REPORTS
Released quarterly, research in translation reports focus on a major racial equity topic written with an emphasis on practice in the California Community Colleges. Although rigorous research will back them, reports will be highly engaging and designed to help practitioners and faculty transform their practice.
EXAMINING THE RACIALIZED DISCOURSE OF GUIDED PATHWAYS: HOW COMMUNITY COLLEGES IMPLEMENT TOWARDS RACIAL EQUITY
This report by the CCHALES Research Collective analyzes state-level data from the Scale of Adoption Assessment (SOAA) reports submitted to the Chancellor’s Office in 2021-2022. It provides the most current examination to date of how 115 California Community Colleges described implementing Guided Pathways to address racial inequity over the last five years. Of the reports, 45 of the 115 college SOAA reports identified descriptors showing that campuses had used Guided Pathways to explicitly improve their approaches to support and retain racially minoritized students. The report highlights examples of what colleges have done to prioritize racial equity in their guided pathway efforts and ideas on what can be done to improve moving forward. Over a dozen institutions are named exemplars of what is possible across the system for colleges to model how to leverage Guided Pathways to improve racial equity. Despite Guided Pathways efforts, racial disparities still exist across the system, and the ambitious goal to eliminate racial equity has yet to be fulfilled.
October 2023
BUILDING CAPACITY FOR EQUITY AND SERVINGNESS ACROSS CALIFORNIA'S HISPANIC-SERVING COMMUNITY COLLEGES
Our report explores what it means for individual CCCs to become HSIs, or HSCCs, which we believe are distinct HSIs given their multiple missions. Guided by the servingness framework, which provides HSIs with tangible ways to embrace and enact an HSI identity and mission both in practice and research, we provide recommendations on how HSCCs can intentionally serve Latine/x community college students and advance equity.
August 2023
THE EQUITABLE PROTECTION PRINCIPLE
This report presents a framework, the Equitable Protection Principle, as a way to approach anti-racism work at the college while complying with legal restrictions on using race in education through California’s Prop 209 and in light of the recent Supreme Court decision on Affirmative Action. There is a fear by some that Proposition 209 prohibits prioritizing racial diversity in policies and programs. The “Equitable Protection Principle” has two frames: legal and policy. The legal frame: the Equitable Protection Principle, captures what California courts have already provided as legal guidance on what could still be done to achieve racial diversity, even under Prop 209: The policy frame: the Equitable Protection Principle puts forth a way to examine existing policies and develop new policies at the structural, cultural, and individual level. This report discusses existing case law as examples of what is legally allowable and strategies to move forward.
July 2023
FACULTY HIRING DOES NOT HAVE TO BE EXPLICITLY RACIST TO REPRODUCE RACIAL INEQUITY
This report synthesizes research on faculty hiring and racial equity and provides actionable ideas and recommendations for administrators, managers, and faculty to apply equity-mindedness throughout the pre-hiring and hiring processes. The California Community College’s Vision for Success Diversity, Equity, and Inclusion’s Diversity, Equity, and Inclusion Integration Plan is discussed and strategies are provided to implement the DEI Integration plan. The report also highlights intentional efforts to disrupt racial biases and demystifies common misconceptions of fairness in faculty hiring.
May 2023
RACE CONSCIOUS IMPLEMENTATION OF A DEVELOPMENTAL EDUCATION REFORM IN CALIFORNIA COMMUNITY COLLEGES
This report showcases research on race-conscious implementation of developmental education reforms at California Community Colleges. It introduces data to illuminate both the opportunities and challenges when new legislation (i.e., AB 705) was introduced requiring primary placement in transfer-level English and math courses as a vehicle for racial equity transformation. The report shows what faculty and administrative leaders have done to push for implementation with fidelity to racial equity and the obstacles that surfaced. Recommendations highlight what participants argued is essential for race to undergird curricular and pedagogical practices, and student services that support students of color under AB 705.
August 2022