Infusing Equity throughout College Processes

Spring
2016
Resolution Number: 
19.03
Contact: 
Category: 
Professional Standards
Status: 
In Progress

Whereas, the Chancellor’s Office’s Student Equity Fact Sheet acknowledges that achievement gaps for disproportionately impacted groups are deeply influenced by systemic institutional practices in higher education, including “college and/or district accreditation, educational master planning, program review, and basic skills planning processes,” as well as “planning, budgeting, and the delivery of instruction and services”[1],[2],[3];

Whereas, There is vital importance in examining systemic institutional and pedagogical practices and how they may contribute to disproportionate impact;

Whereas, Making progress on closing the achievement gap between disproportionately impacted groups must involve examining and questioning institutional and pedagogical practices and adopting holistic and institution-wide approaches that are responsive to impacted populations; and

Whereas, According to the Transfer, Articulation, and Student Success Committee of the ASCCC’s Survey on Existing Services for Disenfranchised Students, many colleges do not offer services that support the success of disenfranchised students and the services that are available tend to be scattered and cohort-specific[4];  

Resolved, That the Academic Senate for California Community Colleges work with the Chancellor’s Office to ensure that student equity planning efforts include practices that involve questioning and challenging institutional systems that contribute to disproportionate impact;

Resolved, That the Academic Senate for California Community Colleges recommend that local senates work with their administrators to incorporate equity as a foundational value into college educational master plans and strategic plans; and

Resolved, That the Academic Senate for California Community Colleges work with the Chancellor’s Office to develop a set of effective practices for equity planning. 


[1] CCCCO Student Equity Fact Sheet, January 2014

[2] Senate Rostrum, February 2016, “Disenfranchised Students-Who Are They?”

[3] ASCCC Resolution 20.01, Fall 2014

[4] Survey on Existing Services for Disenfranchised Students, ASCCC, 2016, presented at Spring 2016 Plenary

Status Report: 

EDAC has coordinated two regional meetings on the topic and the topic of cultural competency in the classroom and on campuses. The meetings were held on 2/10/17 and 2/11/17 in the north and the south. 2017 - 18: This resolution requests the same guidelines as noted in the above resolution -- 3.01 F16. Both should be a priority.