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Self-Introduction and Brief Research Overview

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Self-Introduction and Brief Research Overview

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The literature is clear on the growing presence of diverse populations, as well as those populations present at and attending the community college.  Literature also introduces what may acclimate underrepresented students to a monolithic learning environment and how that experience may differ from that of his/her White counterparts.  What is not clear are the diversity, equity and inclusion strategies used by community college presidents that directly impact academic completion for underrepresented populations.

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The purpose of this research is to explore and examine diversity, equity, and inclusion (DEI) strategies used by multi-campus community college presidents to increase degree attainment for underrepresented populations.

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Understanding that growing minority populations means the growing need for support that addresses the diverse needs of students.  Presidents of multi-campus community colleges are working to provide equitable and diverse experience for all students.  Minority students (Native American, Asian/Pacific Islander, African American, and Hispanic) have consistently grown and tripled in some parts of the United States causing diversity, equity, and inclusion to become priority for some campuses.  Students are by far choosing the community college over the traditional four-year institution as a place to cultivate their academic experiences and enter back into society as change agents.

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Next Steps/Future Direction of the Research

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Next Steps/Future Direction of the Research

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My next steps will be to continue to take a deep dive into the literature in order to scan and identify what community colleges are implementing to address equity, diversity, and inclusion (EDI) from an executive leadership lens and parallel those findings against what I have identified as being the “gap”.  Additionally, I will need to determine the methods in which I will conduct my research in order to answer the research questions I have developed. My hope is to be able to develop/design a tool that frames an effective interview that I could have with a diverse number of college presidents that examines EDI and their campuses.

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Diversity: the compilation of a comprehensive collection of cultures, ideas, people and traditions

Equity: the measure of achievement, fairness, and opportunity in education

Inclusive Excellence: the recognition that a community or intuition’s success is dependent on how well it values, engages and includes the rich diversity of students, staff, faculty, administrators and alumni constituents

Retention: the continuous enrollment of students within the same institutions

Attrition: the reduction of students that occurs when they choose to leave before completion of studies

Attainment: the action or fact of achieving a goal that a student has intentionally worked towards

Higher Education: education beyond high school/GED

At-Risk: a student who is likely to fail out of school

Persistence: committed continuance spite of difficulty or opposition

Underrepresented students: populations of students in higher education who are inadequately represented. Those from first generation, low-income, and minority backgrounds are often categorized as underrepresented.

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What are the diversity strategies of various multi-campus community colleges?

How does diversity strategies used by various multi-campus community colleges differ based upon location?

How does diversity strategies at multi-campus community colleges vary according to staff diversity?

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Colleges and universities are admitting a record number of minority students. An estimated 44% of all undergraduate students are enrolled in community colleges (Hinton, 2012). To put it into perspective, an estimated 12.4 million students are enrolled in America’s 1,167 community colleges (Hinton, 2012).  Of the estimated 12.4 million students who attend community colleges, among students of color are 55% of Native Americans, 45% of Asian/Pacific islanders, 44% of African Americans and 52% of Hispanics (Hinton, 2012).

However, only 13% of community college presidents are of minority (Ashburn, 2006).

Infrastructures that are both reflective and supportive of the population increasing amongst colleges nationally is dearth and are most often led by a white male. As a result, it is critical to investigate diversity, equity, and inclusion strategies implemented by senior college administration to determine policy design and implementation that directly supports retention and degree attainment of minority students entering institutions.

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The landscape of the United States is changing as minority populations increase.  As minority populations become school age, they are more and more choosing the neighboring community college over the traditional four-year traditional institution.  The mission of the community college has been deemed to provide a quality and adequate degree programs for all students at or exceeding that of which they could have received attending the four-year institution.  In institutions that present themselves as monolithic, it is imperative to understand that this is not reflective of institutional environments nor is it representative of any demographic or identity group.  White students and students of color experience campus differently, and these differences could have a powerful impact on their success (Bonner, Mobley, & Howard-Hamilton, 2011). “Recent literature suggests that the academic success of students of color is due in part to those higher education institutions with knowledge, understanding, and cultural sensitivity, as well as a responsive pedagogy and activities that integrate cultural differences (Bonner, Mobley, & Howard-Hamilton, 2011)

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