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Ethnicity Data Challenge

Join us as we discuss the new federal requirements for collecting data on ethnicity, explore the implications for community colleges, and determine how local senates can respond to this data gathering challenge. We will also examine the reasons for gathering student data and discuss types of data that may be useful for faculty and senates.

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Ethnicity Data Challenge

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  1. Ethnicity Data Challenge Beth Smith, Chair, Equity and Diversity Action Committee David Clay, Cañada College Jesse Ortiz, Woodland Community College

  2. Goals for This Session • Review the federal requirements for collecting data about ethnicities of students and employees • Explore what the new federal requirements mean for community colleges • Determine how can local senates can respond to the data gathering challenge • Examine reasons for gathering any data about our students • List types of data that might be useful for faculty and senates to gather

  3. TERMSAs Defined by the State Higher Executive Officers • OMB – Office of Management Budget • IPEDS – Integrated Postsecondary Education Data System • ETHNICITY – Represents social groups with a shared history, sense of identity, geography, and cultural roots, which may occur despite racial differences. • RACE – Represents a population considered distinct based on physical characteristics.

  4. Current and New Collection Data

  5. Questions on Race/Ethnic Data • Under the two question format, respondents should select one ethnicity code: -Ethnicity Hispanic or Latino Not Hispanic or Latino • AND one or more race codes: -Race American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White • Respondents will not be offered the choice of selecting a “two or more races” category.

  6. Old and New Reporting Standards

  7. Reporting Issues • Hawaiian/Pacific Islander is new category (taken out of Asian) • Two or more races is new option • Hispanic will probably increase • American Indian/Alaskan Native, Black, Asian, White, as single races, will probably decrease (some will move to other races)

  8. Some Advantages to New Changes • Better reflect current racial & ethnic makeup of communities. • Align with other agencies (such as EEOC) removing the need for dual reports. • Consistent with Census data and other national data. • Civil rights enforcement information will be more accurate. • Afford individuals of multiracial background opportunity that better represent them.

  9. Implementation Examples of Institutional Workflow Impact • Revise of student and HR systems and business flows • Revise all forms (both paper and electronic) • Resurvey ALL current students and staff • Assess institutional/State/others reporting changes • Others?

  10. Making a smooth transition… Solicit campus leadership support • Identify a project leader and build cross-functional teams • Technical revisions • Re-Surveying/Bridging • Reporting • Build into budget requests – examples: surveying and IT costs • Approach needs to fit with institutional culture

  11. Tasks: Technical Revisions Such as vendor update coordination/software upgrade, web interface update, data storage and retention Questions: 1. Should we maintain the prior (single question) data in some manner? 2. How long do we need to maintain collection documentation? 3. Should we develop a reporting variable to ease report writing?

  12. Tasks: Institutional Business Flow/Processes First - Identify all places where R/E information is entered -Admissions -Academic Departments -Registration (credit/non-credit; all levels) -Human Resources -File uploads from outside sources – identify all sources 􀁺 WHO ARE WE MISSING? 􀁻 Identify all paper/electronic forms that need to be revised 􀁻 Develop revised workflows for the onetime collection for current students/staff

  13. Going Beyond the IPEDS Data “ And Gladly wolde he lerne and gladly teche” Geoffrey Chaucer, Canterbury Tales We often forget that the best learners make the best teachers. What do you want to learn about your students?

  14. In small groups, answer the following questions: • What, in addition to the federal data, do you want to know about your students? • What existing sources of information are available to complement the new federal survey? 3. What data gathering tools would you like to help develop at your campus to facilitate better learning and teaching?

  15. Discussion Question 1 • What, in addition to the federal data, do you want to know about your students?

  16. Discussion Question 2 • What existing sources of information are available to complement the new federal survey?

  17. Discussion Question 3 • What data gathering tools would you like to help develop at your campus to facilitate better learning and teaching?

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