Planning as Strategy for Improving Black and Latinx Student Equity: Lessons from Nine California Community Colleges

Autor/inn/en	Felix, Eric R.; Castro, Marlon Fernandez
Titel	Planning as Strategy for Improving Black and Latinx Student Equity: Lessons from Nine California Community Colleges
Quelle	In: Education Policy Analysis Archives, 26 (2018) 56, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Community Colleges; Equal Education; Two Year College Students; Policy Analysis; Educational Policy; Higher Education; African American Students; Hispanic American Students; State Policy; Strategic Planning; Financial Support; Barriers; Educational History; Educational Change; Capacity Building; Racial Differences; Educational Practices; Student Personnel Services; California + Suchen Sie Ihr Suchwort? Community college; Community College; Politikfeldanalyse; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Strategy; Planning; Strategie; Planung; Finanzielle Förderung; History of education; Bildungsgeschichte; Bildungsreform; Rassenunterschied; Bildungspraxis; Kalifornien
Abstract	In 2014, California policymakers passed the Student Equity Plans (SEP) policy to address disparities in the community college system. The reform effort formalized a campus-wide planning effort that required institutions to examine their data for disparities, develop goals and strategies to mitigate identified inequities, and use new fiscal resources to realize their plans. In recent years, there has been an increase in the enactment of state-level higher education policies, but few, if any, have focused on the notion of equity or explicitly named racial and ethnic groups as policy beneficiaries. This study examines nine student equity plans in the state's largest community college district. Drawing upon critical policy analysis, we place a focus on understanding if, and how, the planning process was used to address inequities facing Black and Latinx students. Based on our analysis we found several themes on how plans identified and address barriers facing Black and Latinx students. After examining 178 equity activities, we found only 28 promising activities that explicitly targeted Black and Latinx students with culturally relevant, data-driven, evidence-based strategies. These findings have compelling implications for policymakers seeking to develop reform efforts and institutions using policy to address current and historic inequities faced by Black and Latinx students. The use of planning for improvement is commonplace in educational policy, but we find that more training and capacity-building efforts are necessary to use planning as an opportunity to address racial inequity in community college. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01