Diversity and Equity

Academic Senate Support for Increasing Faculty Diversity and Advancing Diversity, Equity, Inclusion, and Accessibility in Evaluation and Tenure Review Processes

Whereas, The Academic Senate for California Community Colleges' (ASCCC) commitment to inclusion, diversity, equity, anti-racism, and accessibility has been affirmed in the following resolutions: 07.02 S23 Ensuring Anti-racist California Community College Online Faculty Training Materials [1], 13.04 S23 Resolution in Support of Academic Freedom/Solidarity with Faculty Across the Nation [2], 01.01 F22 Adopt the Academic Senate for California Community Colleges Mission, Vision, and Values Statements that Include Anti

In Support of Identifying and Addressing the Need for LGBTQIA+ Student Centers on All California Community College Campuses

Whereas, The Academic Senate for California Community Colleges (ASCCC) embraces equity principles for all in its Values Statement, [1] which states, “The ASCCC empowers faculty from diverse backgrounds and experiences, promoting actions resulting in inclusion, diversity, equity, anti-racism, and accessibility through its publications, resources, activities, policies, and presentations” and “believes that collaboration with others and faculty engagement improve professional decisions made locally and at the state level”;

Advancing IDEAA in Guided Pathways

Whereas, Funds have been allocated from the California Community College Chancellor’s Office to California community colleges for Guided Pathways implementation;

Whereas, The California Community College Guided Pathways work seeks to advance equity, transform institutions, redefine readiness, and redesign supports to remove barriers and holistically support students' attainment of skills, credentials, and socioeconomic mobility [1]; and

Noncredit Spanish Language Course Outlines of Record and Regional Support

Whereas, The state of California has seen a significant increase in Spanish-speaking residents over the last 10 years, an increase that is reflected in student enrollment trends; and
Whereas, Several colleges, including Cerritos College and Los Angeles Trade Tech College, have already successfully implemented processes by which Spanish-language versions of their courses can be offered; and

Disaggregate Asian and Pacific Islander Student Data

Whereas, The Asian and Pacific Islander (API) population is more heterogeneous than any other racial group in the US, with more than 48 ethnicities, over 300 spoken languages, various socioeconomic statuses, immigration histories, cultures, and religions, and “Asian American” is a political term originally intended to unite Asian sub-groups in a unified fight for justice and equity, and the California Community Colleges Chancellor’s Office (CCCCO) only publicly disaggregates API students into three ethnic groups—Asian, Filipino, and Pacific Islander [1]

Expand Methods of Data Collection and Analysis to Fully Measure the Successes and Challenges of AB705

Whereas, The California Community Colleges Chancellor’s Office (CCCCO) required that all California community colleges submit an Equitable Placement Validation Report on their AB 705 implementation strategies for the lowest GPA band of entering students using a template that asked colleges to report enrollments as placements and de-coupled pre-transfer level coursework from college-level courses (with or without a corequisite) so colleges could not separate enrollments from placement, and colleges might have reported intermediate algebra as a college-level course;

Oppose Reliance on Textbook Publishers to Achieve Zero Textbook Cost

Whereas, California Education Code §78052 (a) states that “It is the intent of the Legislature that community college districts develop and implement zero-textbook-cost degrees and develop open educational resources for courses to reduce the overall cost of education for students and decrease the time it takes students to complete degree programs,” a goal that can promote student success without impinging on either academic freedom or faculty’s rights to choose appropriate instructional materials;

Adopt the DEI in Curriculum Model Principles and Practices Framework

Whereas, Resolution F20 3.04 Develop Resources on Effective Practices for Anti-Racist, Equitable, and Inclusive Instructional Strategies [1] directed the “Academic Senate for California Community Colleges [to] develop resources identifying effective practices for anti-racist, equitable, and inclusive instructional strategies and present the resources to local academic senat

Develop and Publish an Inclusion, Diversity, Equity, Anti-Racism, and Accessibility (IDEAA) Liaison Handbook

Whereas, The California Community Colleges system has prioritized inclusion, diversity, equity, anti-racism, and accessibility (IDEAA) work—including through the California Community Colleges Chancellor’s Office (CCCCO) Call to Action, the DEI Task Force Recommendations, and the Vision for Success goals—to eliminate equity gaps and to align with the CCCCO inclusion of accessibility [1];

Zero Means Zero Textbook Cost

Whereas, Zero-Textbook-Cost (ZTC) refers to instances in which textbooks are available to students at no cost, and California Education Code §66406.9 requires that California community colleges “Clearly highlight, by means that may include a symbol or logo in a conspicuous place on the online campus course schedule, the courses that exclusively use digital course materials,” providing a mechanism for marking course sections that are zero-textbook-cost;

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