What is Equity? Why should we care? Bakersfield College Program Review

Disproportionate impact Disproportionate impact is when a population of students significantly underperforms the highest performing group of students. The current threshold for a group to be disproportionately impacted is 80%. This means that when a group of students performs at a level that is only 80% of the highest performing group, they are disproportionately impacted.

Examples of historically underrepresented students Include but are not limited to: first-generation low-income students of color adult students marginalized orientations, gender identities, and intersex students students with second-language backgrounds undocumented students Veterans students with disabilities students with dependents foster care youth formerly and currently incarcerated students.

How do programs/services on the BC campus play into this? It’s about how we might use our resources better think differently about services and pedagogy

Equity in Program Review to engage programs Question redesign in our forms: Previous question: Please look for large differences, or gaps, between top performing groups and others.  Consider how you could identify the reasons behind these gaps, and if there changes that could be made to reduce them. Updated question: Identify underrepresented groups in your program or area of service. What services or pedagogical practices can your program or area of service incorporate to reduce the equity gap for those students who are disproportionally impacted?

Data driven decisions If we apply Student Equity Plan- level disaggregation to Program Review = Integrates equity into individual program analyses; allows more strategic planning and resource allocation to eliminate achievement differences Use qualitative and quantitative measures

IEPI Suggestions for Effective Pedagogical Practices Syllabus redesign Increasing knowledge of microaggressions and stereotype threat, and how they negatively impact learning Including culturally responsive pedagogy Cultivating growth mindedness Including classroom activities to acknowledge and strengthen students’ personal identities as learners in your discipline Authentic assessment techniques Incorporation of student strategy learning activities