Despite brimming with talent for academic excellence, young men of color often face obstacles that impede their efforts and success. Recent research indicates that these students of color are devoid of success because of the environment they grow up in, lack of guidance and support to access education facilities, and family background. All these conditions make them vulnerable to give up their academic pursuit.
Professional Development Series
The Need of Professional Development
The professional development courses are effective to help learners plan, self-assess, reflect, bolster teaching skills, and intervene with the right methods to counter any act of disparities both inside and outside the campus as well as make educational opportunities accessible to students of color.
Why Choose CORA for Professional Development
To assist colleges in implementing culturally-relevant strategies for enhancing success outcomes of college men of color, CORA offers a series of professional development training programs. These training programs will also help in infusing responsibility and accountability in institutions and provide educators and the support staff with academic coaching to improve success outcomes for young college men of color.
This professional development series is based on insights from research and practice relevant to men of color in community colleges. The series features three workshops (75 minutes each) that are co-presented by Drs. Wood and Harris. Colleges can choose three workshops from the list below:
|Employing Culturally Affirming and Equity-Minded Teaching and Learning Practices to Advance Institutional Equity||Community College faculty play an essential role in institutional efforts to close equity gaps and achieve student success, yet many campuses struggle to engage a broad constituency of faculty in these efforts, leaving many to wonder, “What is my role and responsibility in advancing equity efforts in my classes and beyond?” Thus, in this address, the presenter will: (a) discuss the role all faculty must embrace to advance and achieve institutional equity and (b) propose culturally affirming teaching and learning strategies that must be employed by all classroom faculty to address inequity and disproportionate impact. The insights of this presentation will be derived from experiences working with community colleges across the United States in a range of equity-related efforts and initiatives.||Classroom Faculty||Harris and/or Wood|
|Advancing Equity to Achieve Student Success: Recognizing the Critical Role of Classified Professionals||Classified professionals and other educators who work with students outside of the classroom play a critical role in the success of community college students, particularly those who have been historically underrepresented and underserved in education. The current research on underserved students confirms traditional approaches to out-of-class support must be reconsidered to ensure success among these students. Instead, proactive and culturally affirming practices are essential to close equity gaps and advance student success for underserved students. Thus, in this address, the presenter will: (a) discuss the role classified professionals must embrace to advance and achieve institutional equity and (b) propose culturally affirming advising and support practices that must be employed by classified professionals to address inequity and disproportionate impact. The insights of this presentation will be derived from experiences in working with community colleges across the United States in a range of equity-related efforts and initiatives.||Counseling Faculty
Student Affairs/Services Managers
|Harris and/or Wood|
|Advancing Equity in a Climate of Resistance: Aligning Culture and Strategy||Although the concepts of “equity” and “equity mindedness” are more widely embraced by educators now than they were a decade ago, closing equity gaps remains an elusive goal at most community colleges. Thus, in this address, the presenter(s) will unpack the myriad of institutional barriers that thwart systematic efforts to close equity gaps. In addition, they will propose intentional strategies to be enacted by community college educators to move equity efforts forward despite these barriers. The insights of this presentation will be derived from experiences in working with community colleges across the United States in a range of equity-related efforts and initiatives.||All College Personnel||Harris and/or Wood|
|Underserved Students in Community Colleges: Trends, Challenges, and Opportunities||While community colleges have served as the primary pathway to postsecondary education for students who have been historically underrepresented and underserved in education, outcome gaps between these students and their peers persist. Thus, improving student success outcomes for underserved students and closing long-standing equity gaps are essential to meeting the nation’s goal of increasing the proportion of Americans who hold college degrees or certificates. This workshop unpacks societal and institutional factors that influence belonging, welcomeness to engage, and success for underserved students. Institutional actions for serving these students equitably and responsibly will be proposed and discussed.||All College Personnel||Harris and/or Wood|
|The Influence of Masculinities on Student Success for Men of Color||Recent efforts to identify and examine factors that influence student success for men of color in community colleges have not adequately accounted for the impact of social identities—notably gender—in shaping postsecondary experiences and outcomes. Thus, the purpose of this workshop is twofold: (a) to recognize patterns of male gender role socialization and the ways in which they serve as barriers to student success for men of color in community colleges and (b) to devise strategies community college educators can employ to better account for identity-related conflicts and challenges in their work with men of color. In this workshop, qualitative data collected from community college men of color will be presented to further contextualize students’ perceptions of the role of masculinity in their lived experiences and to highlight intersections with race/ethnicity.||All College Personnel||Harris|
|Advancing Equity Efforts for Men of Color in a Climate of Resistance and Change: 10 Principles for Effective Minority Male Initiatives||Minority male initiatives are used routinely as a strategy to redress outcome disparities between men of color and their peers. However, scaling, sustaining, and assessing these initiatives are difficult in most institutional contexts. Thus, this presentation focuses on 10 principles that must be employed to ensure these initiatives are successful.||Program Directors
Student Affairs/Services Managers
|Harris and/or Wood|
|Strategic Planning for Equity||In this workshop, the presenter(s) will propose a strategic planning process that prioritizes institutional equity goals. Specifically, the presenter will discuss how to develop equity plans that specify clear goals, objectives, interventions, institutional resources, and assessment measures that can lead to success for disportionately impacted students. The presenter(s) will propose strategies for embedding equity efforts within institutional strategic plans and aligning equity efforts with other institutional reforms. In addition, strategies that can be employed by institutional leaders to make equity plan data actionable will also be discussed.||Managers||Harris and/or Wood|
|Implicit Bias and Student Success||Implicit bias refers to the unconscious thoughts, feelings, and attitudes that influence our perceptions and actions. This workshop will focus on the ways in which implicit bias influences students’ experiences and success. Specifically, the presenter(s) will discuss how early socialization experiences reify assumptions, stereotypes, and misconceptions about students from diverse backgrounds and impact how educators teach and serve them. Strategies for recognizing implicit bias and reducing its impact will also be discussed.||All Campus Personnel||Wood|
|The Effects of Racial Microaggressions on Belonging and Success for Students of Color||Racial microaggressions are commonly understood as racially insensitive snubs, slights, insults, and putdowns that invalidate the experiences and intellectual capabilities of people of color. While some may assume racial microaggressions are harmless, published research on student success confirms the cumulative effect of these behaviors have a deleterious influence on people of color's sense of belonging, welcomeness to engage, self-efficacy, and success in postsecondary education. Thus, the purpose of this workshop is to introduce participants to the concept of microaggressions, discuss how microaggressions manifest in academic contexts, highlight the most common microaggressions experienced by students of color in education, and highlight strategies that have been proven effective in challenging racial microaggressions in education.||All Campus Personnel
|Harris and/or Wood|
|Educators’ Perspectives on Student Equity: A Taxonomy and Strategy for Change||Educators (e.g., faculty, staff, administrators) often exhibit a range of attitudes, beliefs, and assumptions about the role of equity in postsecondary education. While some educators believe achieving equity is an essential component of institutional excellence and student success, others liken equity to lowering rigor and academic standards. Having a keen understanding of educators’ sensemaking about equity is a critical step toward building institutional capacity to serve students equitably and responsibly. Thus, in this workshop, the presenter(s) will unpack disparate perspectives on student equity and discuss implications for effectively engaging campus stakeholders in institutional transformation efforts to close equity gaps.||All College Personnel||Harris and/or Wood|
|Student Success Reconsidered: A Critique of Popular Education Theories and Frameworks||Traditional theories of student development and success have had a longstanding influence on how educators teach and serve college students. However, the extent to which these theories are appropriate and applicable to a college student population that represents a range of diverse backgrounds and experiences is questionable. In this workshop, the presenter(s) will critique popular theories and concepts of student development and success, notably student engagement, growth mindset, environmental pull, and challenge and support. In addition, the presenter will share theories and concepts of student success that are aligned with the principle of equity mindedness and discuss why they are better suited for guiding practice in serving diverse college students.||All Student
|Harris and/or Wood|
|Supporting Students Who Experience Acute Basic Needs Insecurities||The current research on underserved students in community colleges identifies acute basic needs insecurities as persistent barriers that threaten their health, well-being, and likelihood of success. In this workshop, the presenter(s) will highlight patterns of acute basic needs insecurities (e.g., food, housing, transportation, employment) that emerged from data collected via the Community College Success Measure and focus groups with community college students. Strategic actions that can be enacted by community college educators to support students in meeting their basic needs will be shared and discussed.||All College Personnel||Harris and/or Wood|
|Infusing Equity Mindedness Into Postsecondary Hiring Processes||The focus of this workshop will be on equity-minded hiring practices in postsecondary education institutions. Specifically, the presenter will discuss the importance of aligning institutional hiring practices with equity goals, discuss strategies to identify and reduce implicit bias in hiring, and propose action steps to infuse equity mindedness in search processes beginning with developing the position description to extending the offer.||Hiring Managers and
Drs. Frank Harris III and J. Luke Wood are Professors and researchers at San Diego State University as well as Co-Directors of the Community College Equity Assessment Lab (CCEAL), a national research and practice center that partners with community colleges to support their capacity in advancing outcomes for men of color. Collectively, their work has been featured in several high profile media outlets, including: Diverse Issues in Higher Education, the New York Times, Chronicle of Higher Education, Inside Higher Ed, CNN, KUSI– San Diego, Fox 5 – San Diego, KPBS, the National Press Club, and the White House Initiative on Educational Excellence for African Americans.
Contact: Bridget Herrin