Implementing AB 705: Implications for Equitable Outcomes of Latinx Students

Autor/in	Lopez, Audrey Baca
Titel	Implementing AB 705: Implications for Equitable Outcomes of Latinx Students
Quelle	In: Journal of Leadership, Equity, and Research, 8 (2022) 2, S.107-134 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	State Legislation; Educational Legislation; Equal Education; Developmental Studies Programs; Minority Serving Institutions; Hispanic American Students; Community College Students; Outcomes of Education; Barriers; Student Empowerment; Educational Change; Organizational Change; California + Suchen Sie Ihr Suchwort? Landesrecht; Bildungsrecht; Schulgesetz; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community college; Community colleges; College students; Community College; Collegestudent; Lernleistung; Schulerfolg; Studienberechtigung; Bildungsreform; Organisationswandel; Kalifornien
Abstract	This study examined perceived implications for equitable outcomes of students based on organizational changes related to developmental education reform, California Assembly Bill 705. The research site was a Hispanic Serving Community College with a majority Latinx student population. This instrumental case study employed various methods, including semi-structured interviews, document collection and analysis, physical artifact collection, and observations. The inquiry prioritized learning from eleven participants (faculty, staff, and administration) who were charged with implementing AB 705. Findings included three primary themes related to the implications for equitable outcomes for Latinx students, "Prioritizing Equity Through Institutional Documents," "Removing Institutional Barriers as a Form of Student Empowerment," and "Threats to Equitable Outcomes." Results of this study revealed positive implications attributed to prioritizing equity in institutional documents and removing institutional barriers. Conversely, the findings also exposed underlying problems of practice that persist in higher education, such as implicit biases, and race-neutral and color-blind approaches to understanding equity. This research will be of interest to those invested in similar change processes. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01