May 12, 2022

Attendees: Mallory Newell, Lloyd Holmes, Mary Pape, Lisa Mandy, Iman Seal, Pam Grey, Christina Espinosa-Pieb, Rob Mieso, Thomas Ray, Marisa Spatafore, Tracy Chung-Tabangcura, Cheryl Jaeger-Balm, Tim Shively, Randy Bryant, Alicia Cortez, Yvette Alva-Campbell, Patti Guitron, Sal Breiter, Lisa Ly, Sarah Wallace

Feedback so far:

• Feedback from CPC at the last meet was incorporated into the section on how we would assess the plan moving forward.
  • Work with college and district shared governance committees to establish funding models that uplift and support the institutional initiatives and metrics

• We identified a few places were there was deficit language around students not succeeding and changed it to an institutional responsibility.
  • g., De Anza’s transfer rates for Latinx and Black students have not yet reached levels comparable to the rates for Asian, white and Filipinx students. 

• We added some language to the Preamble that while we have been committed to equity for over ten years, we are still seeing gaps in outcomes for particular student groups, and to close these gaps, will take bold efforts.
  • De Anza’s success and completion rates for students are consistently high, ranging far above statewide rates. However, disaggregated data shows that we are experiencing a significant equity gap between targeted and non-targeted student populations. While De Anza has demonstrated a long history of commitment to equity initiatives, in order to close the equity gap, we need to culturally and structurally institutionalize our equity efforts.

• There was a suggestion to remove the reference to the Governance Handbook.
  • We chose to keep it, since we do not know what governance will look like in the future, at the time of writing the handbook as current, and it notes the handbook is updated annually.

• There was one question around noting that the college could anticipate offering 50-60% of courses with an on campus component over the next five years.
  • We felt the workshop process was a valid means to collect input, as it was part of the strategic planning process. Further, we have survey results from fall and those coming in from spring and new students for fall that confirm that students want a mix of course options.

• There was a suggestion to minimize the role of Guided Pathways as it is currently a grant and may not continue.
  • We chose to keep it, as we have already seen, there are initiatives of GP that have already been institutionalized and will further be the structure of how the college operates.

• There was a reference to the fact that completion rates for Filipinx students have increased immensely over the past 10 years narrowing the gaps, but yet they remain a focus group.
  • We indicated that language exists within the document that highlights the gains, but that we do not want to remove them, in the case that they may make some backslides.
  • Equity gaps for Filipinx students have nearly closed to 5 percentage points and Filipinx students are no longer considered disproportionately impacted. However, they will remain a key focus group for advancing equitable outcomes.
• At the last CPC meeting there was confusion around what Goal 1: Outreach to Historically Underrepresented Populations was measuring.
  • Changed it to: Enrollment of students who identify as Black, Filipinx, Foster Youth, Latinx, LGBTQ+, Native American and Pacific Islander will be proportional to their representation within Santa Clara County.

We also received feedback that we have not yet addressed that we would like CPC to consider and how to move forward with the suggestions:

1. If we are going to call out racial and ethnic categories, we should consider using the racial and ethnic category names that are provided by the State of California. To my understanding, the names provided by the State of California are the names that are known and used by working-class communities to refer to race and ethnicity (i.e., the use of the terms Filipinx and Latinx are problematic

The committee discussed the use of Latinx and Filipinx by the affinity groups and student-led groups. It was determined that Newell would reach out to APASA and DALA for confirmation of their preferred name use.

1. If we are going to continue to elevate a racialized world and existence, then if we capitalize Black, we also need to capitalize White. Basically, capitalize all of the racialized identities equally so we can get better situated to address the real issue which perhaps is cultivating a better understanding about why racialized identities were historically created in the first place and then maybe we will also get ourselves closer to getting a better look at why it is that some folks are fighting so hard to maintain these historically created constructs. (Check out Ewing,  Appiah, and National Association of Black Journalists for more information)

There was extensive discussion on the reasons behind lower case w, and it was determined, that the college would continue to use a lower case w.

1. On page 14, I wish that the EMP reflected some of the definitions of Equity that were developed in our Fall and Spring workshops that I collaborated on with our learning community. Instead, the same statement from previous EMPs is used in this draft; I understand things are hectic now, and I look forward to 2027 when perhaps we will be in a place of readiness to update that.

It was determined that through the equity plan reenvisioned process taking place over the next few years that a collective definition of equity will be developed.

Any additional feedback from your constituency groups?

If any additional feedback surfaces before College Council next week and before final approval on June 10, we will resolve via email.

Reminder of the role of CPC moving forward:

• Work with the college to communicate out and commit to the Equity Framework
• Work with the Office of Institutional Research and Planning to annually assess the metrics and communicate to the broad campus progress on goal attainment and continuously monitor student needs from disproportionately impacted communities
• Identify groups that are experiencing the greatest disproportionate impacts across all metrics and work with the broader campus to develop strategies to support these student groups
• Partner with the administration to advance and uphold a commitment to equity in all college endeavors
• Collaborate with the Academic Senate, Faculty Association, Association of Classified Employees, Classified Senate, De Anza Associated Student Government and College Council to promote and create a culture of evidence-based equity practices for faculty members, classified professionals and administrators
• Support each department, program and unit in the development of best practices to improve student outcomes, based on research
• Work with college and district shared governance committees to establish funding models that uplift and support the institutional initiatives and metrics