M State的设计公平

推进公平事业

股本 by Design is a collaborative effort and commitment to advancing greater equity in the academic success of 明尼苏达州 students and reflects our commitment to advancing equity, 多样性和包容性.

Background

In 2015, the Minnesota Legislature established an important goal for increasing the educational attainment of its population: By 2025, 70 percent of adults ages 25 to 44 across all racial and ethnic groups would have attained a postsecondary certificate or degree.

Severe racial equity gaps in educational attainment still exist (see the Race/Ethnicity graph below). Given the demographic shifts within the state, it is critical that these equity gaps be 关闭d in order to reach Minnesota’s 70 percent attainment goal.

明尼苏达州 colleges and universities is the third largest system of community and technical colleges in the United States and the largest in the state with 30 colleges, 7所大学和54个校区. 明尼苏达州 colleges and universities serve 350,每年有超过5000名学生, with more students of color and Native/Indigenous students attending its colleges and universities than all other higher education providers in Minnesota combined.

明尼苏达州 is well suited to address educational disparities and 关闭 academic equity gaps.

平等对. 股本

股票是 ...
When an individual’s race, gender, economic status, sexual orientation, etc. do not determine their educational, economic, social, or political opportunities.
股本重视……
Leveling the playing field, ensuring the starting line does not determine where one finishes.

2030年明尼苏达州股权

明尼苏达州’s guiding principle of 股本 2030 aims to eliminate educational equity gaps at all 明尼苏达州 colleges and universities by 2030.

股本 by Design is one of many tools available to campuses to aid in actualizing the goals of 股本 2030.

设计公平优先级:

• 的领导哲学
• 局部上下文
• 制度变迁
• 问责制

结果

校园 that implement the 股本 by Design methodology should expect the following outcomes to be achieved:

• The identification of student populations that are impacted by the completion gaps.
• Utilization of an equity-lens approach to impact retention and/or completion gaps throughout 明尼苏达州.
• Recommendations for equity-minded approaches to address student retention, 毕业率, 和/或其他重点领域, especially in the areas of curriculum and pedagogy.
• Re-mediate practices and 政策 that are found to be detrimental to equity in outcomes.
• A renewed focus on institutional-level 政策, 文化, and structures that aim to achieve equity in academic outcomes.

“Being equity-minded thus involves being conscious of the ways that higher education -- through its practices, 政策, expectations and unspoken rules -- places responsibility for student success on the very groups that have experienced marginalization, rather than on individuals and institutions whose responsibility it is to remedy that marginalization."

Witham等人. (2015)

有公平意识的人……

•Color-conscious (as opposed to color blind).
•意识到信念, expectations and practices assumed to be neutral can have outcomes that are racially disadvantageous.
•Willing to assume responsibility for the elimination of inequality.

Bensimon,多德 & Witham (2016).

Reframing language: Deficit-minded versus equity-minded

A common example of deficit-minded language often used in higher education is the examination of “achievement gaps.” By characterizing disparities as “achievement gaps,” it places the onus on the students (typically from marginalized groups) by implying they are somehow failing to “achieve” (McNair et al, 2020).

An equity-minded approach to the same data would characterize the disparities as “equity gaps,” thereby placing the onus on correcting the disparities on the college or university.

A central tenet of 股本 by Design is engaging students in the work, which goes beyond mere engagement and instead understands that students are assets to the work and their experience on campus. Informed by Yosso’s (2005) Model of Cultural Wealth, we remind ourselves that 明尼苏达州 students:

• Possess cultural knowledge nurtured by family and community.
• Have the ability to maintain hopes and dreams for their future, despite perceived barriers.
• Have bicultural/multicultural skills attained through communication and experiences in more than one language or style.
• Hold networks of people and community resources.
• Have developed skills for maneuvering social institutions.

种族意识调查

• It is never a question of "Are my practices working?" It is always a question of "Who are my practices working for?"
• 谁/什么被重视?
• What attitudes, behaviors and emotions are students being asked to adopt?
• 是否存在种族化模式?

詹姆斯·格雷教授
科罗拉多州奥罗拉社区学院