One initiative at a time: A look at emerging African American male programs in the California community college system

How can we retain computer information systems (CIS) students? A decline in enrollment similar to that which occurred in the 80’s (Mawhinney, Callaghan, & Cale, 1989) is the motivating factor for this question. A google™ search on declining enrollments in information systems brings up reports supporting this trend. DePaul University, for example, had increased undergraduate enrollments “in all colleges but the School for New Learning and the School of Computer Science, Telecommunications and Information Systems” (DePaul University, 2003). A report from the California Community College system listed the top 15 curricular areas of declining FTE’s (Perry, 2003); Computer and Information Science and Computer programming made the list. Our own Computer Information Systems (CIS) and Computer Science programs have fewer students enrolled.

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Leaders restorying power to reshape workplace inclusion : an IPA study examining African American professional women's identity development as they aspire to attain leadership roles in a southeastern community college system

10.17760/d20328933 ◽

2019 ◽

Author(s):

◽

Roszena Devione-Bivens

Keyword(s):

Community College ◽

African American ◽

Identity Development ◽

Community College System ◽

Leadership Roles ◽

College System ◽

Women's Identity ◽

Workplace Inclusion

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Chicanas in IR: Data-Driven Advocacy for Latinx Students from Institutional Research Contexts in the Community College

Association of Mexican American Educators Journal ◽

10.24974/amae.11.2.349 ◽

2017 ◽

Vol 11 (2) ◽

pp. 43 ◽

Cited By ~ 3

Author(s):

Elvira J. Abrica ◽

Martha Rivas

Keyword(s):

Community College ◽

Community Colleges ◽

Underrepresented Students ◽

Active Role ◽

Critical Examination ◽

Institutional Research ◽

California Community College ◽

Institutionalized Racism ◽

College System ◽

California Community College System

Various inequities and challenges facing Latinx students in community colleges continue to be documented. Yet, less documented are the challenges associated with advocacy efforts to support Latinx and other underrepresented Students of Color within the community college sector. There is not often pause to consider: who advocates for Latinx students? When and how does this advocacy take shape? In this article, we offer Chicana testimonios as institutional research (IR) professionals to highlight ways we experience, respond to, and challenge institutionalized racism and systemic obstacles to advocate for Latinx students in the California community college system. We situate our testimonios within a critique of the pillar of neutrality associated with the institutional research profession and argue for a critical examination of the ways in which IR may play an active role in the perpetuation or the dismantling of educational inequities in California community colleges.

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