NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED530596
Record Type: Non-Journal
Publication Date: 2012-Feb
Pages: 300
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-1-5792-2707-4
ISSN: N/A
Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice
Bensimon, Estela Mara, Ed.; Malcom, Lindsey, Ed.
Stylus Publishing, LLC
How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the higher education gaps for racial and ethnic groups? That is the question that informs and animates the Equity Scorecard model of organizational change. It shifts institutions' focus from what students do (or fail to do) to what institutions can do--through their practices and structures, as well as the actions of their leaders and faculty--to produce equity in outcomes for racially marginalized populations. Drawing on the theory of action research, it creates a structure for practitioners to become investigators of their own institutional culture, to become aware of racial disparities, confront their own practices and learn how things are done on their own turf to ask: In what ways am I contributing to equity/inequity? The Equity Scorecard model differs significantly from traditional approaches to effecting change by creating institutional teams to examine and discuss internal data about student outcomes, disaggregated by race and ethnicity. The premise of the project is that institutional data acts as a powerful trigger for group learning about inequities in educational outcomes, and that the likelihood of improving those outcomes increases if the focus is on those things within the immediate control of the participating leaders and practitioners. Numerous institutions have successfully used The Equity Scorecard's data tools and processes of self-reflection to uncover and document the behaviors and structures that lead to failure to retain and graduate students from diverse racial and ethnic backgrounds with a history of unequal opportunity; and to create the climate for faculty and staff to take ownership of the issues and develop sustainable practices to eliminate racial disparities in academic performance. The Scorecard can be used at a small-scale to analyze individual courses or programs, as well as broader institutional issues. This book presents the underlying concept of funds of knowledge for race-conscious expertise that informs this process, describes its underlying theories; defines the attributes needed to achieve equity-minded practice; demonstrates, through examples of implementation, what different institutions have learned, and what they have achieved; and provides a blueprint for action for higher education as a whole. For college leaders, instructors and support staff who feel the pressure--moral or otherwise--to close the racial equity gap that their institutions produce year after year, this book provides the structure, knowledge and tools to do so. It is also of value to scholars and students of higher education who have an interest in the study of organizational change. This book is divided into three parts. Part I, Theory, Organizational Learning and Tools and Practices of Equity Scorecard, contains the following: (1) The Equity Scorecard: Theory of Change (Estela Mara Bensimon); (2) The Equity Scorecard: Theory of Change (Estela Mara Bensimon); and (3) The Equity Scorecard Process: Tools, Practices, and Meanings (Estela Mara Bensimon). Part II, Practitioner Experiences of the Equity Scorecard, contains the following: (4) The Diversity Scorecard at Loyola Marymount University: An Exemplary Model of Dissemination (Abbie Robinson-Armstrong, Andrea Clemons, Matthew Fissinger and Marshall Sauceda); (5) Faculty Learning and Reflection from Student Interviews (Laura Palucki Blake, Edlyn Vallejo Pena, Diana Akiyama, Elizabeth Braker, Donna Kay Maeda, Michael A. McDonald, Gretchen North, John Swift, Michael Tamada, and Karen Yoshino); (6) The Math Project at Los Angeles City College (Leticia Tomas Bustillos and Robert Rueda with Don Hentschel, Daryl Kinney, Janice Love, Iris Magee, Naeemah Payne, Hector Plotquin, & Roger Wolf); and (7) Evaluating the Equity Scorecard Project: The Participants' Points of View (Edlyn Vallejo Pena and Donald E. Polkinghorne). Part III, Researcher Perspective. What We've Learned about Organizational Learning to Create Equity from the Equity Scorecard Process, contains the following: (8) An Activity-Based Approach to Promoting Equity in Community College Settings: Considering Process and Outcomes (Robert Rueda); (9) Institutional Researchers as Teachers and Equity Advocates: Facilitating Organizational Learning and Change (Alicia C. Dowd, Lindsey Malcom, Jonathan Nakamoto, Estela Mara Bensimon); (10) The Mediational Means of Enacting Equity-Mindedness among Community College Practitioners (Estela Mara Bensimon and Frank Harris III); (11) The Equity Scorecard: Chronicling the Change Process (Edlyn Vallejo Pena, Frank Harris III, and Estela Mara Bensimon); and (12) Reflections from the Field (Georgia Lorenz). [Foreword by David Longanecker.]
Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California