Diversity and Equity

F18 Non-binary Gender Option on CCCApply

Whereas, California law (AB 620, Block 2011) requests annual transmittal of summary demographic data reporting to the legislature regarding sexual orientation, gender identity, and gender expression of students, and California Education Code §66271.2 communicates a concern for obstacles faced by our lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+) students;

A Re-examination of Faculty Hiring Processes and Procedures

The hiring of faculty is at the heart of developing and maintaining programs, as well as the success and achievement of students, in all educational systems, and the California Community College System is no exception. While hiring practices may vary in terms of specifics in the 72 community college districts in California, basic principles and tenets of faculty hiring are consistent across the state.

Adopt the Paper A Re-examination of Faculty Hiring Processes and Procedures

Whereas, Resolution 3.01 S17 directed the Academic Senate for California Community Colleges to “update the paper A Re-examination of Faculty Hiring Processes and Procedures and bring it to the Spring 2018 Plenary Session for discussion and possible adoption”;

Resolved, That the Academic Senate for California Community Colleges adopt the paper A Re-examination of Faculty Hiring Processes and Procedures2 and disseminate to local senates and curriculum committees upon its adoption.

MSC

Revise the 2002 Paper Student Equity: Guidelines for Developing a Plan

Whereas, Resolution F14 20.01 Developing a System Plan for Serving Disenfranchised Students[1] calls for the ASCCC to work with the California Community Colleges Chancellor’s Office and the California Community Colleges Board of Governors to develop a long-range plan that will increase services for disenfranchised students, but the field is unclear to the definition of the term “disenfranchised student;”

ESL Equity Impact Caused by Termination of Common Assessment Initiative

Whereas, The Seymour-Campbell Student Success Act (2012) directed the Common Assessment Initiative (CAI) to create a common assessment tool for placement, and the statewide faculty efforts to create that tool within the CAI’s ambitious one-year mandated timeline resulted in the exodus of several producers of competing placement instruments from the placement assessment market, leaving colleges with few quality options to meet the Title 5 requirement[1] that all colleges have an assessment, and thus utterly dependent upon the creation of the common assessment;

Support for DACA Students

Whereas, On September 5, 2017, the United States’ Attorney General announced the intent of the federal government to eliminate the Deferred Action on Childhood Arrivals (DACA) program, effective six months from the day of announcement;

Whereas, More than 222,000 DACA recipients currently reside in California, making California the single largest DACA state, and an estimated 60,000 of those students are currently enrolled in a California community college;[1]

Revise the Paper A Re-examination of Faculty Hiring Processes and Procedures

Whereas, The most recent Academic Senate for California Community Colleges (ASCCC) paper on faculty hiring, A Re-examination of Faculty Hiring Processes and Procedures[1], was adopted in Fall 2000, and it is good practice to regularly review and reevaluate professional standards regarding the hiring processes and procedures for all faculty;

Student Equity: Ongoing Funding Commitment

Whereas, The California Community College Board of Governors has recognized the fundamental importance of student equity to the future of community colleges and to the society that is the State of California;

Whereas, Although the governor and legislature have made statements of support for student equity, SB 1456 (Lowenthal, 2012) does not provide a long-term commitment to any particular funding level;

Infusing Cultural Competence

Whereas, Resolution 1.02 Spring 2010[1] asks that “the Academic Senate for California Community Colleges create a plan for infusing best practices regarding cultural competence into professional development, work, goals, and other aspects of the work of the Senate and produce the plan as a model for local senates”; and

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