1. Building the Diversity Pipeline CIO Fall Conference October 29, 2015 Presenters: Ding-Jo Currie, Ed.D – Distinguished Faculty, California State University, Higher Education Leadership Former Chancellor, Coast Community College District Thuy 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. 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 Types Fall Terms 2005 - 2014 FIRST-TIME HIRES

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

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

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

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

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. 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 9 Multiple Methods

22. 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 9 Multiple Methods

23. 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 and Ethnicity Interactions in the Classroom. American Economic Review, 104(8): 2567-2591. Diversity Benefits Students

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).

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.

51. AACC (2015) core values affirm diversity as essential for an enriching educational experience and to foster a culture of equity and inclusion.

52. Contact Information Angela Hoppe Nagao, Ed.D. Cerritos College 562-860-2451 anagao@cerritos.edu

53. Institutional Commitment to Diversity Five Year Report 2010/2011 – 2014/2015 Julie Kossick

54. 1.California Community College System vs. North Orange County CCD Demographics 2.Recruitment Efforts 3.Applicant Data 4.Employee Demographics 5.Institutional Commitment to Diversity

55. NOCCCD STUDENT VS. EMPLOYEE FALL 2014

56. CCC STUDENT VS. EMPLOYEE FALL 2014

57. Recruitment Efforts ACCCA AsiansinHigherEd.com BlacksinHigherEd.com CalJobs.ca.gov CASBO CCCRegistry.org Chronicle of Higher Education CommunityCollegeJobs.com DisabledinHigherEd.com DisabledPerson.com DiverseEducation.com EdJoin.com El Mundo Latino HigherEdJobs.com HispanicsinHigherEd.com IMDiversity.com Indeed.com InsideHigherEd.com LatinosinHigherEd.com LGBTinHigherEd.com Los Angeles Register Monster.com NativeAmericansinHigherEd.com NOCCCD Website OC Register The Press Enterprise (Riverside) Simplyhired.com The Progressive Woman The Veteran Journal TribalCollegeJournal.com VeteransinHigherEd.com WomeninHigherEd.com  Sample list – does not represent all recruitment efforts

58. District-Wide - All Applicants

59. DISTRICT-WIDE - HIRED

60. DISTRICT SERVICES - ALL APPLICANTS

61. DISTRICT SERVICES - HIRED

62. EMPLOYEE DEMOGRAPHICS

63. DISTRICT-WIDE - EMPLOYEES

64. DISTRICT SERVICES - EMPLOYEES

65. DEVELOPING AND MAINTAINING INSTITUTIONAL COMMITMENT TO DIVERSITY  BP 7100 – Commitment to Equal Employment Opportunity and Diversity  Chancellor’s Goal for 2015/16 - Diversity: Update the EEO Plan as it relates to faculty and staff hiring.  Job Fairs  CCC Registry – January 2016  Professional development and leadership opportunities  Equal Employment Opportunity Plan (update 2016-2018)  District Equal Employment Opportunity Advisory (EEOA) Committee  Recruiting efforts  District-wide EEO Committee training – September 2015

66. DEVELOPING AND MAINTAINING INSTITUTIONAL COMMITMENT TO DIVERSITY  On-line applicant tracking system effective July 2015 On-line applicant tracking system  District hiring procedures require applicants to demonstrate a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender, sexual orientation, and ethnic backgrounds of community college students  Added “Commitment to Diversity” to Minimum Qualifications for all job postings.  Added District’s Commitment to Diversity statement to all job postings.  AB 1825 harassment and discrimination training  Timely and thorough investigations of complaints  “Hire Me” Workshops – January 2016  Incorporate the elimination of bias in hiring and employment training  Demographic data to be included in selection committee training

67. CYPRESS COLLEGE 2014-15 CAMPUS DIVERSITY ACTIVITIES  Establishment of Annual Diversity Theme and Flyer  Monthly Library/LRC display case assignments celebrating diversity  One Time Diversity Committee Funding Events  Establishment of Keynote Speaker series for Spring Opening Day  Sponsorship of Push Girls presentation by Ms. Tiphany Adams  Sponsorship of Black History Month speaker, former Black Panther member Aaron Dixon.  Establishment of Cypress College Celebrating Diversity Award

68. FULLERTON COLLEGE 2015-16 CAMPUS DIVERSITY ACTIVITIES Fall 2015 ¡Bienvenidos! Resource fair Latino Students Forum LGBT Students Forum Film – “Latino Americans” Film – “Stonewall Uprising” Dia De Los Muertos (Day of the Dead) celebration Veterans Awareness Month activities Film – “We Shall Remain” Kwanzaa Celebration Spring 2016 African American Forum Beat Café Film – “The African Americans” California African American Museum tour Women’s forum Asian and Pacific Islander Forum Museum of Tolerance Tour Sexual Assault Awareness Month activities Worldfest Kindercaminata

69. SCE 2015-16 CAMPUS DIVERSITY ACTIVITIES  Cultural Intelligence training series  Universal Design program for faculty and staff  Training during Autism Week and Disabled Student Month  Yearly retreat for LEAP faculty  ESL Multi-Cultural Fair  Training for LEAP, ESL and Basic Skills faculty focused on instruction and study skills that equalizes and diminishes challenges students face  DSS Transition Night facilitates support for independent living and workforce entry  Collaborate with credit faculty on programs including, The Building Connections, Adult Career and Transition Program, math Co-Lab, ESL Citizenship and Academic Success Programs, CTE iBest course pilot, Gilbert West Basic Skills and High School diploma programs

70. Discussion