Building the Diversity Pipeline

1. Building the Diversity Pipeline CIO Fall Conference October 29, 2015 Presenters: Ding-Jo Currie, Ed.D – Distinguished Faculty, California State University, Higher Education LeadershipFormer Chancellor, Coast Community College DistrictThuy Thi Nguyen, J.D. – CCCCO Interim General Counsel Julie Kossick, J.D. - District Director, Human Resources, NOCCD Angela Hoppe-Nagao, Ed.D – Cerritos College Faculty Moderated by: JoAnna Schilling, Ph.D – CIO, Cerritos College

7. Image by Lindsay Kaye Weinger

9. B A

12. CALIFORNIA COMMUNITY COLLEGES CHANCELLOR’S OFFICE Building the Diversity Pipeline Thuy Nguyen, Interim General Counsel

13. Under-Represented Minority* Percentages by Student and Employee TypesFall Terms 2005 - 2014FIRST-TIME HIRES

14. Under-Represented Minority* Percentages by Student and Employee TypesFall Terms 2005 – 2014TOTAL

15. Non-Whites* Percentages by Student and Employee TypesFall Terms 2005 – 2014TOTAL

16. Percent of Graduate Degrees Conferred to Minorities by Sector * Source – DIVERSE MAGAZINE, ISSUES IN HIGHER EDUCATION, VOL. 32, NO. 13, Page 16.

17. Data & Research • Exponential increase in FT faculty hiring not seen for nearly two decades • $63 million in FT faculty hiring • Healthier district budgets • Retirements • Est. 1,100 new FT faculty this academic year • Past ten years, only approx. 20% - 30% of FT faculty hires are from underrepresented communities

18. Chancellor’s Office Initiatives 1. Professional development: 3 Webinars and the November Summits) 2. Peer review of EEO: Equal Employment Opportunity plans 3. Building the pipeline: “AA to MA Faculty Diversity Pathway” 4. Funding (re)allocation: 9 Multiple Methods

19. EEO Fund Title V § 53030 Equal Employment Opportunity Fund (min. 75%) “may be allocated to the districts in the following categories: (1) an amount proportional to the full-time equivalent students of each district to the total full-time equivalent students for all districts; (2) an equal dollar amount to each district; (3) an amount related to success in promoting equal employment opportunity. Multiple methods of measuring success shall be identified by the Chancellor working through the established Consultation Process.”

20. 9 Multiple Methods Pre-Hiring I. Board policies & adopted resolutions - Diversity - Multi-cultural competency - Annual report II. Incentives for hard-to-hire areas/disciplines III. Focused outreach and publications IV. Role of District EEO Advisory Committee and EEO Plan - Implementation of plan

21. 9 Multiple Methods Hiring V. Procedures for addressing diversity throughout hiring steps and levels - Based on review of measurements, longitudinal study - Assessment of current hiring structure VI. Consistent and ongoing training for hiring committees - Educational value of diversity - Unconscious bias - Institutional mission and goals - Train the trainer - Legal requirements

22. 9 Multiple Methods Post-Hiring VII. Professional development focused on diversity - Employee orientations - Curriculum certificates - Workshops VIII. Diversity incorporated into criteria for employee evaluation and tenure review IX. Grow-Your-Own Programs - Mentoring - Leadership development, succession - Faculty diversity internship

23. Diversity Benefits Students Studies prove the educational benefits of a diverse faculty. Closing achievement gaps by 20-50% Fairlie, R. W., Hoffman, F., Oreopoulos, P. (2014). A Community College Instructor Like Me: Race andEthnicity Interactions in the Classroom. American Economic Review, 104(8): 2567-2591.

24. Faculty Women of Color Study of Community Colleges in Los Angeles and Orange Counties • 37 full-time faculty members: instructional faculty, counselors, and librarians • 35 were tenured faculty • Self identified African American, Asian American, Filipina/Pacific Islander, Latina/Hispanic, Middle Eastern, and Mixed Race • Findings: • Experience multiple forms of marginalization. • College culture and climate was “chilly” and not as “warm”as those from research findings that sampled White women faculty • Despite expressing culture of their institutions as “political”, overwhelmingly satisfied in their faculty work. Commitment to serving underrepresented students and sense of responsibility to the community-at-large mediated or melted the chilliness. HaMai, Truc. (2015). The “Other” Women: What About the Experiences of Women Faculty of Color in Community Colleges. 2015 Dissertation of the Year Award by Council on the Study of Community Colleges.

25. For Team Effectiveness

26. The Law Education Code § 87100: “a work force that is continually responsive to the needs of a diverse student population [which] may be achieved by ensuring that all persons receive an equal opportunity to compete for employment and promotion within the community college districts and by eliminating barriers to equal employment opportunity.”

27. The Law – Screening Committees Screening/selection committee shall be trained on: (a) federal and state law, including Title 5; (b) the educational benefits of workforce diversity; (c) the elimination of bias in hiring decisions; and (d) best practices in serving on a selection/screening committee. Cal. Title 5 § 53003(c)(4)

28. The Law – Data Analysis Cal. Title 5 § 53003(c)(6) Longitudinal analysis of the district’s employees and applicants, broken down by number of persons from monitored group status… to determine whether additional measures are required pursuant to Section 53006 and to implement and evaluate the effectiveness of those measures.

29. The Law – Rejecting the Finalists Cal. Title 5 § 53024 The governing board or its designee shall have the authority to make all final hiring decisions based upon careful review of the candidate or candidates recommended by a screening committee. This includes the right to reject all candidates and to order further review by the screening committee or to reopen the position where necessary to further achievement of the objectives of the EEO plan or to ensure equal employment opportunity.

30. Contact Information Chancellor’s Office Thuy Thi Nguyen Interim General Counsel (916) 445-6272 tnguyen@cccco.edu

31. Why Diversity Matters Dr. Ding-Jo Currie

32. Why Diversity?Leaders’ Perspectives

33. WHY DIVERSITY?

34. We are incomplete without diversity!

35. Why Diversity? A functioning system of cooperation

36. Why Diversity? Justice We achieve justice for ALL when we have the participation of ALL

37. Why Diversity?Inspiring Divergent Thinking… Divergent thinking derived from exposure to new environment, people, activities, etc. that challenge our senses, habits, perceptions, and existing knowledge base.

38. Why Diversity?Achieve Unity Unity derives from diversity Our Ability to reach unity in diversity will be the perfect present for the test of our civilization. GANDHI

39. Why Diversity? Success for Students and Colleges

40. Creating a Culturally Competent Campus Angela Hoppe Nagao, Ed.D.

42. BACKGROUND • Community college student populations continue to evolve (AACC, 2013). • Significant achievement gap amongst ethnic groups (Moore & Shulock, 2010). • Although faculty value diversity (Milem & Hakuta, 2000), they make few changes in response to diversity (Maruyama & Moreno, 2000). • Student relationships with institutional agents are key for student engagement and learning (Lunderg & Schreiner, 2004; Umbach & Wawrzynsk, 2005).

43. CHALLENGES • Need to develop culturally competent college graduates(AACU, 2015). • Yet less than 10% of college graduates have necessary skills (Clifford, 2004). • College campuses may lack cultural competence (Valnetine, Prentice, Torres, & Arellano, 2012). • Faculty report feeling unprepared for culturally diverse classrooms (Valentine et al., 2012). • Campuses today are “culturally complicated” (Bennett & Salonen, 2007). • Diversity can enhance the work environment, but diversity without cultural competence can increase workplace challenges (Livermore, 2014).

44. DemographicDivideCalifornia Community College Chancellor’s Office Data Mart, 2014

45. THOUGHT TO PONDER When practitioners lack knowledge of their student's cultural lives, they are severely limited in their capacity to adapt their actions and be responsive to the particularities of the situation as these individual students experience it. Bensimon (2007)

46. STRATEGY • How do we create a culturally competent campus? • Assessment • Training • Branding • Hiring

47. STRATEGY • ASSESSMENT • Qualitative • How are we hiring and promoting with consideration of one’s cultural competence? • To what degree do we have diverse representation from various cultures on our teams and committees? • What would our students say about our cultural competence? • Quantitative • Annual assessment using reliable, valid instrument.

48. STRATEGY • TRAINING • Ongoing, annual training in cultural competency for all members. • Training must emphasize: • Culture specific information about campus groups. • Cultural general knowledge for broad range application. • To be effective, training must provide a safe place for participants. • Integrate training into college certificate programs, new faculty and employee orientations.

49. BRANDING • Create campus initiatives to “brand” your institution as a leader in cultural competency. • Tap into the strengths and opportunities that exist within your diverse populations and locations. • Develop campus themes to celebrate diversity. • Success Programs: • Santa Ana’s ADELANTE PROGRAM and San Francisco’s African American Scholastic Programs (AASP) • Leadership Academy’s: UCLAs The California Veterans Leadership Academy

50. HIRING • Create a culturally intelligent campus to attract diverse talent. • Recruit diverse applicants. • Develop diverse hiring committees. • Provide thorough training on the value of diversity, implicit bias, and best practices. • Create meaningful measures of cultural competency for applicants because diversity without cultural competency continues to foster challenges.