Improving Racial Equity in Community College: Developing a Plan, Implementing the Vision

2021 ◽  
pp. 016237372199672
Author(s):  
Eric R. Felix
Keyword(s):  
Critical Mass ◽  
Implementation Process ◽  
Racial Equity ◽  
Student Groups ◽  
Instrumental Case Study ◽  
Student Equity ◽  
Equity Policy ◽  
Ethnic Students ◽  
Racial Ethnic

California policymakers passed the Student Equity Policy, requiring all community colleges to develop a “student equity plan” that identified outcome disparities for select student groups, including racial/ethnic students. Through an instrumental case study, I examined Huerta College because their equity plan stood out for its focus on addressing Latinx transfer inequity. I spent two years interviewing implementers, observing equity meetings, and collecting documents that served as artifacts of implementation. Key to equity planning was a critical mass of Latinx practitioners able to see the policy as an opportunity to tackle one of the greatest inequities on their campus, Latinx transfer. They used the implementation process to propose new projects that would support Latinx students in their journey to transfer from Huerta.

scholarly journals For Latinx, by Latinx: Race-conscious leadership in policy implementation

2021 ◽  
Vol 29 ◽  
pp. 30
Author(s):  
Eric R. Felix
Keyword(s):  
Community College ◽  
Policy Implementation ◽  
Policy Reform ◽  
State Level ◽  
Implementation Framework ◽  
Campus Leaders ◽  
Student Equity ◽  
Equity Policy ◽  
Derrick Bell

Policy implementation research tends to document the failures of reform, describing the myriad ways implementers miss the mark in translating intent into impact; or in the words of Derrick Bell, policy scholars are left with examining the “unfilled hopes of racial reform” (2004, p. 185). In contrast, this article presents an intrinsic case study where campus leaders took a race-conscious approach to implementing a state-wide reform known as the Student Equity Policy. I constructed the TrenzaPolicy Implementation Framework to center the experience, knowledge, and assets of Latinx leaders in community college that oversee and implement policy reform. The framework highlights the raced-gendered perspectives of Latinx leaders in community college to understand their motivations to implement policy in race-conscious ways (Delgado Bernal, 2002). I conducted in-depth and sustained fieldwork to learn how implementers understood and responded to state-level reform in race-conscious ways and used the policy to target and address one of the most pressing issues in higher education, the inequitable rates of transfer for Latinx students. I share how the salience of racialized-gendered identity, cultural intuition, social context, and enacting agency allowed leaders to envision more race-conscious possibilities for policy reform and its implementation on campus. 

Racial Equity Policy That Moves Implicit Bias Beyond a Metaphor for Individual Prejudice to a Means of Exposing Structural Oppression

2020 ◽  
pp. 155545892097672
Author(s):  
Detra D. Johnson ◽  
Joshua Bornstein
Keyword(s):  
School System ◽  
School Discipline ◽  
Implicit Bias ◽  
Policy Formulation ◽  
Racial Equity ◽  
Structural Racism ◽  
Equity Policy ◽  
Definition Of ◽  
Over Time

This case study follows a district racial equity initiative from policy formulation through implementation, and finally to the review of a high school discipline measure. The initiative had a consistent theme of addressing implicit bias. However, over time, district equity champions expanded the definition of implicit bias beyond its conventional meaning of subconscious prejudices and perceptions that may influence action. These champions came to identify policies, practices, and curriculum that presumed and privileged underlying White norms, and were thus implicitly biased. Hence, implicit bias became evident in powerful structural racism across the school system.

scholarly journals Strategic planning from a focus on equity: myth to reality in schools

2021 ◽  
pp. 8-16
Author(s):  
Marisol del Carmen ÁLVAREZ-CISTERNAS ◽  
Brunilda del Rosario TORRES-ORELLANA ◽  
Isabel Soledad MEDINA-GUAJARDO
Keyword(s):  
Strategic Planning ◽  
Implementation Process ◽  
Point Of View ◽  
Educational Community ◽  
Instrumental Case Study ◽  
Documentary Analysis ◽  
Culture Heritage ◽  
Qualitative Descriptive ◽  
School Valuing

Guidelines related to strategic planning in educational centers are described, particularly in the Arturo Prat Chacón Cadet School (Chile), deepening from an equity-centered approach, starting with the Equity Continuum, this with the purpose of advancing towards strategic planning that promotes actions for a critical transformation in schools. From the methodological point of view, the research is situated, of a qualitative descriptive type, of a non-experimental nature, supported by documentary analysis with an instrumental case study. The research contributed to establishing indicators and descriptors that the educational center leader must consider in a strategic planning and implementation process that truly promotes equity, namely: Fluid and transparent communication with all members of the institution; understanding of the cultural differences that affect the lives and learning of the educational community; immersion in the culture and communities that make up the school; valuing the culture, heritage and experiences of the members that make up the educational community; timely attention to critical institutional nodes, where equity and social justice should be the pillars in the statement of objectives of the school.

scholarly journals Retos del sistema educativo Colombiano para la implementación de la política de prevención y erradicación del trabajo infantil

2018 ◽  
Vol 26 ◽  
pp. 74
Author(s):  
Ingrid Anzelin ◽  
Jefferson Galeano Martinez ◽  
Ciro Hernando Parra Moreno
Keyword(s):  
Child Labor ◽  
Implementation Process ◽  
Educational Institutions ◽  
Policy Documents ◽  
Instrumental Case Study ◽  
Educational Trajectories ◽  
Working Students ◽  
Different Levels ◽  
Operational Capacity

Avoiding ruptures in educational trajectories due to social problems demands synergic actions between social policy and educational policy. This research gives an account of the elements that affect the articulation between these two policies, based on an instrumental case study that deepens the difficulties in the implementation process of the commitments assigned by the policy of prevention and eradication of child labor to the system educational. For the reconstruction of the case, policy documents of the last two decades were analyzed and 42 actors were consulted at different levels of the education and protection system in Colombia and Bogotá. It is found that the knowledge and interpretation of child labor, the articulation between the different levels of the educational system, and the technical and operational capacity of the actors that must implement the actions established by the policy of prevention and eradication of child labor inside the educational institutions, are indispensable factors to respond in a pertinent way to the reality of working students.

Achieving Racial Equity From the Bottom-Up? The Student Equity Policy in the California Community Colleges

2018 ◽  
Vol 34 (6) ◽  
pp. 819-863 ◽  
Author(s):  
Cheryl D. Ching ◽  
Eric R. Felix ◽  
Marlon Fernandez Castro ◽  
Adrián Trinidad
Keyword(s):  
Community Colleges ◽  
California Community Colleges ◽  
Racial Equity ◽  
Critical Policy Analysis ◽  
Policy Documents ◽  
Policy Practice ◽  
Student Equity ◽  
Early Implementation ◽  
Equity Policy ◽  
Critical Policy

Can equity policies foster success and close the outcome gaps experienced by racially minoritized students in community colleges? Using a critical policy analysis and equity-mindedness framework, we examine whether and how the design and early implementation of one such policy—the California Community Colleges’ Student Equity Policy—addresses racial equity. Findings show that attention to race and racial equity diminished over time in state policy documents, and varied widely in colleges’ response to the policy, suggesting that its potential to tackle racial inequities is so far unexploited. Implications are discussed and recommendations for policy, practice, and research are proposed.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

scholarly journals A Questionnaire Case Study of Opinions of Chinese Agricultural Workers on the Coordinated Control of Emissions of Ammonia

2021 ◽  
Vol 13 (4) ◽  
pp. 1994
Author(s):  
Muxue Liang ◽  
Hong Liao ◽  
Yue Huang ◽  
Zifang Qiao ◽  
Chenchen Tan ◽  
...  
Keyword(s):  
Implementation Process ◽  
Coordinated Control ◽  
Economic Benefits ◽  
Nitrogen Fertilizers ◽  
Equivalent Diameter ◽  
National Bureau ◽  
Ammonia Emissions ◽  
Particulate Pollution ◽  
Primary Particles

So far, China’s particulate pollution control is principally focused on primary particles and sulfur dioxide from coal combustion. The contribution of ammonia emissions to particulate matter with an aerodynamic equivalent diameter of less than or equal to 2.5 microns (PM2.5) has been increasingly emphasized. As a world-famous agricultural country with 523 million farmers (2017, National Bureau of Statistics of China), approximately 70.0–90.0% of China’s ammonia emissions come from agriculture. With such a huge population, agriculture industrialization (socioeconomic policies and technology upgrades to reduce ammonia emissions from fertilizers and livestock) has a large potential but is more vulnerable to costs compared to other industries. We need a solution involving both economic benefits and environmental protection. For this purpose, we sent out an anonymous questionnaire consisting of 16 questions to 420 farmers and conducted a field visit survey in a rural area of Jiangsu Province. Through statistical analysis, we found that the use of nitrogen fertilizers in agriculture, which are an important source of ammonia through volatilization, is normal (200/420 × 100% = 47.62% of farmers use such fertilizers). Among the 420 farmers surveyed, 90.71% of them have knowledge of air pollution from agricultural activities and 92.15% of them have certain understanding of agricultural industrialization policies, indicating that coordinated control of ammonia emissions can be achieved together with policy propaganda. Through factor analysis and correlation analysis, we find that the early propaganda of policies can help farmers to be more willing to accept the policies. The correlation coefficient between awareness of pollution and policy approval is 0.94, and that between policy publicity and policy approval is 0.95. Generally speaking, the promotion of policies is worth carrying out during the implementation process.

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