Systemic Change: Developing an Organizational Strategy to Increase Faculty and Staff Diversity in California Community Colleges

Autor/inn/en	Leal-Carrillo, Nadia; Gonzales, Daisy; Lewis, Jodi
Titel	Systemic Change: Developing an Organizational Strategy to Increase Faculty and Staff Diversity in California Community Colleges
Quelle	In: New Directions for Community Colleges, (2023) 201, S.29-41 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20558
Schlagwörter	Educational Change; Organizational Change; Change Strategies; Minority Group Teachers; College Faculty; School Personnel; Community Colleges; Diversity (Faculty); Teacher Recruitment; Teacher Persistence; California + Suchen Sie Ihr Suchwort? Bildungsreform; Organisationswandel; Lösungsstrategie; Fakultät; Schulpersonal; Community college; Community College; Lehrerrekrutierung; Kalifornien
Abstract	Historically underserved and minoritized students are more likely to thrive when they are supported and led by diverse faculty and staff. In 2019, leaders of the country's largest higher education system, California Community Colleges, recognized wide gaps in representation: 52% of 2.1 million students identified as underrepresented minorities, compared to only 23% of tenured faculty and 22% of adjunct faculty. Similarly, only 41% of staff who interacted daily with students were from an underrepresented group. Addressing this barrier to student success was critical for the system to achieve its ambitious "Vision for Success" goals. This case study explores how the Success Center for California Community Colleges collaborated with the Chancellor's Office, faculty representatives, and other partners to develop a system-wide organizational strategy to hire and support a workforce as diverse as the students they serve. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01