 And at this time I'd like to invite Tonya Powers to start us off. Good afternoon Highline College. I am Tonya Powers. I am Alaska Native. She, her, hers pronouns. And I have the pleasure of being able to introduce Melody Milner. She's an enrolled member of the Kalitz tribe. She was born in Lakewood, Washington. And was raised primarily in Tacoma, Washington. She now lives in Federal Way. She is a second year college student attending Highline College. And she works on campus at the Trio Center as the passport to careers peer mentor. She serves as Vice President of the Indigenous Student Association and is involved with the Native Student Success Summit planning committee. She plans to finish her AA degree, pursue her BAS at Highline, and eventually plans to further her education at a university. Melody strives for success as well as helping and encouraging others to strive for success. In her free time, she likes to relax with family and friends, especially relaxing anywhere there's a waterfront with a view. We're so pleased to have Melody here today who will be doing our land acknowledgement. Hi. I would like to acknowledge the people whose land we gather on today. President Data Moines is located on the traditional village sites of the Muckleshoot Duwamish, Puyallup, and many other tribes who made their homes on these lands and along these waters. I would also acknowledge the robust Indigenous communities made up of tribal diversity that originate from around the country and whose journeys have brought them here and and to other locations by ways of force this placement and seeking opportunities. Today, the same community celebrate their heritage showing resilience and tenacity that would be greatly admired by their ancestors. Thank you. Thank you Melody it's so nice to happy with us today, and also much gratitude to Indigenous Rising as well. Hello Highline. Welcome to the second annual Equity Development Institute. We are on a roll here we modified from a full day to a half day so we hope that you will enjoy this afternoon with all of us. We're honoring our communities and honoring our theme of reclaiming education, our collective responsibility. We wanted to give a special welcome to our Muslim community, our Highline fam, Ramadan Mubarak to you and your loved ones. Thank you so much for being with us today. We really, we really see, we virtually see you because I technically can't see you, but thank you for being here. Also today is another important day in our global community. It's May Day. And it's a day where globally it's observed and we honor the struggle of the working people and amongst coronavirus and COVID-19 whatever you want to call it. We're seeing that more and more we're seeing worker protections and not enough PPE and people being in spaces that are not always so safe. So with that being said, I also want to give a very special thank you to our Highline College facilities department. If we were physically in person, you would have been the crew that would have set it up, you would have sanitized it, you would have an insured that that was a safe and enjoyable experience for us so we want to thank you for that because we know you've been doing that. You, while we have all been working virtually from home, you have been sanitizing and cleaning and ensuring that the physical space that we will one day return to is suitable for our working conditions. So thank you. Thank you. Thank you. And along with the gratitude. We would like to give a special thank you to our planning committee. And I did have a photo that I wonder if I can pop that back up there so that you can see our awesome planning committee. Maybe not my technology skills aren't the best today so I apologize for that, but you saw the awesome photo of all of our planning committee members so we will put that in rotation again so that you can see them. We'd like to give them a thank you. This year was my first year on the equity development Institute planning committee so if you're down with what we're doing today maybe next year will be your first day on the planning committee. And we also want to add our honorary committee members Mark Lentini and Bob higher, who have made sure that today is accessible to us all, and a special special special shout out to our equity Task Force chairs, Natalie Bajorga. I said that correctly I apologize if I didn't and to keep the read for leading our institution, our committee, our planning committee, always keeping us on track and making sure that equity is possible for us to engage with and that the logistics are smooth, and that everyone's cared for and listen to you all are phenomenal facilitators and know how to lead a whole group of people. So thank you for that. We are going to launch into what today is all about so welcome get comfortable, and we hope that you enjoy your afternoon with us. Good afternoon Highline College when it comes to equity. I am no stranger to the endurance and resilience it takes to sit and discomfort. And my name Joshua Moggy honest I work with one day and also in the counseling center have been at the college for over 16 years and I've excited that this is our second annual EDI here at Highline. I also want to say that the work is never complete. People come and go divisions take new shape. And the one constant is who usually shows up to participate, not just in a physical sense, but through an equity minded lens. See because for me it truly takes. It takes us acknowledging that when we go into the discomfort we take a risk and losing something, sometimes a friend, a colleague or family member. This is the challenge I wake up to daily because working toward equity isn't an option for me, and I do not get to avoid what is in front of me. Times are very different than what we're used to. And that is real talk. We are also probably very tired and frustrated. And with that said it goes without saying that equity diversity and inclusion work continues as we move forward as a country. This is an institution of higher education. So thank you for being here and challenging yourself to dig a little deeper this year as we get into the work that is both an internal journey and a journey we must go on together in order to create change and understanding that it is sustainable. Equity and inclusion work can no longer be done in silos ignored or given a choice to participate in. It is our responsibility to achieve self understanding and acknowledge our own growth edge when it comes to equity and inclusion. We must engage in and embrace the discomfort. So my challenge to you my colleagues and friends is to ask, what am I doing to be a part of the collective and create space that is culturally responsive in our classrooms, our office space, and with one another. It is important now more than ever and important for us to continue to carry forward what we learned today and implement now. And when we come back together again face to face on campus. I'm excited for all of you and hope you play it big and not small. This work is too important and crucial for us and our campuses we continue to do better. We always reach more than we thought we once could. When I think about reclaiming education and what collective responsibility is or looks like. It's one where all my students in my classes are seen. And when my fellow colleagues at all levels of the institution are able to be at work and join one another with integrity and appreciation and respect. When events are attended equally not just our staple events and not always by those who always attend. Lastly when it is transparent on what our work is and how we will achieve it together. We have an opportunity now to work on what we want our best to look like when we get the opportunity to go back to campus. To use this opportunity wisely. Why don't we take a look at what our colleagues have to say about what reclaiming education, a collective responsibility means to them. Reflecting on reclaiming education, collective responsibility. I think my role as president is to make sure that our students, staff and faculty have the tools and resources for them to be successful. So for our students to achieve their educational goals, even if they don't know what those goals are at the time. But to be able to create a pathway for them to be successful and embrace all the goals and talents that they possess and they deserve to have. And for our staff and faculty, making sure that we have the resources to model success and to model service. Rather it's instruction or service delivery to our students, advocating at a national level, advocating at a local level. But again, putting the services and needs of our students, staff and faculty first. Good afternoon, Highline family. My name is Doris Martinez. She heard her pronouns and I serve as a director for the Center for Cultural and Inclusive Excellence. My name is Tanya Powers. I'm Alaska Native, Saint Lawrence Island, UPEC, Associate Dean for BS and Workforce Pathways. She heard hers. Hey Highline and I am Aisha Valencia, she heard her pronouns and I'm the Associate Dean for Student Life. And why you see these three beautiful faces on the screen today is because we had the opportunity about a year and a half ago to attend the People's Institute. With the two and a half day Institute in particular, the name of it was Undoing Institutional Racism, and it focused on structures that perpetuate racism. And the Equity Task Force asked us to reflect on some things that we've learned from the Institute and how we've implemented that in our work since that last time we met about a little bit over a year and a half ago. So we wanted to share some reflections with you today. Thank you so much that the Undoing Institutional Racism session taught us. However, one of the things that stood out to us was the continuum on becoming an anti-racist multicultural institution, which is a chart that you see right in front of you. As you all can see, there are six different points. So where are institutions now and where institutions need to go. In the room, we had about 30 folks leadership individuals from our institution, and we collectively looked at Highline and identified ourselves between the two and the three. We developed an institution in a multicultural institution. And for Highline being the most diverse institution in the state of Washington, we thrive ourselves and strive to be inclusive, culturally responsive. It's a little alarming that we would look at ourselves between the two and the three. And what does that say about the collective work that we are doing or not doing. So what we are looking at now is a call to action. We do not want to remain at a two or three. We want to strive for a five or a six. And so that requires really doing deep reflective work around looking at how we address our own personal biases. And to look at the biases that are in our institution and through our systems. And to add to that, another thing that was revealing, I guess you could call it that, is how much work our institution still needs to do to reshape gatekeeping. The People's Institute offered different principles and values that we could use to build a movement for social justice and equity and reshaping gatekeeping was one of those. And so I want to read to you what that is so you can ponder for yourself about how do you think Highline is doing in this category. So reshaping gatekeeping, as the People's Institute defines it is quote, we recognize that persons who work in institutions often function as gatekeepers, who ensure that the institution perpetuates itself. Gatekeepers who operate with anti racist values and who maintain an accountable relationship with the community can help to generate institutional transformation, rather than perpetuate an unjust status quote, unquote. And I think I can speak for almost everyone that attended this that we identified collectively as Highline College leadership, directors, deans, department chairs, coordinators, vice presidents, that we all have a role as gatekeepers, whether we realize it or not, and that we all have a lot of work to do to stop gatekeeping, starting with acknowledging where we're doing it, and how do we start to dismantle these structures and these, these policies for people that are in these places as gatekeepers. So in closing, we ask you, how do you apply reclaiming education in your daily practice. Highline College. Now, here's our college president, Dr. John Mosby. Hello, Highline College happy Friday, happy May 1. In some ways it seems that May 1 flew by here and other ways it felt like it's taken a long time to get to May 1, but either way, we are here and a lot of the words I was going to say actually Dean Valencia mentioned are here, which is great and I just want to echo what Aisha was saying I just want to take a moment and really just thank the equity task force, the planning committee. In particular, I want to highlight Natalie and Aisha. This work is to put an event on is extremely challenging anyway, and this magnitude and then to be able to put it 100% virtual in a very short time period. And much like what we've had to do with our emergency remote teaching and service delivery is quite a feat. So many thanks to the task force, the committee, so I make sure I don't forget anybody. Just the collection of people who I think have just done a great job and, again, very proud to be a part of Highline very proud to serve as president very humble to service president of the institution. And as we continue this amazing afternoon. I want to, you know, really take a moment and for us to really be able to sit back for a moment and reflect on the past year, but on the past couple of months, in particular. A few months ago we never thought we would be dealing addressing being challenged in a way that we never thought possible. We also thought a few months ago the fact of being able to provide instruction to provide service living of all sorts from a virtual primarily virtual format was not even possible. How can we provide instruction basically changing that overnight how could we provide financial aid and financial support to our students to be able to provide technology, not just for students, because many of them don't have that but for numerous staff and faculty who don't have didn't have the technology and resources. And while we are continually working and striving to meet all those needs. It's something that we should celebrate two months later that people are getting served. It's challenging. It's clunky. Sometimes it's messy, but we are serving our communities. Our faculty are doing a phenomenal job of providing instruction. Our staff are providing a phenomenal job of really being able to provide services for our students and our students are doing a phenomenal job being resilient and again striving to the best of their abilities to achieve their educational goals. In spite of the mounting challenges that affect on a local, national and global level so just wanted to take a moment and always in terms of just remembering that we can focus on the amazing positives and amazing accomplishments that's going on. And at the same time know that there is much, much more work to do. But I'm confident that we are moving forward into that end. This is why I'm so excited that we're doing our EDI day today our second annual one. And I encourage all of us as we continue this afternoon as I look at the participant number we had over 340 participants on a Friday afternoon. That you continue to do a few things that you focus, continue to focus on the challenges ahead of us and our goals and what we need to do to serve our entire community. That you explore opportunities and challenge yourself in terms of how we think, how we move, how we act and the implications and the benefits that that has to one another. And to learn. I am such a fan of just being able to try to live my life to learn as much as I can, and I learn every day and that's my goal to continue to learn to be the best possible educator advocate colleague friend son. Human being as much as I can and I would encourage you to have. I'm sure you do that same mindset and that same drive and wish, not just this afternoon but but moving forward. Lastly, please take the time today to enjoy an opportunity that very few institutions across our country have. There are very few institutions that are doing the work and attempting to do the work and challenge ourselves. That other places aren't. And lastly, in terms of again going back to collective responsibility, reclaiming our education. My commitment and my hope is to make sure that every single person that is a part of the Highland College family is seen, seen every day be it in the classroom. On zoom in when you're eating on campus when you're walking on campus in the parking lot as you wait for the bus that you were seen on this campus wishing you all a wonderful afternoon. Thank you. Thank you, Dr. Mosby. That was inspirational and we appreciate you taking a moment to be with us as we welcome our community virtually to such an important day. We, we heard a lot of chat in our chat box around the blurriness of the video so I just want to address that real quickly, and want to say we are so sorry. As we are all experiencing unstable internet connections and learning how to convert videos and making captioning. This has been quite the learning curve so we apologize for the blurriness of that document that definitely was something that we just saw all together live in the same moment. We will go ahead and send out an email attachment with those two documents that were referenced in that video. So you can take some time and learn a little bit more about those concepts and topics and then bring that back to your department and discuss. So now we would like to bring back Dr. Mosby, and he has the honor today to introduce our speakers that are also spending some time today with us so shout out to our speakers and thank you again Dr. Mosby. No problem. Thank you very much. It's my pleasure to and I'm going to have to read because the bio is pretty extensive and pretty outstanding so I don't want to forget anything. It's my pleasure to introduce Esmeralda Hernandez. Esmeralda has worked at the center of urban education as a project specialist for over three years. SCUE she works with practitioners at community colleges and four year institutions across the US to close racial equity gaps in areas like transfer faculty hiring and course completion. To this end, she facilitates discussions on race and equity mindedness in Leigh's practitioner inquiry into their everyday practices policies and structures. She holds a BA in political science and minor in education from the University of California Irvine. She is also finishing her PhD in higher education with the focus on organizational behavior and management at the University of Michigan and Arbor. Her research interests revolve around higher education institutions change or do not change to align with equity and social justice. Her dissertation focuses on how practitioners act individually and collectively to institutionalize change that supports undocumented students on their campus. It's my pleasure to introduce again Esmeralda Hernandez. Thank you so much, Dr. Moseby, for that introduction and I'm so happy to be here. Thank you to the Equity Task Force, the planning committee, to Rikitia and Natalie, who I was meeting with to plan for this event. I want to circle back to something that Dr. Moseby said, which is that very few institutions are doing this type of equity work. And I can already see from the beginning, the first 30 minutes of this presentation that there was so much intentionality that went into this day and into at least this first 30 minutes. And that is the kind of intentionality that I hope that our work through the Center for Urban Education will help others at the institution continue that work. And so, as Dr. Moseby said, my name is Esmeralda, my pronouns are she, her, hers. And I'm going to be taking us through a presentation that I put together. That's kind of an introduction to equity and to equity as the Center for Urban Education understands it. And as we go through the hour and then into our breakout sessions, we hope to introduce equity and also the practice, you know, how do we start to step back from our day to day practices and really ask ourselves, who is our institution working for how am I serving racial equity. So let me bring up that presentation now, and we'll get started. All right. Everyone saying that. I hope, and I wanted to get started. And I should note, there were 14 images on this slide and because of some zoom. We had to put it down to 10 so that everyone can participate in the polling that I wanted to do. So it was very hard to choose only 10 images. But we usually I usually use this image which we will now as well to think about our our own colleges experiences. But before we get to that, I do want to acknowledge as many have already that we are in a pandemic that it is a crisis that we are working in a crisis right and that I myself am in and you know an imperfect place. So I'm trying to give you this information and we're all doing our best. And so I wanted to just check in with everybody on how on how you're feeling and try to use these images, you know, see if any of one of these images. You feel you can relate to it on on how you're feeling and so I'm going to launch this poll now, you see that the images are numbered. And then so it's, if you find an image that kind of speaks to the way that you're feeling right now. Go ahead and click that number. And, and I am going to wait a few, maybe about 30 seconds for people to place in their answers, and then we'll be able to see the results, share results. Okay, so here, we can, we can see the results of the poll. The images are on the PowerPoint. And if you didn't, you weren't able to do this poll, I'll have one more question after this, but you see, most people are relating to image number six. Right, which, which makes sense. It's the image of the two hands that are just above water and and that makes total sense for this situation. So thank you so much for for sharing that but there are also folks who are relating to many of the other images as well and, and I, I, I feel all of you, I'm with you, whether you have support where you whether you are barely surviving. That is all normal and, and okay in this situation and, and I do hope that if you do need help that you can find support at this time. I'm going to stop sharing this and then I'm going to go to question number two using the same images. Answer, you know which of these images on the screen describe your own higher education experience. And it seems like a lot of people related to number seven, just maybe a lot of studying. There were 1314% of you related to number three, you know, really getting maybe a hand up to the top related to number two, really climbing that mountain, maybe with, you know, with others that are that are there as well. Great. And it's, you know, and so I do this, of course, as just a warm up to get us thinking about our own experiences. Oftentimes our own experiences really shapes the way that we're going into the way that we do our work, the way that we see the world. And, you know, in, in many ways, it can, it can help us to do our work. And in some ways, it can also blind us to the experiences of others. And so it's really great to just kind of get a feel for, you know, how how people felt throughout their, their whole experience. And as we already kind of acknowledged, of course, the state that we're in in this pandemic. And it's also in these times of crisis that it can be difficult for us to really focus on racial equity and the development of our own equity mindedness. I commend to Highline College for continuing to move forward with this Institute, even under all of these restrictions. And that it's particularly important because, you know, we have to remember that implicit bias tends to occur more under the circumstances of stress and lack of information and time pressure. You all are undergoing those kinds of things right now. So it's actually under times like in times like this, that we really need to think about racial equity even more and be more intentional about it. Because with not at the forefront of our mind because we are dealing with other with other things for some who are living the experience and who are also experiencing racism every day. It can be at the forefront right and I have to think about particularly Asian Asian American Pacific Islander folks who are undergoing and experiencing a lot of xenophobia at this time. And, and all everyone who is feeling kind of that those racial experiences and experiencing just that frustration from everyone that is that is causing stress and is causing stress related to our minoritized identities as well. Also, before we start I should say right for the Center for Urban Education today I will be talking as we go into the agenda about particularly racial equity. That said, all sorts of equity are important. We know there are many minoritized populations, right, LGBTQ folks, foster youth, veterans, low income students. So those are all important to think about at this moment. The Center for Urban Education we focus particularly on racial equity because we find it is the hardest one to talk about. But all of the things that you will learn today we hope that you can absolutely apply to any minoritized student group as you think about how do I more intentionally serve them in the institution. So I did want to acknowledge that as well. So today, we already went through our welcome and warm up. And then we're just going to, we're going to define equity and equity mindedness. We're going to go through Q series of change and looking at some high line college data as a place to start our conversations around racial equity and what it looks like at Highline College. And then we'll talk a little bit about inquiry as a way to move into our breakout sessions and start to put these ideas that we start to talk about in into practice. So defining equity. And so we say at the Center for Urban Education that equity is not equality and equity is not diversity. And so, why is equity not equality. Right, so equality imagines a world, an equal world, right. And which every student as you see in this image has the same kind of journey to their goals. Right. But we know that the world isn't equal. And that you might have students that on one end, you know, I have access to scholarships. Their parents went to college they had access to honors courses. They have active social networks and social capital. On the other end, we might have students who went to poorly funded schools, had less skilled teachers had high counselor student ratios, had a truncated curriculum. They're kind of coming out of this whole. Right. And so, and so there's something yet that I hadn't haven't talked about about this image but that all of us kind of know already. And that I am insinuating through this image that most racially minoritized students are are coming out of that hole. And that maybe are more privileged students are white students, in particular, some Asian populations that they are on the side with all of those privileges and access. Right. And we know, of course, that that's not always true that there are some racially minoritized students who parents did go to college or who did have access to those honors courses. There is a reason why there is a large pattern in the United States about why many and most racially minoritized students fall in getting out of the hole and where white students are more likely to have access to those to those privileges. And that has to do with the history of racism in the United States. And so there are a great number of institutions and policies in the United States that have contributed to structural racism in the United States. Right. So of course, some of those are slavery. And after slavery during Jim Crow laws, the denial of voting rights, the redlining so that we start to see extreme so and which always was there extreme segregation in the United States between racial groups. Right. So, and of course, with all of that, there's policies on funding schools and tying the funding of schools to tax dollars. And of course, when all when racially minoritized folks tended to live in lower valued areas, then that led to poor funding of schools. So what we see today is an accumulation of wealth, right from those who did not have to. We're not subject to all of these policies from and and these policies then did institutions, which included the government, education, the legal sector, right, law and policing, as well as banking and being able to get loans. So, and education, right and not and for example with black people and throughout the history also Latinx and other racially minoritized groups not being able to access higher education or equal education. Right. So, so that's why we see then this pattern, in which we do see most racially minoritized folks in in coming out of that hole. Right. It is because of this legacy of policies and practices that have gotten us to this point. And that is something that we need to acknowledge and needs to be acknowledged in order to move forward and to understand that racism still exists because of this legacy. But in addition to that, I would say that if this is the ladder is the institution that students are coming in with a broken ladder. Right. And particularly racially minoritized students, you know, they're coming in with very specific barriers within the institution. Some of those might be microaggressions implicit bias disproportionate remediation. Right and and depending on the minoritized groups that you're a part of, right. Whether it be gender or sexuality. The latter might be broken for different reasons. Right. So we have to learn what is it about about that ladder within the institution. What is what are the barriers for our students. So, and I want to go a little bit deeper into what some of those things that are breaking the ladder are. So one of them is implicit bias, which refers to attitudes and stereotypes that affect our understanding actions and decisions in an unconscious unconscious manner. And we all hold implicit bias. It's kind of like it's in the air we breathe. Right. And, and so it's all we can only mitigate it when it's kind of at the forefront of our mind. Right. But we all have have implicit biases. And one of the things that kind of shows our implicit bias is when we ask questions that that that make us pause for a second. And for them this is the image from race forward is an example of one of those pauses. Right when said one of one of the two people above is a convicted felon. And it might cause some pause for folks because of the policing of particularly black men. And because of the over incarceration of that population. I think that new dog is the convicted cell and that might be where your mind goes to first, even if you already know the story of how Mark, their steward, right committed fraud and was sent to prison for for fraud. It doesn't make sense to us right away. And part of that is because our of our racial biases. Another is microaggression, which Gerald wings to write a lot about, and there's also a really great webinar done that was just done last week, or this week by by Dr. this would and Dr. Frank Harris, the third that talked about racial microaggressions and how they are relevant, particularly to particularly to our situation right now. And I'll make sure that you have a link to those webinars which are available on their YouTube channel. But what microaggressions are for those of you who don't know are everyday verbal nonverbal flight, no, or insult, whether intentional or unintentional, which communicates hostile derogatory or negative messages to target persons based solely on their marginalized group membership. So that might be something like being surprised, you know, someone say a black person being a mathematician and someone being surprised. Oh, you're a mathematician. Wow, that's amazing, right and kind of feeling like that that that person is an outlier, right, for for being a mathematician. It might be just kind of stepping back or feeling afraid when looking at when seeing a person of color and being startled. Right, it's just for those who are racially minoritized or you know and for for women and other groups minoritized groups. It's things that even if people don't intend them the way they do. They make you ask, was that said because I'm blank. Right. So those are the things that students are experiencing every day right within our institutions and classrooms. And even though it might be a small thing, the accumulation of them, and also just the the knowledge of where that's coming from is reinforcing a belief. A stereotypical belief. Right, whether that belief is that I'm a criminal or that I'm unintelligent. Right, those are the kinds of messages that were that racially minor tech students are receiving every day. There's many other things that are contributing to the racially, you know, broken ladder. And we don't have the time to cover them all today but here are some of them. These are all really great topics to start to read on if you start as, you know, in order to become racially literate. So I would say if you know you don't know where to start on being able to being able to be a more kind of critical and and and culturally relevant practitioner, starting to read some of these books is a really great way to start to build your knowledge base and therefore be able to kind of show up authentically as a practitioner who is doing the work in order to close the racial equity gaps and to be able to serve students and particularly racially minor type students in an authentic way. Okay, so and then within that same picture, you know, especially coming up through the 90s diversity became a really popular term. And so since we've since moved to equity and so what's the difference right what's the difference between diversity and equity, and what we found and Highline, you know, should know this as the most diverse campus in Washington State. Diversity is bringing more students to this broken ladder right to this unequal pathway. And that's why, although there was some hypotheses that, well, if we just diversify our higher education institutions and that'll solve the problem, everyone kind of just being together and coming up from each other, that will solve the problem. But as we see, especially within community colleges around the United States, and especially in places like California and Washington, just bringing just access, right, is does not mean equity. That's not automatically going to solve the problem. And so diversity really is about access right who is able to come into the door who is at the table, which is still an important question to ask, especially in places that are still not diverse. And we're talking about equity. We're really talking about redirecting resources to the pathway, understanding that there is a broken ladder, and therefore being able to build awareness and knowledge, and be able to ask the questions to be able to fix that broken ladder within our institution. And that part of those things that I'll talk about today is regular data disaggregation and analysis, setting goals, you know, providing trainings like this and more. And practicing inquiry to understand how our practices and feed equity. And at Q, you know, that's what we strive to do we strive to create tools that would help practitioners to ask questions about their own practice. And we hope that that's what we'll do for for the rest of today. So we said there are two dimensions of equity at the Center for Urban Education. The first is the, or one of them is the accountability dimension. And that's proportional representation of historically marginalized groups and educational outcomes. And that's in the data. What is the data saying about racially minoritized groups at the college. And I'll go a little bit more into that shortly. The second dimension is an equally important dimension. And that is the recognition that institutional racism and other ism are an entrenched characteristic of our institutions that have to be dismantled with strategies that are race conscious right and critical theories of race, including whiteness right and so. And that is sometimes a very much harder one to to understand right and that requires us to become more racially literate as practitioners because unfortunately, our education system and the way that we've been socialized and higher education has not taught us to be racially literate yet right. And so, and so it is these two dimensions of equity that are equally important into making equity a reality on campus. So, if we go back to thinking about the accountability dimension. Equity can seen at can be seen as proportionality, basically, right so we would, for example, expect that if an entering student population is 56% white students 32% Latinx students that the graduating that graduating students cohort 68% of those graduating would be white students and 32% sorry that's backwards 32% of those graduating would be Latinx students. So in this case, sorry that's probably that was on purpose. This is not equitable right so if we have only 23% here and 32 coming in. So again, like I said, representational equity. If if these numbers add up, then we would say that's equitable right the data is showing that there is that we're not that we have equity in terms of the few folks who are coming into the institution and those who are graduating. Another important part of the accountability dimension is disaggregating data right so for any student population that you all are interested in at Highline College. It's important to be able to to get the data to see how they're how they are navigating the institution. What's what does their success look like, what does success mean and what does their success look like. And why we say it's so important to disaggregate data is that you might have, you know, a total number. So this is an example, say there's 60% course success rates and given semester at an institution. So that might be hiding right is, is, is all sorts of different numbers for different racially minority groups. Right, so that might be hiding then, of only a 40% success rate for for black students. Whereas Asian students or white students might be doing much better, and that might be what's pushing the aggregate numbers up. Right, so it's important to be able to see these differences to see what is the data saying about how we're doing at the institution. So I want to pose a question and I'm not. And if you want to reply in the comment box. That's, that's okay and if you don't want to reply that's fine as well. But you know what hunches do you hear people put forward to explain why racial ethnic inequities exist. Because education then usually take on racial ethnic inequity. And while I'm pausing there I'm just going to go to the Q&A to make sure that there are no questions for me but if you have a question. Someone said higher education thinks of remediation. Right, absolutely. Someone said I've heard faculty, Alison says I've heard faculty dismisses as a pipeline problem. Yeah, someday it'll get better and it'll all go away. Some faculty say those students have more barriers and are not as college ready. Yeah. Create more clubs. Right. Yes, certain cultures value. Yes. Okay, great. So this is that's good and I'm looking at some questions now as well. Is the book list available somewhere on all make sure that you have access to this presentation afterwards and I believe this is being recorded as well. And that way you can you're able to look up all the books that we have. Yes, so I'll be able to list the resources that I give and be able to send it to you all. Oh, I have a good question about where do where do Arab Middle Eastern fit in your data. And that's a really great question, because there's still, so there's still issues, even if we look at the course success rates that are there now, right, that I say have been disaggregated. There's many populations within these categories that have not been disaggregated right so even even Asian populations or Pacific Islander population, especially at Heinlein has that is an API, or on a PZ. You know those are really important things to disaggregate further. And, and it is important to realize right that there's some experiences that are very specific to the Arab or Middle Eastern community. And if it makes sense and is and you're able to disaggregate that data, then I say absolutely let's do that let's have that conversation right. And, and that's a conversation that you need to have as an institution. Right, especially if you're hearing, I have a lot of Arab and Middle Eastern students that are experiencing a lot of microaggressions that are, and I, and we see in the data that they're doing that they're not doing as well but you can't do that until you disaggregate. Okay, so let's move on. And so, you, you, so you said a lot of these things right so this is kind of the way that higher education response more support centers more developmental courses or remediation maybe more tutoring more advising more early pathways, maybe, you know, oh students just need to have more grit or growth mindset. Okay, so these are some of the ways that higher education might respond to this and as we move on, I hope to problematize right some of the ways that higher education response to to this data. Some of you have already can basically know where I'm going with this right in terms of a deficit mindset. So before we move into kind of cognitive frames and equity mindedness and deficit mindedness. Let me make sure that I have answered all your questions. So there was. Yes. Yes, so what about Southeast Asian communities. How reflective is it. Absolutely. So again, really breaking down that that Asian category, Asian American category is really important. Okay, so, so what is equity mindedness. I'm getting. I'm wanting to read your comments, but I'll get to them in a moment. So what is equity mindedness. So, before we talk about what equity mindedness is important to understand what is a cognitive frame. You know, our cognitive frames is something that a fellow that's among his director of center urban for education did some research on. And she found that people had different mental maps right a kind of frame is a mental map attitude and belief that a person maintains to make sense of the world, and they determine things like the questions that we ask the information that collected what we notice how problems are defined what courses of action should be taken. And so, like many of you said in the comment box right are a very common cognitive frame within higher education is this deficit minded frame. Right and what a deficit minded frame is it's one that focuses solely on students. Right, so like the students preparedness, motivation, commitment, self discipline, or even their kind of their, their environment, right, where, where they're coming from, whether they have a family. It's really focusing just on students and some things that we cannot control. They rely on unexamined assumptions. And, and on stereotypes and bias. Right, so when we say something like, well, you know, Latinx students, you know, they're, they're just so busy with their families, and they're working. So it's very difficult to for them to be able to be successful. And there's issues with, there's a lot of issues with that one is that it's relied on stereotypes right not all, not all Latinx students have, you know, family obligations outside, or have a job outside. But it also erases the experiences of Latinx students who did have family obligations did have a job outside and were successful, usually because they had practitioners who were able to guide them through and navigating the institution. And because sometimes it's because of luck, right, but they found someone that was able to advocate for them. So how do we make it normal right for a student to be able to succeed, given that they have other responsibilities, we're all juggling different responsibilities right that shouldn't necessarily be an excuse to for a student not to succeed. Now we say equity minded. So, instead of being deficit minded, we want practitioners to be equity minded and we feel like this is a huge key to creating equity oriented institutions. So we say let's not focus on best practices, let's focus on best practitioners, and, and the best practitioners, we feel our equity minded practitioners, and those are practitioners who are race conscious in a positive sense. And so, which means that they're racially literate they understand these structural racism and how racism lives within the institution. So they are able to see race and understand that that is a big barrier for that these experiences are big barriers for students as they navigate the institution. They're aware of racially bound beliefs and values. They use the data right to be able to tell some of the story of student experiences, their practitioner focus. What is it that I do and how, and, and how is it that that might be contributing to the gap. Right, and their action oriented. So at some point it's really important to have these conversations, but it's also equally important to be able to then move it to action. So I'm going to go through a little exercise with you all to kind of talk about when people say things, you know, how can we start to categorize them and be able to to recognize them as being deficit. And that way we're more able to then change even maybe the things that we say, right and realize, oh, that that was very deficit minded and start to change the way that that we start to talk about students, and that others of the institution starts to talk about students. So we're going to have a quote out here, we're going to read the quote, and then, and then we're going to decide where, where to put that quote, and we'll discuss it. And we're going to put the quote, according to this, to this plane so up top, you have institutionally oriented. Also, we say practitioner oriented versus student deficit oriented. So is this is asking whether the quote is focused on the institution or the practitioner, or whether it's focused on the students. And then on either side, we have colorblind right is the is the is the statement. You know, colorblind and that it's kind of talking about all students, all students in the same bucket, or is it race conscious right is it talking about a specific racial group or racial group. So this is our first, our first quote, students don't do their homework because in high school, all they had to do was pass the final race doesn't matter. It's just that our students are young and have a sense of entitlement. They think they should just pass just for showing up, and they don't even show up all the time. So if people can comment in the box, you think that is institutionally oriented or student deficit oriented. I see a lot of student deficit and I'm saying I'm seeing some deficit and we hear it all the time. And is it race conscious or colorblind. That's so we're seeing. So it's not talking about a particular racial group, but it's still being very very deficit oriented. And, and this is particularly problematic, especially for college like Highline College, because as you said, Highline College has a very high percentage of racially minoritized students. So even when you're talking about all students, there's still something about talking about all students that still seems racialized, even though we're not putting, we're not saying it's about race. All right, so that's that's very tricky. Let's go to the next. All right, so. Okay, so black students are clearly not completing pre-calculus at the same rate as other student groups. Their families don't value education like Asian families do is that institutionally oriented student deficit oriented. Someone said a first racist and then student deficit. Yeah, so, so I'm seeing a lot of correct answers. So that is race conscious student deficit. And even though I mean this is not always straightforward right even though it's race conscious again we're also Asian Asian families. So that spans many different ethnic groups. Right, so, so it's, it's, it's certainly not a complicated or racially literate things to say. Dr Rivera added an assignment to his syllabus requiring students to visit his office hours. He acknowledged that the difficulty is getting them there. He commented on the potentially stigmatizing effect of sending individual Latino students to his office hours, noting that they might be intimidated or remember past meetings with professors that weren't supportive to counter that he created an assignment requiring all students to visit his office hours, at least once. And he spends the time getting to know them better. He also took class time to show his students where his office is located. So I'm seeing some answers come in and I'm seeing institutionally oriented. Oh, someone said institutional and color blind I'm wondering why we're saying I, and I think we're saying it's race conscious because he's really focusing on his Latino students and now here I'm making assumptions that, you know, maybe he saw that, particularly he was having trouble with his, with his Latino students going to office hours. And that is why he really focused on that group when changing his tactics right and thinking what is it that he's that is going to bring them in. And he's also acknowledging through that right that there is a history, right of, especially with with black and brown students around their relationship to authority. And their relate their relationship to authority can really hinder the ways that students interact with faculty around things like office hours. So I'm acknowledging that he creates he tries to create a space in which his students don't feel intimidated and know that his office is a safe space to be. The last one, like, I honestly don't like, don't look at my students, their heritage is not in my head. Here's everybody. What can I do to keep them interested in what I'm doing. I'm seeing answers come in. Yeah. So that's that goes in the last one institutionally oriented and color blind. So now, hopefully that helps you to kind of start to be able to point out when people are saying things that are student deficit. And, and really, then trying to dig deeper, you know, when you're saying these students who are you actually talking about. And, you know, and really debunking those assumptions and stereotypes that are going into those student deficit oriented statements. Okay, and then let's do our last polling question. The question is, think of the faculty staff and administrators you work with the most frequently do you often hear institutionally oriented color blind frame, the institutional oriented race conscious frame, see student deficit oriented and color blind frame, or D, a student deficit oriented and race conscious frame. So let's open up the, I'm sorry, I believe I was sharing that poll the entire time. Go to three launch that poll. So, while while we're waiting for things to come in, I know that there are some questions and let me get to at least one of them. If we can bring questions and other questions into our breakout room. We can answer them at the beginning of our breakout session. Share the results so you can see them. And let me find my question and answer Fox, there we go. How is our socialization process from infancy to adulthood and beyond add to implicit bias that's a really great question and a very complex one. But there are, there are many, many different ways in which we are socialized into kind of understanding these stereotypes without even thinking about them. For example, the media media is a big part of that. We grew up watching movies in which right the black person died first right in which let's let next and LGBTQ folks are not the main person of the story. Right. And so these are our ways in which because those stories are not there. And we tend to be able to dehumanize these these groups of people easier. And, and, and because of the roles that they did play right they might play someone who is less intelligent they might play someone who was the bad guy or, you know, who was delinquent. So part of that is the way that we that that we solidify that but also because of the ways that structural racism works. And because for example, black and brown communities are overly police. That's why we see right incarceration rates that are where we see racially minoritized folks, more likely to be incarcerated. And that starts to to then build this idea that we have right that racially minoritized folks are more delinquent, are less intelligent, right. Because we don't see these folks in positions of authority are in our faculty right and higher education and leadership positions within higher education as much. And every day things that we go to again it's the air we breathe right and so the socialization process is constantly fortifying itself in our minds. Bob is bringing up psychology which is a big part of this right of how racism exists. It's, it's unfortunately in our brain the way that our brain works and the way that we make sense of very complex information is very easy for us to put things into boxes and so things like attribution theory and attribution error right is a big part of why implicit bias happens. So how do learning communities such as emoji and point a bit or don't fit in with education institutional equity equity minor practice what kind of frame are these based on. I love this question because I love emoji I love 20. And we find usually that these that these are programs that work, right, that work for Latinx students, and that work, I'm seeing the time, and that work for our African American students or black students. But the fact that they are just programs that they still live at the margins of the institution. That is where the institutional racism comes in right if they work, then why can't we scale that to every part of the institution. And so it is about really be centering white that is a big part of the centering whiteness. Right, which is, if we were to center some of these other really cultural components into our institutions, then we would be able to see these different results that we do see at a smaller scale within within these programs. So I have about one minute, and I'm going to very quickly kind of just go through this one slide, because usually we look at this data. We look at gaps in educational outcomes, and then we just say okay what's the best practice that others are doing and let's do that best practice. And that's usually kind of higher education way to try to close racial equity gaps. What you found is that we're kind of missing some steps in there, because we have to see that data see those gaps, and then we have to step back and ask ourselves, why is it that those gaps are the way they are. And we need to that that requires a step of inquiry, really looking further into our practices to understand where within the institutions are, are these gaps really happening, and where within my practice are these gaps potentially happening. So it is only within through inquiry that we can move to have more informed interventions so not to say that best practices don't work, but that best practice but that best practice is just, just kind of getting what what someone else is doing and applying it to the high line without really understanding the context of high line, understanding the institutional racism that is going into that gap, then we, we can't really make a very informed understanding about whether that best practice is going to work or not. And even with informed interventions, you can you can make a change and it still may not work. But which is why, you know, there's that circle there of evaluation and intervention, evaluation of interventions, but it is really important that we engage in more informed interventions and hopefully our breakout sessions we can talk more about how to do that. Alright, well at this time, if we could all give like a virtual. Something, some love some high line virtual love to Esmeralda. Thank you so much for being here at this was an awesome way to start feel free to put some love and thoughts and high line vibes in the chat box. I can see that on this side of it so thank you everyone. We are about to launch into a break. Oh my gosh you're getting so much love. Oh I love the chat. This is the best way to start it out. So, built in a little break we know we need stretch breaks body breaks take care of yourself. In the chat box I'm going to provide some instructions around finding the link for your next session which is basically in your email or on the EDI website. If you could make the time to find your right link and attend the session you RSV RSV feed for that'd be awesome. And let's continue the discussion and breakouts. See you soon. We get started back at 215.