Community and technical colleges (collectively referred to as associate's institutions throughout this brief) serve an important role in the U.S. higher education system. They are often an option for students who: (1) need skills development, an associate's degree, or training for specific jobs in their community; (2) need a more affordable college option; (3) want to test the waters of a college education before committing to a four-year institution; or (4) want to take one-off courses for personal or professional development. Community and technical colleges serve as an important training pipeline for jobs in their local region, and -- as their name implies -- they provide an opportunity for their community to participate in a collective learning effort tailored to the region's needs. Associate's institutions have faced specific challenges in recent years, including the following: (1) managing budget cuts; (2) managing shifting enrollments; and (3) maintaining their identity and mission. Associate's institutions' attempts to meet these challenges have led to some important differences from other institutions in the composition of their staff, the benefits they offer them, and the representation and pay of women and minorities. This brief provides data taken on these differences for the administrators, professionals, and non-exempt staff at community and technical colleges. [This research brief was made possible with the support of VALIC.]