Using Institutional Planning to Support Men of Color in Community College

Autor/inn/en	Felix, Eric R.; Gonzalez, Ángel
Titel	Using Institutional Planning to Support Men of Color in Community College
Quelle	In: Community College Journal of Research and Practice, 46 (2022) 4, S.257-271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Felix, Eric R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2020.1841043
Schlagwörter	Two Year College Students; Community Colleges; Males; Minority Group Students; Equal Education; Racial Bias; Gender Bias; Barriers; Educational Policy; At Risk Students; State Policy; Planning; Ethnicity; Disproportionate Representation; Developmental Studies Programs; Educational Attainment; School Holding Power; Academic Persistence; College Readiness; College Transfer Students; California + Suchen Sie Ihr Suchwort? Community college; Community College; Male; Männliches Geschlecht; Racial discrimination; Rassismus; Geschlechterstereotyp; Politics of education; Bildungspolitik; Ablaufplanung; Planungsprozess; Ethnizität; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Bildungsabschluss; Bildungsgut; Hochschulwechsel; Schulwechsel; Studienortwechsel; Kalifornien
Abstract	Recent years have brought an increasing amount of attention to the educational experiences and outcomes for men of color. As a group, these students experience some of the lowest rates of success in community college. These inequities in education start early, fueled by racial/gender dynamics, stereotyping, and growing up in under-resourced communities. With these known barriers facing men of color, there are few policy initiatives developed explicitly to address these students. More generally, states have passed reforms to improve completion and attainment that may support men of color. This paper examines California's Student Equity Policy (SEP), an initiative seeking to mitigate equity gaps in community college, to see if and how implementation benefits men of color in community college. The policy required community colleges to assess inequities by race and gender as well as other demographics to identify gaps in success then develop a "student equity plan" with goals and solutions to mitigate them. Through critical policy analysis, the authors document the opportunities in these equity plans to address men of color by examining 42 community colleges in the state. Although men of color were identified 33% of the time as facing inequity, we found only 6% of activities in these plans explicitly addressed them. Based on these results we provide promising practices that offer ways to support men of color in community college and conclude with recommendations to better utilize policy as a tool to improve the equity gaps for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01