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Guided Pathways is a systemic reform movement focused on increasing community college completion rates and student achievement (Bailey et al., 2015b). Within the California community college (CCC) System, every college is implementing Guided Pathways, and the California Community College Chancellor’s Office (CCCCO) continues to use this framework to organize and align all initiatives focused on improving equity and student success (California Community College Chancellor’s Office [CCCCO, n.d.b). Yet, CCCs continue to face challenges achieving equitable outcomes for all students even while implementing Guided Pathways (CCCCO, 2021). Because Guided Pathways is a relatively new framework, few studies have examined its implementation at California Community Colleges with a specific focus on racial equity from a qualitative perspective. Therefore, the purpose of this study is to explore the implementation of Guided Pathways at two California Community Colleges. This multi-site case study examined how the Educational Master Plan, Student Equity and Achievement (SEA) plan, Scale of Adoption Assessment (SOAA), and Guided Pathways Workplan contributed to local Guided Pathways implementation, including the equity related activities that colleges prioritized to implement and the perceptions of these activities on achieving racially equitable outcomes. In addition, this study sought to identify any challenges to the successful implementation of the Guided Pathways framework to close racial equity gaps. Findings from this study suggest that both cases focused on responding to a call for change, creating Career and Academic Pathways (CAPs) and mapping CAPs while implementing pillar two. Pillar two activities included developing Student Success and Completion Teams and expanding best practices from affinity programs. Participants at both cases expressed diverse perspectives on Guided Pathways and racial equity. Participants made sense of racial equity as a process, outcome and exp

Brown v. Board of Education was a turning point in American law and race relations. In a country where segregated education was the law in seventeen states with completely separate and unequal schools, Brown found that segregation was “inherently unequal” and violated the Constitution. This report discusses the present realities of school segregation and the patterns of change over 70 years.

The higher education problem addressed in this study was racial inequity in student outcomes in California Community Colleges. The purpose of this narrative study was to explore the feelings White administrators had about race and describe the emotional management White administrators engaged in to uphold and/or transform racist structures. Hochschild’s (2012) Managed Heart theory of emotional labor, the epistemology of ignorance, and affect theory provided the conceptual framework for this study. The study’s philosophical assumptions of were grounded in a transformative framework. The study was set in California Community Colleges, and participants were White community college administrators. Data was collected through dialogic interviews, interactive journal entries between the researcher and participants, and the researcher’s journal. Data was analyzed through memoing and coding to elicit themes in participants’ stories. Socially unacceptable feelings about race and whiteness occurred more frequently than socially acceptable feelings in the data. Themes that addressed research questions about how White community college administrators felt about race, how administrators’ emotions were affected by feeling rules, and how administrators managed their emotions emerged in participants’ discussions of feelings. Additionally, three themes emerged related to how the emotional management of White community college administrators around race supported whiteness and how it resisted whiteness. The final chapter includes a discussion of the study’s findings as well as implications for the field of higher education and recommendations for higher education practice, policy, and future research.

The Black jobs crisis is alive and well in the Inland Empire, with Black workers having the highest unemployment rates and lowest median earnings across the region. To address this, the newly-formed Inland Empire Black Worker Center (IEBWC) has implemented a pre-apprenticeship program for IE Works—a consortium of water/wastewater utilities and community groups in the Inland Empire—that prioritizes the respect and dignity of Black workers while also preparing them for high road jobs in the water/wastewater sector. Unlocking Potential: The Inland Empire Black Worker Center’s Transformative IE Works Program, a new report authored by the UCLA Center for the Advancement of Racial Equity (CARE) at Work at the UCLA Labor Center, showcases the results of this pioneering workforce development model. The program aims to provide stability, living wages, and a career path to support families utilizing a three-pronged approach: 1) internships for active college students, 2) pre-apprenticeship for those new to the trades, and 3) apprenticeship programs.

In an era in U.S. public education characterized by the rise of students of Color as the numeric majority in U.S. schools and national attention to racial inequality, P–12 school districts have increasingly created new roles tasked with leading diversity, equity, and inclusion-focused work: district equity directors (EDs). Scholarship addressing central office staff generally remains underexplored, while research on district EDs is especially limited. Using a three-article dissertation format, this dissertation examines recent (a) ED role establishment, (b) ED role design, and (c) ED work and role politicization over the 2020–2022 school years amid national efforts to restrict district equity work. Articles are based on a qualitative research design using interviews, surveys, and document analysis with over 70 EDs across 29 states and all nine U.S. census divisions. Using theory on social activism, equity-focused labor in organizations, role design, and political contention, findings contribute to the first national analysis of recently exploding ED roles. In Chapter 2, I examine when and why ED role establishment occurred locally, finding nearly 90% ED role growth between 2019 and 2022 among EDs in this study with nearly 40% of the largest 550 U.S. school districts having established such a role as of fall 2021. I further document how internal influence from district employees, intermediate pressure from community groups, parents, and students, and external coercion from state and national organizations led to ED role establishment locally. In Chapter 3, I analyze DEI leader role design trends, including features supporting and constraining role impact. I find roles are most often tasked with addressing “equity,” designed as central office “director” level roles, and held by Black leaders and women of Color leaders, with 70% of EDs surveyed serving as the inaugural ED in their district. In Chapter 4, I examine how nationally-coordinated anti-equity organizing targe

While there is an increase in racial and ethnic diversity on college campuses, the rate of degree completion remains uneven and disproportionate to the population (Aud et al., 2012; Williams, 2013). For Black and Latinx students at both two- and four-year institutions, degree completion issues remain persistent and have widened over time (Taylor et al., 2020). Scholars have explored how institutions are trying to achieve racial equity on college campuses (Dowd, 2007; Harris III & Bensimon, 2007; McNair et al., 2020; Witham et al., 2015), particularly focusing on equity-minded policies and practices that are enacted through formalized processes led by external initiatives (e.g., AAC&U’s Committing to Equity Project, CUE Equity Scorecard) and the impact of state and federal regulations to promote racial equity at the community college level (Felix, 2021). While researchers have documented the impact of these interventions, there is limited examination of internal, self-directed types of institutional equity initiatives, especially in the community college context. Using an explanatory case study methodology, this study examined a self-directed racial equity change effort at a community college in the Mid-Atlantic region of the United States. The study used interviews, participant-observations, and document analysis grounded in Shared Equity Leadership and equity-mindedness as the guiding frameworks of the study. My study addressed the following research questions: (1) How, if at all, do individuals engaged in an organizational change process at their institution evolve in their understanding of racial equity over time?; (1a) What experiences, opportunities, and relationships influenced how they define and understand racial equity?; (2) How, if at all, do their roles influence how individuals think about and engage in the process of implementing racial equity-based change? My study revealed the evolution of racial equity understanding for five community college adminis

BACKGROUND: Growing recognition of racism perpetuated within academic institutions has given rise to anti-racism efforts in these settings. In June 2020, the university-based California Preterm Birth Initiative (PTBi) committed to an Anti-Racism Action Plan outlining an approach to address anti-Blackness. This case study assessed perspectives on PTBis anti-racism efforts to support continued growth toward racial equity within the initiative. METHODS: This mixed methods case study included an online survey with multiple choice and open-ended survey items (n = 27) and key informant interviews (n = 8) of leadership, faculty, staff, and trainees working within the initiative. Survey and interview questions focused on perspectives about individual and organizational anti-racism competencies, perceived areas of initiative success, and opportunities for improvement. Qualitative interview and survey data were coded and organized into common themes within assessment domains. RESULTS: Most survey respondents reported they felt competent in all the assessed anti-racism skills, including foundational knowledge and responding to workplace racism. They also felt confident in PTBis commitment to address anti-Blackness. Fewer respondents were clear on strategic plans, resources allocated, and how the anti-racism agenda was being implemented. Suggestions from both data sources included further operationalizing and communicating commitments, integrating an anti-racism lens across all activities, ensuring accountability including staffing and funding consistent with anti-racist approaches, persistence in hiring Black faculty, providing professional development and support for Black staff, and addressing unintentional interpersonal harms to Black individuals. CONCLUSIONS: This case study contributes key lessons which move beyond individual-level and theoretical approaches towards transparency and accountability in academic institutions aiming to address anti-Black racism. Even with PTB

Mental health professionals are currently faced with an increased need to meet the demands of clients of color who are disproportionately impacted by the COVID-19 global pandemic. Disparities in mental health care for people of color are an ongoing problem stemming from the fact that Western Psychology, the dominant approach to mental health care, is limited by the Eurocentric Worldview. Practitioners who intend to create inclusive therapeutic approaches must consider the unique cultural orientations and historical, social and political realities of clients of color. As of 2021, The North American Drama Therapy Association (NADTA) requires that 50% of all continuing education courses which Registered Drama Therapists (RDTs) take to maintain their credentials, focus on cultural humility, equity and diversity (CHEDCEs). This community engagement project was a pilot continuing education course on racial equity for NADTA members. This course was developed based on my experience as a VISIONS Inc. Diversity, Equity and Inclusion (DEI) consultant, personal interviews with NADTA members, my research on Worldview and theories related to racial equity within psychology and drama therapy. The frameworks and strategies for exploring racial equity within the context of drama therapy that were included in the curriculum for this pilot continuing education course were: Worldview, dialogue and naming as a tool for racial equity, unconscious bias and internalized oppression through the lens of the drama therapy core processes.

This report examines if and to what extent state-level transportation departments in four states incorporate race and equity considerations into transportation planning technical analyses and modeling practices, particularly for long-range transportation plans, and how such equity-infused practices can be improved. The research team examined relevant literature, reviewed statewide long-range transportation plans for California and three other states, consulted with other experts, and conducted interviews with scholars and knowledgeable agency staff and practitioners. The findings indicate widespread acknowledgement that racial disparities in transportation exist, and state agencies have expressed a strong commitment to redressing the inequalities. However, while there has been progress in creating analytical equity tools to assess transportation projects and programs, they lack standardization. There have also been few noticeable revisions to existing regional transportation planning models to incorporate equity, and the profession lags behind what is technically possible based on the work of academic researchers. Technical staff need better training in regard to equity issues and agencies should encourage greater collaboration between equity and analytical units to develop and improve frameworks to assess equity performance in plans, programs, and projects.

In 2019 The ALA Racial Equity Task Force was formed and charged with developing a framework for libraries to implement. As part of this goal, a wide-reaching survey was designed and analyzed by a small research team in 2020. The goal of the study was to assess public and academic libraries racial equity efforts, employees’ perception of those efforts as well as their experiences with racial equity and inequity within their library. Utilizing an online survey, the data was used to identify areas of improvement in regard to racial equity efforts in public and academic libraries and seeks to answer the question: How are libraries moving towards transformation and justice in regard to racial equity? While the overwhelming majority of the 717 participants believe their institutions have a responsibility to address racial equity, the data also reveals that our practices are not aligned with our values. In this session, Caragher and Bryant will discuss the disaggregated results of the survey by racial identity, specific to job security, promotion, and retention. We invite the audience to discuss the blind spots in racial equity work in academic and public libraries.

This report examines if and to what extent state-level transportation departments in four states incorporate race and equity considerations into transportation planning technical analyses and modeling practices, particularly for long-range transportation plans, and how such equity-infused practices can be improved. The research team examined relevant literature, reviewed statewide long-range transportation plans for California and three other states, consulted with other experts, and conducted interviews with scholars and knowledgeable agency staff and practitioners. The findings indicate widespread acknowledgement that racial disparities in transportation exist, and state agencies have expressed a strong commitment to redressing the inequalities. However, while there has been progress in creating analytical equity tools to assess transportation projects and programs, they lack standardization. There have also been few noticeable revisions to existing regional transportation planning models to incorporate equity, and the profession lags behind what is technically possible based on the work of academic researchers. Technical staff need better training in regard to equity issues and agencies should encourage greater collaboration between equity and analytical units to develop and improve frameworks to assess equity performance in plans, programs, and projects.

In 2019 The ALA Racial Equity Task Force was formed and charged with developing a framework for libraries to implement. As part of this goal, a wide-reaching survey was designed and analyzed by a small research team in 2020. The goal of the study was to assess public and academic libraries racial equity efforts, employees’ perception of those efforts as well as their experiences with racial equity and inequity within their library. Utilizing an online survey, the data was used to identify areas of improvement in regard to racial equity efforts in public and academic libraries and seeks to answer the question: How are libraries moving towards transformation and justice in regard to racial equity? While the overwhelming majority of the 717 participants believe their institutions have a responsibility to address racial equity, the data also reveals that our practices are not aligned with our values. In this session, Caragher and Bryant will discuss the disaggregated results of the survey by racial identity, specific to job security, promotion, and retention. We invite the audience to discuss the blind spots in racial equity work in academic and public libraries.

Research has shown that white people in the United States support the principle of racial equity, but oppose most practical efforts to advance it. Less is known about how whites respond to social actors who push for these efforts. Building on theories of racial policy attitudes, this research addresses the following questions: How do whites respond emotionally to actors who push for (and against) racial equity? Does the race of the actor matter? And what influence, if any, do these reactions have on subsequent policy evaluations?To begin answering these questions, I conducted three experiments (n = 1255) with self-identified white respondents recruited from Prolific Inc. In each of the studies, respondents reported their emotional reactions to an article designed to look like an online opinion piece. In the first and second studies, I varied the author’s race and whether or not the author supported or opposed race-targeted COVID-19 related economic stimulus. In the third experiment, I examined whites’ emotional reactions to Black and white advocates pushing for (or against) a presumably race-neutral policy—carbon taxing. My findings show that the author’s race does influence reactions, particularly when the policy has racial implications. Whites tended to direct more anger toward a Black advocate of the economic relief than they did when a comparable white advocate made the same claim. But whites showed more warmth toward the Black author when he argued against the relief. In both cases, the Black advocate promoted greater opposition to the policy by way of the emotional response. However, when the policy was race-neutral, the advocate’s race did not much influence emotional responses, suggesting that the response is, in part, related to the presumed effect the policy would have on reducing the social gap between Blacks and whites. The results of this research shed light on how white people react to demands for racial equity, and if the race of the messenger has any

When we achieve equitable development, we increase the capacity of people of color to strengthen their communities and determine their own future and that of their neighborhoods. We distribute the benefits and burdens of growth equitably among people of all races, ethnic backgrounds, incomes, and geographies/neighborhoods. We encourage multicultural communities where tenured and newcomer residents can thrive. And we provide meaningful choices for the most impacted people of color to live, work, and define their own culture throughout all neighborhoods.

When we achieve equitable development, we increase the capacity of people of color to strengthen their communities and determine their own future and that of their neighborhoods. We distribute the benefits and burdens of growth equitably among people of all races, ethnic backgrounds, incomes, and geographies/neighborhoods. We encourage multicultural communities where tenured and newcomer residents can thrive. And we provide meaningful choices for the most impacted people of color to live, work, and define their own culture throughout all neighborhoods.

As the National Park Service (NPS) approaches its centennial in 2016, it grapples with relevancy as the U.S. racial demographic shifts from a majority white population to a majority people of color population. In this paper I explore the following questions: What is the NPS doing to create racially inclusive places? How do NPS goals of inclusion connect to its recent emphasis on urban parks and populations? Through an analysis of official park documents, expert interviews, and a comparative case study between two Minnesota NPS units (Mississippi National River and Recreation Area (MNRRA) and Voyageurs National Park), I assess the significance of the urban focus in NPS relevancy and potential effectiveness of NPS efforts towards inclusion.

This report is constructed according to the following vision: Reframing the narrative of municipal distress is urgent. The mainstream discussion should reflect the reality of connections between the status of distressed cities and the housing crisis, the culpability of investment actors, and the associated consequences on municipal budgets, metropolitan regions’ concentrated poverty and racial dynamics. As municipalities deal with financial distress, concrete practicable strategies must be created that address the host of relevant issues while building community power and resilience.

This report is constructed according to the following vision: Reframing the narrative of municipal distress is urgent. The mainstream discussion should reflect the reality of connections between the status of distressed cities and the housing crisis, the culpability of investment actors, and the associated consequences on municipal budgets, metropolitan regions’ concentrated poverty and racial dynamics. As municipalities deal with financial distress, concrete practicable strategies must be created that address the host of relevant issues while building community power and resilience.

The policy of the Revolution, from the very triumph of 1959 has been testing the high effectiveness of policies to boost the universal equity accelerating processes of upward social mobility for the popular sectors and in particular for the improvement of disenfranchised racial groups, majority, usually within these sectors. Despite this equity gaps remain racialized, associated with unfavorable starting conditions involving social mobility barriers. This implied the need to combine universal instruments comprehensive affirmative action in response to a large extent, the programs are explained in the article., A política da Revolução, desde o próprio triunfo em 1959, vem demonstrando a alta efetividade das políticas universais de eqüidade para dinamizar processos acelerados de mobilidade social ascendente para os setores populares, e em particular para a melhoria dos grupos raciais preteridos, geralmente majoritários dentro destes setores. Apesar disso, mantêm-se lacunas racializadas de eqüidade, associadas a condições iniciais desvantajosas que constituem barreiras de mobilidade social. Isto implica a necessidade de se combinar instrumentos universais com ações afirmativas integrais, conforme demonstram em grande parte os programas apresentados neste artigo., La política de la Revolución, desde el propio triunfo de 1959, ha ido probando la alta efectividad de las políticas universales de equidad para dinamizar procesos acelerados de movilidad social ascendente para los sectores populares y en particular, para el mejoramiento de los grupos raciales preteridos, mayoritarios, generalmente, dentro de estos sectores. A pesar de esto se mantienen brechas de equidad racializadas, asociadas a condiciones de partida desventajosas que suponen barreras de movilidad social. Esto ha implicado la necesidad de combinar instrumentos universales con acciones afirmativas integrales a las que responden, en gran medida, los programas quedan expuestos en el artículo.

The policy of the Revolution, from the very triumph of 1959 has been testing the high effectiveness of policies to boost the universal equity accelerating processes of upward social mobility for the popular sectors and in particular for the improvement of disenfranchised racial groups, majority, usually within these sectors. Despite this equity gaps remain racialized, associated with unfavorable starting conditions involving social mobility barriers. This implied the need to combine universal instruments comprehensive affirmative action in response to a large extent, the programs are explained in the article., A política da Revolução, desde o próprio triunfo em 1959, vem demonstrando a alta efetividade das políticas universais de eqüidade para dinamizar processos acelerados de mobilidade social ascendente para os setores populares, e em particular para a melhoria dos grupos raciais preteridos, geralmente majoritários dentro destes setores. Apesar disso, mantêm-se lacunas racializadas de eqüidade, associadas a condições iniciais desvantajosas que constituem barreiras de mobilidade social. Isto implica a necessidade de se combinar instrumentos universais com ações afirmativas integrais, conforme demonstram em grande parte os programas apresentados neste artigo., La política de la Revolución, desde el propio triunfo de 1959, ha ido probando la alta efectividad de las políticas universales de equidad para dinamizar procesos acelerados de movilidad social ascendente para los sectores populares y en particular, para el mejoramiento de los grupos raciales preteridos, mayoritarios, generalmente, dentro de estos sectores. A pesar de esto se mantienen brechas de equidad racializadas, asociadas a condiciones de partida desventajosas que suponen barreras de movilidad social. Esto ha implicado la necesidad de combinar instrumentos universales con acciones afirmativas integrales a las que responden, en gran medida, los programas quedan expuestos en el artículo.

The purpose of this study was to explore how a public flagship institution responds to pressures for racial equity and institutional excellence in higher education. In particular, the study relied on an exploratory case study methodology to investigate the University of Maryland, College Park's responses to pressures for racial equity and institutional excellence from 1988, when the University was designated the flagship institution of the State of Maryland, to 2006. This study was informed by two streams of literature. The first stream examines how broad notions of equity and excellence are defined and measured and discusses whether these ideals are in tension within the broader context of American higher education. The second body of literature explores how institutions respond to external pressures, how contextual forces and human agents interact to shape institutional responses and how these responses affect the manner in which equity and excellence ideals are realized. The streams of literature are tied together through a conceptual model which suggests how demands for racial equity and institutional excellence are mediated by the strategic choices of key actors within the institution. Data were collected through semi-structured interviews with nineteen informants and document analysis. Data suggest that specific strategies to mediate the demands for racial equity were conditioned and arguably constrained by the University's responses to pressures for institutional excellence. The data also suggest that the University's longstanding efforts to link racial equity with institutional excellence through broader notions of diversity which celebrate a broad range of individual differences are perceived to have diluted the social justice focus of racial equity. The University's resistance to addressing issues of racial equity in favor of promoting diversity and its tendency to embrace traditional, status-based indicators of excellence may have contributed to divergent

The present study brings together theory-method traditions that normally do not intersect: psychometric measurement and intergroup intervention. Scholarship about the measurement of management potential emphasizes statistical models and techniques, draws on a long historical tradition of inductive empirical generalizations, and remains comparatively free of theoretical explanations as to why the patterns of empirical findings emerge as they do. The paper proceeds according to three major sections with subdivisions within each. The first recasts the empirical literatures on managerial performance assessment and on upward mobility decisions in terms of intergroup theory. To do this, wer review key concepts about steady states in intergroup theory and then use these propositions to increase the explanatory power that can be brought to the empirical literature. The second part describes the elements of a major organizational intervention program to improve the racial equity of upward mobility decisions. Key concepts are reviewed about changing ract relations in organiations and show how the intervention program was designed directly from these ideas. The third section presents an empirical analysis of the data developed from the intervention program. This section examines the statistical properties of the measures of managerial potential developed for the intervention and traces the selection process through three phases of deliberations.