OutreachStrategy4. ProfessionalDevelopment5. TargetedStudentServices

ExamplesforEachActivityType

AdditionalResearch

Thecollegewilldedicatestudentequityfundstoconductaninquiryintotheneedsandstrengthsofstudentswhoareveterans,studentswhoarefosteryouth,andstudentswhoaremen,withaparticularemphasisonmenofcolor(particularattentionwillbepaidtomenwhoidentifyasLatinoorAfricanAmerican/Black).Thecollegewillgathermorequantitativeandqualitativedatatobetterunderstandhowtheinstitutioncanimproveitsprogramsandservices.Theaimofthisinquiryistobetterunderstandthenatureofthesepopulations'gapsandtoidentifyadditionalactionsthatcanbetakentocloseaccessequitygaps.

DirectStudentSupport

Providebooks,workbooks,adaptivelearningprograms,andotheronlinematerialstoassistmalestudentsandHispanic/LatinostudentswithESLcourses.

OutreachStrategy

PasadenaCommunityCollege(PCC)willhosttheAfricanAmericanYoungMen’sConferenceinFall2016.Duringthisconference,youngmenfromacrossthePasadenaAreaCommunityCollegeDistrictwillparticipateinhelpfulworkshopsandreceiveinformationregardingserviceprogramsandacademicopportunitiesatPCC.

TargetedStudentServices

TheCounselingDepartmentwilldevelopatargeted“milestone”interventionforthoseLatinoandAfricanAmericanmalestudentswhoarenotpartofaspecialprogram.Otherservicesinclude:(a)inviteLatinoandAfricanAmericanmalestudentsduringtheirfirstsemestertolearnaboutSSSPrequirementstodevelopacomprehensiveSEP;(b)matchstudentswithacounselororCGCAmentorwhowillactivelyreachouttostudentsatdesignated“milestones”andwhowillprovidepersonalizedguidancethroughouttheprocessofselectinganeducationalgoalandprogramofstudy,developingacomprehensiveSEP,andsuccessfullycompletingprogramrequirementsuntilthestudentisreadytopetitionforgraduationand/orcertificatecompletion;and(c)activelyencouragestudentstoparticipateincampusactivitiesandculturalevents,studentgovernment,andothertypesofexperientiallearning.

ProfessionalDevelopment

GlendaleCommunityCollege(GCC)partneredwiththeMinorityMaleCommunityCollegeCollaborative(M2C3),whichofferswebinarsandconferencesaswellaswebsiteresourcesforgreatersupportandinvolvementonthepartoffacultyandstaffinissuesformalesofcolortohelpinformtheBlackScholarslearningcommunityandthecampusat-large.

Recommendationsspecifictostudentequityplans:

1. RevisetheformatoftheStudentEquityPlantoencourageinnovation.ThecurrentformatofthePlanissimplynotconducivetoinnovationorcreativity.ThetemplateprovidedbytheChancellor’sOfficecantooeasilyelicitaroteresponsethatconsistsofcalculatingequitygapsandproposingaseriesofactivitiestoaddressthosegaps.Jumpingfromtheidentificationofequitygapstoactivitiespresumesthatthecauses

ofthegapsareknownandcanberemediedbynumerousanddisparateactivitieswithoutleavingroomforanalysisandoriginalideas.

2. Creategreaterexpectationsforinstitutionalandpractitionertransformation.Mostoftheplansproposedactivitiestoremediatestudents;veryfewproposedactivitiestoremediateinstitutionsorpractitioners.Wedidnotcomeacrossanyinitiativesrelatedtoaddressingfacultyfearanddiscomfortaroundmalestudentsofcolor.

3. Improvethealignmentbetweenevidenceofdisproportionateimpactandtheallocationoffunds.Thesmallamountoffundingallocatedtodegreecompletionandtransferwassurprisingandsuggeststheneedformoreguidanceonhowtousethefundingtosuccessfullyaddresscompletionandtransferobstacles.

InnovativeandPromisingPracticesforMenofColorThissectionhighlightshigh-impactpracticesthathaveemergedfromextensiveresearch,inquiry,assessment,andevaluationworkconductedbytheCenterforUrbanEducation(CUE)andtheMinorityMaleCommunityCollegeCollaborative(M2C3).The

insightsforpracticeofferedhereinarederivedfromthreeprimarysources.First,theyareinformedbyarecentsurveyofcommunitycollegepresidents,vicepresidentsofstudentservices,andstatepolicyadvocateswhohaveanin-depthunderstandingofissuesrelatedtostudentequity,menofcolorsuccess,andthecomplexitiesoftheCaliforniacommunitycollegesystem.Second,theseinsightsarealsoinformedbytheworkoftheMinorityMaleCommunityCollegeCollaborative(M2C3).M2C3isaresearchandpracticecenterbasedintheCommunityCollegeEquityAssessmentLaboratory(CCEAL)atSanDiegoStateUniversity(SDSU).M2C3haspartneredwithover130communitycollegesacrossthenationtoimprovetheircapacitytosupportthesuccessofmenofcolor.M2C3alsohousestheNationalConsortiumonCollegeMenofColor(NCCMC),anationalprofessionaldevelopmentconsortiumwith120-membercommunitycolleges.NCCMCtrainsthousandsofcommunitycollegeleadersacrossthenationonhowtobetterpreparetheirinstitutionsandeducatorstosupportmenofcolor.Third,thissectionisalsoinformedbytheworkoftheCenterforUrbanEducation(CUE)attheUniversityofSouthernCalifornia.Since1999,CUEhassupported2-and4-yearcollegesandstatehighereducationsystemsinidentifyingproblems,developinginterventions,andimplementingequitygoalstoincreaseretention,transfer,andgraduationratesforhistoricallyunderrepresentedracial/ethnicgroups.TheirEquityScorecardsupportstheseefforts.TheEquityScorecardisatoolforusingdata,process,benchmarking,andstructuredinquiryactivitiestoilluminatedisproportionateimpactoutcomes.Collectively,theinsightsfromthesekeysourceshaveproducedhigh-impactequity-mindedpracticesthatcanimprovethelifechancesofmenofcolorinCalifornia’scommunitycolleges.Basedontheaforementionedcontext,thissectionpresentsinnovativeandpromisingpracticesthatcancurbthedeleteriousoutcomesfacingmenofcolorintheCaliforniacommunitycolleges.Whileeachpracticeinisolationmayadvanceoutcomesformenofcolor,intandem,thesepracticescanservetocreateacollectiveinfrastructureofsupportthatcanbenefitallstudents,particularlyCalifornia’smenofcolor.InlinewithBensimon’s(2007)conceptsofequity-mindednessandinstitutionalresponsibility,wehighlightpracticesthatfocusonbetterpreparingeducatorsandtheirinstitutionstoservemenofcolor.Assuch,interventionsfocusedonstudentsarenotpartofthepracticesofferedherein.However,therewereseveralcollegesthatareengagedininnovativeprogrammingfocusedondirectstudentinterventions.ThesearehighlightedinAppendixB.

ThePractices

Implementearlyalertsystemsingatekeeperandbasicskillscourses.Earlyalertsystemsalloweducatorstosystematicallymonitorstudentperformanceandintervenewhenacademicchallengesarise.Theidentificationofchallengesisbasedonpatternsofmarginalcourseengagement(e.g.,missingassignments,arrivingtoclasslate,receivingsubsequentlowgrades)thatpredictwhenastudentisontracktounderachieveinacourse.Inanoptimalsituation,studentswhodemonstrateconcerningpatternsarereferredtoacademicadvisorsandcounselorswhomeetwiththemandprovidethemwithappropriatereferralstosupportservices(e.g.,childcare,tutoring,financialaid,careeradvising)thatcanleadtoenhancedcourseperformance.Thegoalofanearlyalertsystemistointervenewiththesesupportservicesinordertocurbchallengesstudentsarefacingwhilethereisstilltimetochangethetrajectoryoftheirsuccessinagivenclass.

Currently,allCaliforniacommunitycollegesarerequiredtohaveanearlyalertsysteminplace.However,anoticeablecontingentofthesesystemssimplydoesnotwork,arenotusedbyfaculty,andnotifyacademicadvisorsandcounselorsofissuesfartoolateintothesemester.Forexample,somecollegeswithearlyalertsystemsdonotidentifyastudentforreferraluntilhalfwaythroughtheacademicsemester,farbeyondthepointwhereaninterventioncouldcurbacademicchallenges.Whenusedtoolate,anearlyalertsystemsimplybecomesanearlydropsystem—becausetheinterventionhastakenplacetoolatetoproduceanyotheroutcome.

Moreover,somefacultyareapprehensiveaboutusingthesesystems,believingthattheyencumberacademicfreedom,inhibitstudentindependence,thatdoingsowillaffecttheirperformancereviews,orthatitcanbeapunishmenttostudents.Manyoftheseconcernscanbealleviatedbyroll-outpracticesthatproperlymessagethepurposeofthesystem,traineducatorsonhowtousethesystem,gainbuy-inonsystemelementsacrossdepartments,anddemonstrateameaningfulpartnershipbetweenacademicandstudentservices.Earlyalertsystemsrepresentanevidence-basedpracticethatcanimproveoutcomesformenofcolorwhilealsobenefittingotherunderservedstudentpopulations.

Providehigh-impactprofessionaldevelopmentforfull-timefacultyandstaff.Extensiveresearchonmenofcolorhasidentifiedrecurrentknowledge,skills,anddispositionsthatarenecessaryforeducatorstoadvancethesuccessofcollegemenofcolor(HarrisIII,Bensimon,&Bishop,2010;Wood,HarrisIII,&White,2015).Scholarshavesuggestedthatmanyeducatorsarewoefullyunderpreparedtoteachandsupportmenofcolor,astheiracademictrainingoftenconflictswiththenecessarytraitsofeducatorswhocaneffectivelyeducatethispopulation.Largely,thisisduetoembracingnotionsthatconflictwithequity-mindednessandserveasbarrierstoformaltraining.Mostinstructionalfacultyhavenoformaltraininginhowtoteachstudentsingeneral.Asaresult,educatorstypicallyteachbymodelingthestrategiesandpracticesthattheyhaveseenintheclassroom.Inotherwords,theyteachhowtheyweretaught.

Thestrategiesthatfacultymodeloftendirectlyconflictwiththenecessarycharacteristicsofaneffectiveteacherformenofcolor.Thisnotioncanalsobeextendedtoadvisors,studentserviceofficers,andsupportstaffwhosupporttheholisticdevelopmentofstudents.Forinstance,someinstructionalfacultyoftenholdtheperspectivethatsupplementalacademicsupports(e.g.,tutoring,writingcenter,computerlabs)areancillarytotheclassroom.Theybelievethatstudentswhoneedthesesupportswillusethemwhentheyneedto.Incontrast,supplementalsupportsarebestmaximizedwhenintegratedintocourses,therebyreducingstudentanxietyassociatedwithhelp-seeking,improvingknowledgeofavailableservices,andprioritizingtimespentoncampus(Wood&HarrisIII,2016).Asnoted,therearemanypracticesthathavebeenshowntoadvancethesuccessofcollegemenofcolor.Amongthelitanyofresearch-basedpracticesthatworkinsupportingcollegemenofcolorareculturally-relevantteaching,collaborativelearning,intrusivepractices,highexpectations,validation,buildingpersonalrelationshipswithstudents,empowermentstrategies,andexpressionsofauthenticcare(Bauer,2014;HarrisIII&Wood,2013;Wood,HarrisIII,&White2015).Manyofthesestrategiesnecessitatethateducatorshaveanasset-basedperspectiveofstudentsthatvaluestheirpresenceandparticipationinacademicspaces.Moreover,thesepracticesaremosteffectivewheneducatorshaveanin-depthunderstandingofimplicitbias,racial/gendermicroaggressions,andcommonchallengesfacingtheirstudentsinsideandoutsideofcollege.Thus,werecommendthatallcollegesprovideintensive,ongoingprofessionaldevelopmentopportunitiesforeducators(e.g.,faculty,staff,administration)thatbuildtheircapacitytointeractwithandservecollegemenofcolor.Thistrainingmustprioritizetheinvolvementoffull-timeandpart-timefaculty,asunderservedstudentshaveagreaterlikelihoodofbeingeducatedandsupportedbypart-timers.Moreover,duetocontractuallimitationsandtimeconstraints,thesepart-timefacultyandstaffaremuchlesslikelytoparticipateincampusprofessionaldevelopmentprogramming.Examinetheproportionoffull-timetopart-timefacultyteachingdevelopmentaleducationcourses.RecentdatafromtheCommunityCollegeInstructionalDevelopmentInventory(CC-IDI,2016)nationalstudydemonstratesthatpart-timefacultyareconcentratedindevelopmentaleducationcourses.Thesefaculty,particularlythoseteachingatmultipleinstitutions,havethelowestuseofteachingpracticesthathaveanintensifiedbenefitformenofcolor,suchascollaborativelearning,performancemonitoring,andintrusivepractices.Menofcoloroftentestintodevelopmentaleducation,largelyduetounderexposuretoeffectivepreparationexperiencesinpre-K12educationanddelayedenrollmentpatternsthatleadhigherpercentagesofthemtowaituntilafterhighschooltoenrollincommunitycolleges.Giventhis,underservedstudents(ingeneral)aresystematicallyplacedintocourseswheretheyareexposedtopart-timefacultywhoareoftenunabletoinvesttimeinsupportingtheirneeds.Asaresult,thispracticehasledtonoticeabledisproportionateimpactpatterns

thathaveadverselyaffectedcollegemenofcolor.Stateddifferently,collegeshavestructurededucationalexperiencesinamannerthatplacesstudentsinneedofthegreatestlevelofsupportinclasseswithfacultywhooftenprovidetheleastlevelofsupport.ThisisakintoteachingpatternsseeninK-12wherestudentsofcolorareconcentratedinschoolsandtrackedwithinschoolswithteacherswhoaresimplynotabletosupportstudentsinthewaysthateducatorsinWhiteandaffluentschoolscan.Asdemonstratedinthenextpromisingpractice—requireenhancedsupportforpart-timefaculty—thelackofsupportformenofcolor(andotherunderservedstudents)isoftenafunctionofstructuralconditionsatthecollegethatinhibitgreaterlevelsofsupportfrompart-timers.ItshouldbenotedthattherearecollegesintheStatethathavelessthanahandfuloffull-timefacultyteachingdevelopmentaleducationcourses.Thisisaclearexampleofstructuralconditionsthatfosteringdisparatestudentoutcomes.

Largely,developmentaleducationcoursesareviewedasbeingundesirablebecausetheyrequiremoreefforttosupportstudents’learninganddevelopment,havestudentswithgreaterexternalpressuresandsupportneeds,maybelessintellectuallystimulatingforfaculty,andareseenasbeinglessprestigiousincomparisontomajor-requiredcourses.Asaresult,itisnotuncommonforfull-timefacultywhoarehiredspecificallytoteachdevelopmentaleducationcoursestomoveonto“higher-level”coursesafterreceivingtenure.ResearchfromtheCC-IDI(2016)demonstratesthatpart-timefacultyaremorelikelytoemploypracticesthatarenecessaryforstudentsuccesswhengivenopportunitiestoteachupperlevelcourses.

Giventhis,thereisaneedforcollegestoexaminetheproportionoffull-timetopart-timefacultyinbasicskillsandotherkeygatekeepercourses.Animbalanceshouldbeexaminedtodeterminewhetherdisparateoutcomesexistbetweenfull-timeandpart-timefaculty,particularlyamongpart-timerswhoareteachingatmultiplecolleges.Ifso,thecollegeshouldengageinacriticalre-examinationofhowcourseplacementsaremadeandwhetherornotthosedecisionsaresystematicallyproducingdisparateoutcomesforcollegemenofcolorandotherunderservedstudents.

Enhancesupportforpart-timefaculty,particularlythoseteachingdevelopmentaleducationandkeygatekeepercourses.Asnoted,manypart-timefacultymembersareconcentratedinbasicskills(developmentaleducation)courses.Thesecoursesareoftencharacterizedbylowstudentoutcomesandserveasbarrierstostudentmatriculationinto,through,andoutofcommunitycolleges.Similarly,therearealsogeneraleducation“gatekeeper”courseswherehighpercentagesofstudentsdonotpass.Thesecoursesserveasimpedimentstostudentsuccess.Thisispartlyduetotherestrictedaccessthatstudentshavetofacultyinthesecourses.Successinthesecoursesislargelydependentuponsupportthatrequiresconferencing,intrusivesupport,andhightimeinvestmentfromfaculty.

Itisnotuncommonforpart-timefacultytoexperiencedifficultiesinmeetingwithstudentsandchallengeswithofferingnecessarysupportduetoaccessrestraintsthatsystematicallyinhibitopportunitiestointeractoutsideofclass.Forinstance,toofewcampusescompensatepart-timefacultyforholdingofficehoursanddonotprovidethemwithoffice

spacetomeetwithstudents.Oncampuseswherepart-timefacultydohaveoffices,theyareoftensharedbymultiplefaculty,therebylimitingprivacy,and/orlocatedontheperipheryofcampusinlocationsthatarenotconducivetofosteringanenvironmentofengagementandsuccess.Moreover,part-timersaresometimesscheduledforclassesinamannerthatrequiresthemtoteachatmultiplecampusesinagivenday,replacingtimespentinandoutoftheclassroomwithstudentswithtimespentonthefreeway.

Assuch,collegesmustbegintocarefullyconsiderwaysthattheycansupportpart-timefaculty.Thisincludesprovidingcentrallylocatedandprivateofficespace,compensatingfacultyforofficehours,incentivizingfacultyfortimespentoncampusoutsideoftheclassroom,prioritizingschedulingforpart-timerswithaprovenrecordofsuccess,andtakingintoaccountschedulingpatternsthatrequirepart-timerstoteachattoomanycolleges.Theserecommendationsinvolvehonestconversationsaboutstudentsuccessandrequireequity-mindednessincampusresourcing,collectivebargaining,andclassscheduling.

Integrateequitygoalsintoinstitutionalstrategicplans.Overthepastfewyears,allCaliforniacommunitycollegeshavebeenrigorouslyengagedinpromotingstudentequity.Currently,eachcampusisresponsibleformaintainingastudentequityplanthatexaminesgroupsexperiencingdisproportionateimpact.Disproportionateimpactoccurswhenthepercentageofpersonsfromaparticularracial,ethnic,gender,ageordisabilitygroupexperienceoutcomesthataredisproportionatelyinadequateinrelationtotheirpeers.Forexample,acampusmayfindthatBlackmalestransferatlowerratesthantheirmalepeersorthatSoutheastAsianmenhavelowercoursecompletionratesthanotherstudents.Oncedisproportionateimpactisidentified,thecampusisthenrequiredtoestablishgoals,benchmarks,andassociatedinterventionstoimprovestudentaccessandcompletionaswellastoreportonprogresstowardidentifiedbenchmarks.

FundingfromtheCaliforniaStatelegislaturetoimplementtheseplanshasresultedinnumerouseffortsacrosscampusestoimproveoutcomesforunderservedstudents.Almostinvariably,eachcampushasidentifiedmenofcolorasagroupexperiencingdisproportionateimpactandnecessitatingcampus-basedinterventionefforts.However,thechallengesfacingmenofcolorpriortotheequityplansweremetwithfewintensiveinterventions,thusleadingtoconcernthatthecontinuityofequityeffortsislikelytodiminishwhenlegislativefundingisexhausted.

Werecommendthatcampusleadersbegintointegratekeycomponentsoftheequityplansintotheinstitutionaland/ordistrictstrategicplan.Onmostcampusesanddistricts,thestrategicplanisthekeydocumentthatguidesinstitutionalactions,andmostimportantly,resourcingofinstitutionalinitiatives.Inevitably,thechallengesfacingcollegemenofcolorrequirelong-terminterventionswitheducatorsthatwilllikelyoutlastthe“equityplan”era.Moreover,successesgained(e.g.,studentoutcomes,campusinfrastructure,datatracking)asaresultoftheequityplanscoulddissipatewithtimewithoutaclearmechanismtosustainequity-basedeffortsoverthelongterm.Integratingkeycomponentsofcampusequityplansintoinstitutionalstrategicplansisacriticalstrategythatcollegescanuseto

institutionalizestructuralmechanismsthatcanadvancesuccessforcollegemenofcolor.Ultimately,thisinstitutionalizationisacriticalconditionforfosteringtheupwardsocialandeconomicmobilityofunderservedcommunities.

Requirefacultytodemonstrateacommitmenttoservingunderservedstudents.Recently,CaliforniaStateUniversity,Pomonaimplementedanewinitiativethatfacultymustdemonstrateacommitmenttodiversestudentpopulationstoreceivetenureandpromotionattheinstitution.AsimilarcommitmenttostudentequityintheCaliforniacommunitycollegesystemshouldalsoberequiredoffacultyasaconditionofhiring,tenure,andpromotion.Itisimperativethatfacultymembersareheldaccountableforservingstudentsofcolor(andmenofcolor)inwaysthatcloselongstandingdisparities.

Withrespecttohiring,campusesmustprioritizefacultymemberswithaprovenrecordofsuccessanddemonstratedcommitmenttoteachingunderservedstudents.Thisisparticularlyimportantgiventhehighproportionsofstudentsofcolor(andmenofcolor)attendingcommunitycollegescoupledwithresearchfindingsthatunderscoretheimportanceoffacultydiversityforallstudents(seeTurner,Gonzalez,&Wood,2008).Onmanycampuses,traditionalhiringpracticesdonotadequatelyprobefornecessaryculturalproficienciesandcompetencies.Forinstance,hiringcommitteeswillofteninquireaboutdiversitybyaskingprospectivefacultymemberswhethertheyhave“experience”inworkingwithdiversestudentpopulations.Thisquestionhelpstoidentify“exposure”todiversestudentsyethasnotbeensuccessfulinidentifying“ademonstratedcommitment”and“successfultrackrecord”inworkingwithdiversestudents.Moreover,onsomecampuses,teachingdemonstrationsareasmallportionoftheinterviewprocess.Assuch,littleinsightcanbegleanedonhowprospectivefacultyemployculturallyrelevantteaching,engagecollaborativelearning,useasset-baseddiscourse,andavoidunintendedlanguagethatdegradesstudents(e.g.,microaggressions).

Asaresult,werecommendthatcampusesbetterprepareeducatorstoserveonhiringcommitteesbyexposingthemtobestpracticesforfacultyhiring.AsnotedbyTurner(2009)inherguidebook,DiversifyingtheFaculty,thisisinclusiveofpracticesthatoccurpriorto,during,andafterthehiringhasoccurred.Someexamplesofbestpracticesforhiringcandidatescanincludemodifyingtheinterviewprotocoltoinquireabouthowtheeducatorhaschangedtheirpracticetoaccountfortheneedsofdiversestudentlearnersandtoprovidetangibleexamplesofhowthishasoccurred.Moreover,hiringcommitteescanalsolengthenthetimespentonteachingdemonstrationsandevaluatedemonstrationswitharubricthataccountforpracticesthatarenecessaryforsupportingunderservedstudents(e.g.,culturallyrelevantteaching,empowermenttechniques).Afterafacultyhasbeenhired,allnewhiresshouldbeplacedonaplantohelpsupporttheirgrowthanddevelopmentaseducatorsofdiverselearners.Thisisinclusiveofprofessionaldevelopment,peerevaluationsfromsuccessfuleducatorsofdiverselearners,andparticipationatconferencesfocusedonteachingdiverseadultlearners.

Engageinongoing,collectivesensemakingatthecampusandunitlevel.Thestatewideequityplaninitiativerequiredcollegestoexamineareasofdisparateimpactin

theirstudentoutcomes.Forsomecollegeeducators,thiswasthefirsttimethattheyhadeverhadmeaningfulconversationsaboutstudentsexperiencingdisproportionateimpactandthereasonswhythisoccurred.Moreover,formany,itwasamongfewconversationsthatrequiredcollegestofocusoninstitutionalfactorsinfluencingtheseoutcomesfromaninstitutionalresponsibilityandequitymindedperspective.

Since1999,theCenterforUrbanEducation(CUE)hassupportedcommunitycolleges,4-yearuniversities,andstatehighereducationsystemsuseenrollmentandoutcomesdatatoidentifyproblemsfacingunderservedstudents.Guidedbytheirtool,theEquityScorecard,theythenfacilitateanongoing,collectivesensemakingprocesswitheducatorstobetterunderstandtheiroutcomesaswellastheinstitutionalbreakdownsandsystemicracismthatcontributetotheseoutcomes.Collectivesensemakinginvolveseducatorsfrommultipleunitsandareasengaginginasystematicprocesstodiscussrationalesandcometoaclearerunderstandingoftherootcausesofstudentequitygaps(Bensimon,2005;Bensimon,Malcom,&Dowd,2015).

Basedonthisprocess,collegesthendevelopmentinterventionsandimplementequitygoalstoincreasestudentretention,transfer,andgraduationrates.Thesuccessofthismodelhasdemonstratedthatregularcollectivesensemakingofoutcomesdataisacriticaldriverofinstitutionalpracticesnecessaryforsuccess.Therefore,werecommendthatcollegescommittoongoingsensemakingofstudentoutcomesdatawithassociatedgoals,objectives,interventions,andbenchmarkstomeasureimprovementovertime.Thissensemakingshouldoccuratthecollegeandunitlevelinordertoidentifyrecurrentpatternsacrossacademicandstudentserviceareas.

Theinnovativeandpromisingpracticesextendedwithinthisreportrepresentpromisingpracticesthatcanimproveoutcomesforallunderservedstudents,butthatcanhaveanintensifiedbenefitforcommunitycollegemenofcolor.Intandem,theserecommendationsposethestrongestlikelihoodforimprovingoutcomesforcollegemenofcolor.ThesepracticescanalsoservetomaximizethebenefitofexistinginitiativesinternalandexternaltotheCaliforniacommunitycollegesthatshowpromiseinimprovingoutcomesforthispopulation.Giventhenationalandstatewidefocusoncollegeaccessandcompletion,thesepracticescanhelppropelCalifornia’scommunitycollegestoactualizeupwardsocialandeconomicmobilityformenofcolor,theirfamilies,andtheircommunities.

ReferencesBauer,K.(2014).Blackmalecommunitycollegestudentsandfaculty-studentengagement:

Differencesinfacultyvalidationandtimestatus.JournalofProgressivePolicy&Practice,2,157-164.

Bensimon,E.M.(2005).Closingtheachievementgapinhighereducation:Aorganizationallearningperspective.InA.Kezar(Ed.),Whatcampusesneedtoknowaboutorganizationallearningandthelearningorganization(Vol.131,pp.99–111).SanFrancisco,CA:Jossey-Bass.

Bensimon,E.M.(2007).Theunderestimatedsignificanceofpractitionerknowledgeinthescholarshipofstudentsuccess.ReviewofHigherEducation,30,441-469.

Bensimon,E.M.,&Malcom,L.(2012).Confrontingequityissuesoncampus:ImplementingtheEquityScorecardintheoryandpractice.Sterling,VA:Stylus.

Bush,E.C.,&Bush,L.(2010).Callingouttheelephant:AnexaminationofAfricanAmericanmaleachievementincommunitycolleges.JournalofAfricanAmericanMalesinEducation,1(1),40-62.

Harper,S.(2010).Inhisname:RigorandrelevanceinresearchonAfricanAmericanmalesineducation.JournalofAfricanAmericanMalesinEducation,1(1),1-6.

HarrisIII,F.,Bensimon,E.M.,&Bishop,R.(2010).TheEquityScorecard:Aprocessforbuildinginstitutionalcapacitytoeducateyoungmenofcolor.InC.EdleyJr.&J.RuizdeVelasco(Eds.),Changingplaces:Howcommunitieswillimprovethehealthofboysofcolor(pp.277–308).Berkeley,CA:UniversityofCaliforniaPress.

HarrisIII,F.,&Wood,J.L.(2013).Studentsuccessformenofcolorincommunitycolleges:Areviewofpublishedliteratureandresearch,1998–2012.JournalofDiversityinHigherEducation,6,174-185.

Harris,III,F.,&Wood,J.L.(2014).Communitycollegestudentsuccessinventory(CCSSI)formenofcolorincommunitycolleges:Contentvalidationsummary.CommunityCollegeJournalofResearchandPractice,38,1185-1192.

NationalPostsecondaryStudentAidStudy.(2016).Enrollmentstatus,publicpostsecondary(communitycollege/race/gender).Washington,DC:NationalCenterforEducationStatistics.Retrievedfrom:http://nces.ed.gov/pubsearch

TheSevenCentersReport(2014).Advancingthesuccessofboysandmenofcolor:Recommendationsforpolicymakers.ContributionsfromTheCenterfortheStudyofRaceandEquityinEducation,MinorityMaleCommunityCollegeCollaborative,MorehouseResearchInstitute,ProjectMALESandtheTexasEducationConsortiumforMaleStudentsofColor,ToddAnthonyBellNationalResourceCenterontheAfricanAmericanMale,BlackMaleInstitute,Wisconsin’sEquityandInclusionLaboratory.SanDiego,CA:PrintingOffice.

Wood,J.L.,&HarrisIII,F.(2017).Supportingmenofcolorinthecommunitycollege:Aguidebook.SanDiego,CA:LawndalePublishing.

Wood,J.L.,HarrisIII,F.,&White,K.(2015).Teachingmenofcolorinthecommunitycollege:Aguidebook.SanDiego,CA:MontezumaPublishing.

Wood,J.L.,Hilton,A.A.,&Lewis.C.(2011).Blackmalecollegiansinpublictwo-yearcolleges:Studentperspectivesontheeffectofemploymentonacademicsuccess.NationalAssociationofStudentAffairsProfessionalsJournal,14,97-110.

Wood,J.L.,Palmer,R.T.,&HarrisIII,F.(2015).Menofcolorincommunitycolleges.InS.Smart(Ed.),Highereducation:Handbookoftheoryandresearch.Dordrecht,Netherlands:Springer.

Xiong,S.,&Wood,L.(2016).Non-cognitivepredictorsofhelp-seekingamongSoutheastAsianmenincommunitycolleges.CommunityCollegeJournalofResearchandPractice,40,452-455.

AppendixATheCompositionofaStudentEquityPlan

StudentEquityPlansareastate-mandatedeffortrequiringindividualcommunitycollegestoconductacampusaudit“astotheextentofstudentequityandastoinstitutionalbarrierstoequityinordertoprovideabasisforthedevelopmentofgoalsandthedeterminationofwhatactivitiesaremostlikelytobeeffective”acrossfiveindicators(access,coursecompletion,basicskills,degreeattainment,andtransfer)for14studentgroups(CaliforniaEducationCode,Section78220).

Inthesample,thelengthofanequityplanrangedfrom64to222pagesofcontent,data,andgoals.Theactivitiesdescribedwithinaplanrangedfromfiveto58.Activitiesexplicitlymentioningmenofcolorintheactivityimplementationdetailsrangedfromzerotoeight.Ouranalysistookintoaccounteveryindicatorwithinagivenstudentequityplan.Wespecificallyexaminedtheactivityportionofeachplan,whichincluded:(a)indicatorarea(e.g.,transfer);(b)identifiedstudentgroups(e.g.,Latinos,males,fosteryouth);(c)strategy/activity(e.g.,sendLatinomalesona4-yearcollegetour);(d)activityimplementationplan;and(e)studentequityfundsallocated.

Whatdoesanactivityactuallylooklike?

AppendixBStudent-FocusedEfforts

SanBernardinoValleyCollegeIndicatorArea:AccessTargetedGroup:HispanicandAfricanAmericanMalesActivityType:OutreachStrategyActivityDescription:Targetedoutreachandrecruitmenttohighschool,middleschool,andelementarystudentsandparents,community,faith-basedorganizations,andlocalagencies.SpecialemphasisonincreasingcollegeaccessforBlackandLatinomales,EnglishLanguageLearners,andLearningCommunities(FirstYearExperience,Valley-BoundCommitment,Tumaini,Puente,andGuardianScholars).

NorcoCollegeIndicatorArea:BasicSkills TargetedGroup:HispanicandAfricanAmericanMalesActivityType:TargetedStudentServicesActivityDescription:ThecollegewillexpandoutreacheffortstoincreasethenumberofmenofcolorandfosteryouththatparticipateintheNorcoCollegeSummerAdvantageProgram.ThegoalistoincreaseESL/basicskillscompletionforHispanicmales,AfricanAmericanmales,andfosteryouth.Theextendedsummerorientationisdesignedtohelpcohortstudentsacclimatetoacollegeenvironmentandtofeelbetterpreparedforfallterm.Connectingcohortstudentstocollegeresources,categoricalprograms,andkeycollegepersonnelpromotesasenseofbelongingandbeingvalued—criticalfactorsincollegepersistenceamongfirst-timecollegestudents.

Mt.SanAntonioCollegeIndicatorArea:CourseCompletionTargetedGroup:HispanicandAfricanAmericanMalesActivityType:TargetedStudentServicesActivityDescription:Implementtargetedinterventionsandforspecificstudentgroups,suchassupplementalinstruction,instructionalsupport,libraryresources,workshops,tutoring,counseling,andpeermentoringtoassiststudentsinstayingconnectedandmotivatedtocompletecourses.Currently,therearenodedicatedstaffandnoavailablestudentsupportservicesorinstructionalinterventionsfornoncreditvocationalstudents.Integratedsupportservicesarevitalforcourseandprogramcompletion,especiallyfortheunderpreparedLatinoandAfricanAmericanmalepopulationwhotendtoenrollinnoncreditvocationalcourses.Inordertooptimizecoursecompletion,thisprojectproposescounselingservicesthatincludein-classtutoringandsupportservicessuchaseducationalandcareerguidance(e.g.,careerassessment,jobpreparationworkshops,soft-skilltraining,andcareerfairs).

LosAngelesValleyCollegeIndicatorArea:Transfer

TargetedGroup:HispanicandAfricanAmericanMalesActivityType:TargetedStudentServicesActivityDescription:DevelopasupportprogramtoprovidetargetedandcomprehensiveservicestoLatinoandAfricanAmericanstudents,particularlymales.Othereffortsinclude:(a) developalearningcommunityorcohortmodelthatwouldpairaChicanoorAfricanAmericanStudiesorSociology,English,andCounselingclass;(b)establishabudgetandhireaprogramcoordinatortoplanandadministerprogramactivities;(c)secureapermanentlocationwithadequatefacilitiestohousetheBlackScholarsprogram;(d)hireand/orassignacounselortoworkwiththeBlackScholarsstudents;(e)createawebsite;and(f)promotetheBlackScholarsprogramtoadministration,faculty,staff,andstudents.

LosAngelesValleyCollegeIndicatorArea:DegreeandCertificateCompletionTargetedGroup:HispanicandAfricanAmericanMalesActivityType:TargetedStudentServicesActivityDescription:TheCounselingDepartmentwilldevelopatargeted“milestone”interventionforthoseLatinoandAfricanAmericanmalestudentswhoarenotpartofaspecialprogram.Othereffortsinclude:(a)inviteLatinoandAfricanAmericanmalestudentsduringtheirfirstsemestertolearnaboutSSSPrequirementstodevelopacomprehensiveSEP;(b)matchstudentswithacounselororCGCAmentorwhowillactivelyreachouttostudentsatdesignated“milestones”andwhowillprovidepersonalizedguidancethroughouttheprocessofselectinganeducationalgoalandprogramofstudy,developingacomprehensiveSEP,andsuccessfullycompletingprogramrequirementsuntilthestudentisreadytopetitionforgraduationand/orcertificatecompletion;and(c)activelyencouragestudentstoparticipateincampusactivitiesandculturalevents,studentgovernment,andothertypesofexperientiallearning.

SantaMonicaCollegeIndicatorArea:CampuswideTargetedGroup:HispanicandAfricanAmericanMalesActivityType:ProfessionalDevelopmentActivityDescription:Currently,mathequityactivitieshavefocusedonincreasingtheawarenessofequitygapsamongAfricanAmericanandLatinomen.Facultyleaderswillbeattemptingtoidentifyspecificcausesofsuchequitygapsandformulatefacultyandstudentworkshopstoaddresstheseissues.Additionalnon-mathworkshop-focusedopportunitieswillbedesignedandmadeavailabletoassistfacultyindevelopingmoreeffectivestrategiestoidentifyandengagestudentsexperiencingDIintheirclassrooms.LatinoandAfricanAmericanmalestudentswillbetargetedforworkshopsthatwillencouragethedevelopmentofagrowthmindsetandtheuseofstudentsupportresources.StudentswillbeconnectedtoresultsintheSMCCCSMandfocusgroupdata.Thedatamayalsobeusedasthetopicforequity-focusedstudentresearchprojects.In2015-2016,SMCwillengageCORAwithseveralmodulesdesignedaroundthebookTeachingMenofColor.LeadersintheCenterforTeachingExcellencewillalsocontinuetoengagefacultypeersinbookclubdiscussions.Secondly,trainingourvitalclassifiedstaffinbestpracticeswillalsobekey.CORAwillalsoassistSMCwithadministeringequity-specificprofessionaldevelopmentopportunitiestoclassifiedstaff.

AboutCCEALandCUEThisprojectrepresentsacollaborationbetweentheCommunityCollegeEquityAssessmentLab(CCEAL)/MinorityMaleCommunityCollegeCollaborative(M2C3)atSanDiegoStateUniversity(SDSU)andtheCenterforUrbanEducation(CUE)attheUniversityofSouthernCalifornia(USC).

AboutCCEAL/M2C3TheCommunityCollegeEquityAssessmentLab(CCEAL),formerlytheMinorityMaleCommunityCollegeCollaborative(M2C3),isaresearchandpracticecenterthatpartnerswithcommunitycollegestoimprovesuccessoutcomesformenwhohavebeenhistoricallyunderservedincommunitycolleges,namelymenofcolor.CCEALhaspartneredwithover120communitycollegesthroughoutthenationtosupporttheireffortsinservingmenofcolor.Ofthesepartnerships,90haveincludedthecollectionofdatafromstudentsandfacultyusingCCEAL’sinstrumentpackageandflagshiptool,theCommunityCollegeSuccessMeasure(CCSM).Datacollectedfromcollegesisusedtosupportprofessionaldevelopmentactivities,funddevelopment,andtoguidethedevelopmentofprogramsandservicesformenofcolor.Inadditiontothisassessmentwork,CCEALhoststheNationalConsortiumonCollegeMenofColor(NCCMC).TheNCCMCisaprofessionaldevelopmentconsortiumwith120membercommunitycollegesthatparticipateinmonthlyprofessionaldevelopmentactivities(e.g.,webinars,information-sharingsessions)designedtosupportstrategiesandinterventionsfocusedonmenofcolor.

AboutCUEEstablishedin1999,themissionoftheCenterforUrbanEducationistoleadsociallyconsciousresearchanddeveloptoolsforinstitutionsofhighereducationtoproduceequityinstudentoutcomes.LocatedintheUniversityofSouthernCalifornia’sRossierSchoolofEducation,CUEiscommittedtoclosingracial-ethnicequitygapsandimprovingstudentoutcomesinhighereducation.Usingdata,processandbenchmarkingtools,andstructuredinquiryactivitiesinwhatiscalledtheEquityScorecard™,CUEhelps2-and4-yearcollegesandstatehighereducationsystemsidentifyproblems,developinterventions,andimplementequitygoalstoincreaseretention,transfer,andgraduationratesforhistoricallyunderrepresentedracial-ethnicgroups.Sinceitsfounding,morethanninetytwo-yearandfour-yearcollegesanduniversitiesintenstateshavepartneredwithCUEtousetheEquityScorecard™andlearnabouttheconceptof“equity-mindedness”thatisthefoundationforinstitutionalresponsibility.

Supporting Men of Color in Community Colleges€¦ · focusing on men of color in community...

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