Diversity and Equity

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

Support for LGBT Inclusive Curricula and Anti-bullying Efforts

Whereas, The Academic Senate for California Community Colleges Executive Committee Policy 30.00, Diversity, defines diversity based on, “but not limited to, race, ethnicity, gender/sex, sexual orientation, sexual identity and expression (transsexual/transgender) disability status, religious and political affiliations, age, cultural background, socioeconomic status, academic and vocational disciplines, full- and part-time status. . .” ;

Affirmative Action

Whereas the Board of Governors of the California Community Colleges has affirmed that equal educational opportunity for all California citizens is of compelling interest and necessity for the future of the State of California, and,

Whereas the Board of Governors and the Chancellor's Office of the California Community Colleges, and the California State Legislature have been noted for their long-standing commitment to the principle of equal opportunity and affirmative action, and,

Affirmative Action Laws

Whereas California Community Colleges should be in the forefront of affirmative action, and

Whereas there are federal and state statutes, regulations, and enforcement procedures that could strengthen affirmative action in community colleges, and

Whereas these statutes are scattered through the Education Code, California Fair Employment law, federal law, and Executive Orders, and

Whereas it is difficult to trace these laws, and


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