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Infusing Equity within Guided PathwaysBakersfield College
Justifiable Concerns about Guided Pathways If we focus on guided pathways wont that take away fromfocusing on equity? Does raising the completion of all students addressdisparities? If our students are barely passing now how will putting themin more classes help? How will our low-socio-economic students take more units ifthey need to work?Why is it important to address these concerns?
Equity vs High ExpectationsWhat is Equity?What are High Expectations?Are these competing ideals?Can you have one without the other?Does what we believe effect how weteach or provide service?
High Expectations of Guided Pathways
Considerations in Changing the Culture from LowExpectations to High Expectations Students in high school aretaking classes 8 hours perday.Students who transferattend school full-timebecause of the cost.A lot more can go wrongwithin a broader timeframe. When we raise thestandard for students theyraise the standard forthemselves. Most often students donot fail classes due totheir ability tocomprehend curriculum.-Disclaimer: Not every student fits this model-
*Data provided by California Community College Chancellor’s Office
We provide equitable services to produce equal outcomesIn an equal worldGuided Pathwaysshould look like this.But is the world equal.?
Are we perpetuatingthe inequalities?How are we includingequity within ourGuided Pathwaysframework?
Equity redirectsresources to thepathways with thegreatest needThis is why we haveimplemented AffinityGroups
Bakersfield College Affinity Groups1. Athletes2. African AmericanInitiatives3. Students with Disabilities4. EOP&S5. Foster Youth6. Dreamers7. Veterans8. Kern PromiseAffinity Group:Population of studentswho have specific orequitable needs
Completion Coaching CommunityAffinity Groups and vFacultySupportServicesFinancialAidData CoachDean
Affinity Group vs. Meta-MajorAffinity Group Distinctions More concrete foundation to build relationships with studentsTargeted outreach, counseling, and service offeringsCan be utilized to expand current equity programsMay already have components in placeMeta-Major Distinctions Ensures every student is within a completion teamAllows more robust faculty participation and curriculum alignmentBetter alignment with transfer institutionMore in depth knowledge of career trajectory and industry opportunities
Shifting from Programs in Equity to Equity within theCollege Structure of Guided Pathways
African American InitiativesStudent Success:Completion Cohort Intrusive guidance,advising, and counseling Orientation andwelcome activities Support Groups andActivitiesAfrican AmericanMentoring Program“Real Talk” (AAMP)Umoja ClubFaculty & StaffProfessionalDevelopmentGraduation CelebrationAAMP Males “Real Talk” Fall 2017
African American Initiatives Community PartnershipProject BESTFaith-based communityorganizationsHBCU’s at BCSchool DistrictsStudent Recruitment Targeted outreach andrecruitment at selectedhigh schools Community-basedoutreach programs AAMP Open HouseAAMP Open House Spring 2018
Narrowing the Focus
Narrowing the FocusSpring 20181. 783 African-American Students Total Enrolled2. 414 Students Have Completed Less Than 30 units3. 136 Students started Fall or Summer 20174. 89 Students started Spring 2018
Keeping Students on the Path:Completion Coaching31,000BC Students2300Arts, Humanities &Communication Students750PsychologyMajors75African AmericanPsychology Majors
AAI OutcomesHIGHER AMOUNT OF SUPPORT – DOUBLING AFRICAN-AMERICANENROLLMENT IN PROGRAMS THAT MATTER MOST
AAI Outcomes
Final Thoughts1. You cannot have Equity withoutHigh Expectations.2. High Expectations is only halfthe battle, students need oursupport.3. RELATIONSHIPS are thefoundation of our work!
Questions?
Bakersfield College. Justifiable Concerns about Guided Pathways If we focus on guided pathways wont that take away from . not fail classes due to their ability to comprehend curriculum. Students in high school are taking
