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Spring 2017 Vol. 28, No. 1

Topics Featured in this Issue:

Framework for Registered Racial Justice Illinois’ Serving Former Apprenticeship in Educational Minority-Serving Foster Youth Programs at Settings Community Harper College Colleges 2 8 16 22 Cantarell: White Background f.1

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UofI colors 4-color Number: GrantD6008). The UPDATE is prepared pursuant to a to grant from directed the be Illinois Community should College and Board (Federal welcome Award are Identification publications our about inquiries or Comments Illinois. of University the or sponsors our of policies or positions the represent necessarily not do publications of contents The the and and Policy, Organization, ofEducational the Department Leadership in the College of Education. Projects of this office are supported by the with affiliated is OCCRL Urbana-Champaign. at of Illinois University the at 1989 in established was (OCCRL) Leadership and Research College Community of Office The and friends! colleagues Leadership and Research on Update OCCRL’s Twitter. of issues prior and and issue this LinkedIn, of copy Facebook, a along pass via Also us to connected Stay turner! page a be to issue this find you hope my is it sum, In Minority-Serving Community Colleges.” Landscapeof in“TheIllinois theseuniqueinstitutions of profiles rich present states Thrill Chauntee midwest and Fox other Heather MSIs. that as designated in colleges of Region, numbers comparable Lakes have not Great do the in states other from out stands Illinois do. counterparts Last but an not least, minority-serving community of colleges do not readily criticisms receive the attention their and four-year college contributions the showcasing in needed is colleges invaluable postsecondarysector. community to pertains it as culture popular in trends current and past analyzes that inquiry disciplined more that assert Nehls and Tyler Portrayals.” Culture Pop College “Community in culture pop in emerge colleges community Travis how discuss Nehls etc. Kim and Tyler attainment, educational pride, racial feminism, affirm openly that film and television, music, through is what conflating, not clarifying, in enlightening be culture to popular in represented are equity regarding messages interview Many equity. and justice, social inclusion, diversity, this in shared is what find will you sure am I student leading interviewing of pleasure the had affairs andI higher education scholarpathways. Dafina-Lazarus Stewart ineducational “Racial EquityP-20 and Justice inin Educational Settings.” students for excellence and recently OCCRL mediums, series, podcast and new a platforms launched multiple across practitioners and scholars engage to attempts our In provide enrichmentandprofessionaldevelopmentforstudentaffairspractitioners. student support services contribute to the academic and social engagement of students and the organizations that Owens, Chauntee Thrill, and Marci Rockey explore student affairs practice in community college contexts and how from mission, aiding in retention comes and matriculation, and getting to graduation. In success “Equity and Student Services,” Devean student fostering and outcomes student student services units. Student affairs equitable professionals are essential producing co-curricular partners in advancing in the academic facet important another While apprenticeships are shown to produce whilealsotaking benefits for students, training particularly thoseon-the-job from for underserved populations, salary earn a to able academic courses. being students from benefit communities and colleges, two-year employers, as well as apprentices how discuss and and offerings MacGregor Harper’s highlight Melissa Fox Heather College,” Harper at Pathways Learn and Earn Integrated Apprenticeships: “Registered In programming. apprenticeship registered in leader a is Illinois in College Harper sets. skill increase and wages, earn credentials, earn to routes alternative to offering for on-ramps avenue of key one multitude are Apprenticeships a completion. college providing in considerations important are students of completion. to backgrounds persist respective and The college navigate to care foster in previously adults young help that services increase support to efforts shares University, Michigan Western at student Unrau success of Yvonne former foster and youth, applying Schmidt, the Seven Linda Life Domains Day, Framework that Maddy incorporates by wraparound written Care,” Foster in Experience Lived with Students College for Design Program Educational Postsecondary Approach to Framework “A feature, first The students. marginalized and underserved for equity bolster to values colleges to the workplace or further education for diverse youth and adults. This issue of Update reflects our core Illinois State Board of Education of Board State Illinois t CR, e r sedat n u cmimn t avnig eerh programs, research, community advancing through and to in transitions commitment successful promote our that in practices and steadfast policies, are we OCCRL, At of collegefortheelitetoextendingmasses. quo status the challenge to continue for champion and study I institutions two-year the organized more for inclusion, equity, and mattering experiencing on and off campus. are Known as “The People’s relations Colleges,” social and protests larger of geopolitical microcosms as and college campuses American social Science. for March April’s current to March galvanizing Women’s the is January’s from witnessing actions are to we times unprecedented response the of in upside The environment. building growing are coalition There election. and presidential concerns 2016 the following changes vast witnessed has society our issue, fall Leadership and Research on Update the of release the Since

Democracy’s College Democracy’s ©2017 BoardofTrustees,UniversityIllinois increasing activism increasing , along with other state, federal, private, and not-for-profit organizations. organizations. not-for-profit and private, federal, state, other with along , , Director’s Note that features conversations on educational equity, justice, equity, educational on conversations features that . Minoritized voices are moving from the margins, calling calling margins, the from moving are voices Minoritized . Illinois Community College Board Eboni M. Zamani-Gallaher [email protected] .

Copy Editor Managing Editor Editor-at-large 22 19 16 12 08 02 work. Was thisnewsletterforwarded toyou?Signupforthe programs, policies,andresearch highlightingtransitionsto,through,andout ofpostsecondaryeducation. The UPDATEonResearchandLeadership Website Visit the Our missionistouseresearchandevaluation methods toimprovepolicies,programs, and practicestoenhancecommunitycollegeeducation andtransitiontocollegefor College StudentswithLivedExperienceinFosterCare A FrameworktoApproachPostsecondaryEducationalProgramDesignfor Community Colleges The IllinoisLandscapeofMinority-Serving Community CollegePopCulturePortrayals Racial EquityandJusticeinEducationalSettings Equity andStudentServices Pathways atHarperCollege Registered Apprenticeships:IntegratedEarnandLearn

diverse learnersatthestate,national,andinternational levels. Julie King Heather L.Fox Eboni M.Zamani-Gallaher Table ofContents OCCRLmailinglist isabi-annualnewsletterfeaturingarticleson Follow Us: Us: Follow toreceivenewsandupdates our

UPDATE, Spring 2017 1 3 supports related to educational attainment through the assistance to students attending college. States may A Framework to Approach Postsecondary Educational state planning process. The supports can take the form apply for waivers and/or assert categorical eligibility Program Design for College Students with Lived of education navigators or specialized case managers to include more students in their SNAP population. who focus on increasing educational attainment among Second, Temporary Assistance for Needy Families Experience in Foster Care foster youth. Thoughtful implementation of education- (TANF) can allow students with children to include focused programs can create a pathway for current attendance in college as a component of meeting by Maddy Day, Center for Fostering Success, Western Michigan University and former youth with experience in foster care to work requirements to receive this cash assistance. The Linda Schmidt, School of Social Work and Center for Fostering Success,Western Michigan University access college, starting with promoting expectations federal government contracts with the Urban Institute Yvonne A. Unrau, School of Social Work and Center for Fostering Success,Western Michigan University of attending college as early as elementary school. to maintain a database of state plans that identify which Colleges and other institutions may work directly with states support educational attainment in this manner. The trajectory for postsecondary education achievement for young adults who experienced foster care placement in state agencies to include collaborating around these childhood is dismal. Compared to their peers, youth in foster care have lower rates of high school graduation (50% goals as part of that state’s Title IV-E plan. Many of the policies that support postsecondary vs. 70%), college enrollment (20% vs. 60%), and college graduation (5% vs. 20%) (Wolanin, 2005). However, through achievement for students with experience in foster care evolving governmental policies and supportive campus-based programs, progress is being made toward addressing Other opportunities to expand access and successful are jointly executed in partnership between state and the achievement gaps impacting this population. This article outlines how key federal and state policies and campus- completion of college for young adults with experience federal government agencies. This means that there based support programs employing an integrative framework are contributing to addressing the achievement gaps in foster care are embedded in other broad policy can be great variety in the options that states choose impacting this population. areas focused on self-sufficiency. For example, two to take up in their state planning processes. Given this of the primary policy areas that fit this category are variability, a promising approach for postsecondary Policy food and cash assistance. First, the Supplemental institutions interested in enhancing support for this Nutrition Assistance Program (SNAP) can provide food population is to identify which agencies within their Through various policy initiatives that have evolved over state are responsible for the planning process for each time, the federal government has recognized the need of these areas and partner to enhance the state plans to address college access for youth with experience by utilizing resources at the postsecondary institution. in foster care. Specifically, the John H. Chafee Foster The development of campus-based support programs, Care Independence Program targets educational discussed below, highlights the success of leveraging attainment for young adults with experience in foster postsecondary resources. When this collaboration is care, effectively giving colleges and universities a policy successful it can improve the likelihood for success for avenue to create strategies for education and self- not only students with experience in foster care, but also sufficiency among their students with experience in a broad range of students in need of additional support foster care. This program offers flexible funding grants to succeed in higher education. to states to support independent living resources for transition-age (i.e. 16 to 23 years old) young adults in Campus-Based Programs foster care. States can apply for education and training vouchers, which can be up to $5,000 per year per Colleges vary in their engagement of policy to ensure student, to support educational goals. These vouchers that students with experience in foster care have the represent a critical source of support to young people best possible chance to maintain the necessities of life aging out of foster care and pursuing postsecondary while trying to achieve academic success. The variation education; however, the efficacy of the education and in programming approaches is partially explained by training voucher program, specifically the procedures the fact that support services designed for college for young people to access funds in support of their students who have experienced foster care placement postsecondary goals, remains an unanswered research is a relatively new field of practice (Gillum, Lindsay, question. Murray & Wells, 2016). There is consensus in the research that poor academic preparation, mental health Within general foster care policies, the Title IV-E conditions, and lack of financial aid are common barriers section of the Social Security Act ensures categorical for this population, while individual personal strengths eligibility to federal funding to states in the provision and social supports appear to serve as protective of foster care services. This includes support services factors (Gillum et al., 2016). While these challenges POSTSECONDARY EDUCATIONAL PROGRAM DESIGN FOR STUDENTS WITH LIVED EXPERIENCE IN FOSTER CARE aiming to improve outcomes in any domain deemed are present for many underrepresented student critical to safety, well-being, or permanence. States populations, students with experience in foster care are reimbursed by the federal government for allowable face additional obstacles to thriving and succeeding in expenditures without regard to the number of youth in postsecondary education that go well beyond academic care. In 2008, this categorical eligibility was extended achievement and college preparation. The adverse and to include youth up to age 21 through the Fostering traumatic childhood experiences of many former foster Connections to Success and Increasing Adoptions Act youth are marked by abuse, neglect, family separation, (P. L. 110-351). This updated law expanded categorical Students with experience in foster care speak to participants at a Fostering Success Michigan Statewide Summit a caseworker-managed childhood, sub-optimal living payments to include transportation to school and about the need to develop interdependent relationships to support support students in their transition to college. arrangements, multiple caregivers, and school changes. required each case plan to include completion of These are a few conditions that alter how young people secondary education and verification of school from foster care learn to perceive the world and relate Cantarell: White Background f.1 attendance. Within this framework, state government to others. agencies are encouraged to identify programmatic 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo 5 Establishing a designated program to support students who have experienced foster care is essential to their college Housing. Young adults with a background in foster care success (Cantú, 2014). At the very least, designated staff are needed to help students navigate the maze of policy- experience higher rates of homelessness (Pecora et al., prescribed efforts in order to access the benefits available to them and to address the disparities that are part of the 2006). When young people in foster care are discharged foster care experience (Courtney, Terao, & Bost, 2004; Unrau & Grinnell, 2005). The first campus-based program from foster care by the courts without sufficient supports, to target support for college students who aged out of foster care began in 1998 at California State University, which can take place as early as 18 years old, they are at Fullerton. Since then a range of programs have emerged on college campuses; however, program descriptions and much greater risk. Disrupting care and supportive services evaluations are scarce (Geiger, Hanrahan, Cheung, & Lietz, 2016). Multiple states, including Arizona, California, at a time when many are completing their senior year of high Georgia, Michigan, Texas, Virginia, Ohio, and Washington, are leading the way in pioneering this work. While this school can disable their efforts to complete school. When population of students faces many common foster care-related barriers, the programs range widely in scope, staffing, young adults exit foster care, not only are they likely to leave and services. Strategies to develop campus-based programs targeting students from foster care as a subset of the their placement (i.e. foster home, congregate care facility), college population began to be articulated with a case study approach of existing programs (Casey Family Programs, but other state-funded support services are scaled back or 2010). More recently, an ideal program concept was designed based on available research knowledge (Salazar, terminated. This transition increases the risk of these young Haggerty, & Roe, 2016 ; Salazar, Roe, Ullrich, & Haggerty, 2016). Other approaches to program development have adults experiencing homelessness or “couch surfing.” Their emphasized student voice as part of program development (Unrau, 2011). Evaluations of existing programs are only instability in placement may derail their progress toward beginning to emerge in the research literature. high school graduation, making their plans to attend college even more out of reach. For those students with experience In Michigan, a pioneering effort to increase the college graduation rates among young people aging out of foster in foster care who matriculate to college, the challenges care has been underway for nearly a decade. The effort transformed into the Center for Fostering Success, which to secure safe, affordable, and stable housing continue. has three main programs. The first program, established in 2008, is a comprehensive campus-based effort, known Students with experience in foster care who are able to as the Seita Scholars Program, and aims to increase graduation rates among students with experience in foster care live in residence halls can find themselves without a place by addressing their unique needs in the college setting (Unrau, 2011; Unrau, Hamilton, & Putney, 2010). Through to stay during the semester breaks when dorms close. For financial scholarships, safe housing during semester breaks, and holistic life coaching support by trained “campus those students attending community colleges, or four- coaches,” students are supported through college with a view to ensuring that each graduate is also prepared for the year colleges in urban communities where housing is in transition from college to career given the absence of a reliable family safety net. The second program, established in high demand, there is the additional challenge of finding Figure 1. The Seven Life Domains Framework 2012, is Fostering Success Michigan, a statewide outreach effort utilizing a collective impact framework focused on an affordable living arrangement in the community that building networks of organizations and people, bridging the pre-college and college arenas, to support students as is accessible to school, work, social supports, and other they journey through foster care and into, and through, postsecondary education. The third program, established in services. 2013, is the Fostering Success Coach Training program, which provides a practice framework for professionals who are charged with supporting students from foster care to succeed in college. Finances and Employment. Students who spend at least one day in foster care on or after their 13th birthday are classified as independent according to federal financial aid standards (College Cost Reduction and Access Act of 2007 P.L. 110-84). Although it varies state-by-state, their foster care status qualifies them for federal- and Information on foster care state plans and federal guidance related to promoting educational state-funded grants, scholarships, and tuition waivers that reduce the amount of loans needed to pay for a college stability and college readiness is available via the Administration for Children and Families website: education. Despite the financial aid available, students with experience in foster care need additional support to https://www.acf.hhs.gov/cb/resource/ed-hhs-foster-care-non-regulatory-guidance. be made aware of and fully access these resources (Government Accountability Office, 2016). In addition to the challenges of accesing financial resources, the majority of young adults with experience in foster care are not prepared to manage lump sums paid out by financial aid, nor are they prepared to save funds, financially plan for the future, or Seven Life Domains Framework complete responsibilities such as filing annual tax returns. Employment struggles are common for young adults from foster care, especially in earning a living wage (Jim Casey Youth Opportunities Initiative, 2013). Many young adults lack the skills needed to engage in a workplace effectively, and the high mobility of foster care leads to a lack of social Each of the three Center for Fostering Success programs relies upon a common life domains framework from which to capital, which is becoming increasingly more essential to finding employment. develop services. Specifically, Casey Family Programs (2001) identified seven domains as key for organizing support for young people preparing to make the transition from foster care to adulthood. The Center for Fostering Success Physical and Mental Health. Most young people in foster care have grown up experiencing abuse and neglect, adapted the Seven Life Domains framework such that education was made the central focus of program support as well as conditions of poverty such as poor nutrition and living in unsafe neighborhoods. Post-traumatic stress in nested in the other life domains (Figure 1). While education is central in this adaptation of the framework, each life response to the conditions leading to entering foster care, and continued experiences while in foster care, is common. domain integrally ties to the outcome of academic success for students with experience in foster care. In practice, In fact, post-traumatic stress disorder is sometimes experienced at higher rates among youth who have been in the Seven Life Domains framework offers professionals, supportive adults, and students a concrete way to organize, foster care than among returning war veterans (Courtney et al., 2011). Multiple placement changes can mean new understand, and develop a response to the complexity of the lives of students with experience in foster care who are medical providers with a variety of treatment styles; additionally, physical and mental health care is often managed by transitioning into young adulthood through the college experience. Below is a sample of “street-level” challenges

POSTSECONDARY EDUCATIONAL PROGRAM DESIGN FOR STUDENTS WITH LIVED EXPERIENCE IN FOSTER CARE a caseworker or foster care provider without input from the youth (White, O'Brien, Pecora, & Buher, 2015). While experienced by young people across each of the domains. the Affordable Care Act has created provisions for young adults who age out of foster care to maintain their Medicaid status until age 26, when a young person enters college, they may also be navigating the health and mental health Academics and Education. Instead of a family network of support to rely upon, youth transitioning from foster care system on their own for the first time. care to college must navigate systems of support, which may include courts, state agencies, Medicaid, and community mental health services. Without consistent supportive adults and caregivers to guide them, youth find it more Social Relationships and Community Connections. The experience of foster care disrupts relationships with the difficult to prepare for postsecondary education and nurture aspirations for educational achievement. Furthermore, family unit, and since many of the supportive relationships that young people with experience in foster care engage in despite recent policy improvements aimed at increasing education stability, placement changes during the foster care are with professionals who enter the young person’s life on a temporary basis, these youth often become accustomed experience are often accompanied by changes in schools and result in falling behind in both credits and academic to transactional relationships with adults (Michigan Department of Human Services, 2011). Necessarily, young adults progress (Burley & Halpern, 2001). For those young adults who make their way to a college campus, the challenges with experience in foster care have difficulty establishing a supportive and consistent relationship with an adult. to persisting through higher education are those of their peers compounded by the need to navigate two complex Additionally, the high mobility of young people in foster care does not lend itself to developing and maintaining peer networks of support: that of the college campus and the network of resources students bring with them from their Cantarell: White Background f.1 connections. The postsecondary setting provides many opportunities for young adults to engage with both peers and foster care experience. professionals in a positive way; however, many lack the skills necessary to navigate these relationships successfully. 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo 7 Personal and Cultural Identity. The child welfare and justice systems are fraught with institutionalized racism References and prejudice (Miller, Cahn, Anderson-Nathe, Cause, & Bender, 2013); moreover, neither system is equipped to address effectively the nuances and intersectionality of the multiple identities that a young person with experience in Burley, M. & Halpern, M. (2001). Educational attainment Salazar, A. M., Roe, S. S., Ullrich, J. S., & Haggerty, K. P. foster care holds. While there are often spaces on college campuses to explore and connect with racial, ethnic, sexual of foster youth: Achievement and graduation (2016). Professional and youth perspectives on orientation, and gender identities, students with experience in foster care are rarely able to find each other and do the outcomes for children in state care. Olympia, higher education-focused interventions for youth work of understanding the culture of foster care and how their foster care experiences contribute to their sense of WA: Washington State Institute for Public Policy. transitioning from foster care. Children and Cantú, L. B. (2014). Supporting the dream: How California Youth Services Review, 64, 23-34. self. Unfortunately, a negative stigma around foster care still exists, and young people growing up in foster care tend community colleges are responding to the needs doi: 10.1016/j.childyouth.2016.02.027 to hide the fact of their foster care status for fear of negative stereotyping and being treated differently by others. of foster youth on their campuses (Doctoral Salazar, A. M., Haggerty, K. P., & Roe, S. S. (2016). Fostering Withholding one’s foster care status not only can prevent the receipt of much needed financial resources, but also dissertation). Retrieved from ProQuest. (3608202) higher education: A postsecondary access and keeps students with experience in foster care in a space of otherness, unable to integrate their past experience with Casey Family Programs. (2001). It’s my life: Summary of retention intervention for youth with foster care their present. a framework for youth transitioning from foster care experience. Children and Youth Services Review, 70, to successful adulthood. Seattle, WA: Author. 46-56. doi: 10.1016/j.childyouth.2016.09.008 Life Skills. Young people growing up in foster care often have to acquire skills and a mindset beyond their age and in Casey Family Programs. (2010). Supporting success: Samuels, G. M., & Pryce, J. M. (2008). “What doesn't kill you developmental stage. The sentiment that they must grow up faster than their peers is common among transition-age Improving higher education outcomes for students makes you stronger”: Survivalist self-reliance as young adults with experience in foster care. This may result in them having acquired some positive independent living from foster care (version 2.0). Seattle, WA: resilience and risk among young adults aging out of Author. foster care. Children and Youth Services Review, 30, skills such as doing laundry, relying upon oneself to problem solve, and packing belongings at an earlier age. However, Courtney, M. E., Dworsky, A., Brown, A., Cary, C., Love, 1198–1210. doi: 10.1016/j.childyouth.2008.03.005 many youth in foster care learn a sense of “pseudo-independence” as they are abruptly launched into independence K., & Vorhies, V. (2011). Midwest evaluation of the Unrau, Y. A. (2011). From foster care to college: The upon exiting the dependency inherent in the foster care system (Samuels & Pryce, 2008). For college students with adult functioning of former foster youth: Outcomes Seita Scholars Program at Western Michigan experience in foster care, exposure gaps from a disrupted childhood often challenge the development of adaptive life at age 26. Chicago, IL: Chapin Hall Center for Children University. Reclaiming Children and Youth, 20(2), skills needed to navigate higher education. Furthermore, the belief that one has to be independent to survive may at the University of Chicago. 17-20. confound their ability to develop the life skills necessary for interdependent success. Courtney, M. E., Terao, S., & Bost, N. (2004). Midwest Unrau, Y. A., & Bennett, J. (2017). Fostering success coaching: evaluation of the adult functioning of former foster Academic and carreer transformation for students Integration of Approach in Programming. The great challenge of campus-based support programs is to design youth: Conditions of youth preparing to leave state from foster care. Kalamazoo, MI: The Center for services and support strategies that comprehensively address the complex web of challenges across the Seven Life care in Illinois. Chicago, IL: Chaplin Hall Center Fostering Success. for Children at the University of Chicago. Unrau, Y. A., Font, S. A. & Rawls, G. (2012). Readiness for Domains as outlined above. Despite these dynamic issues, solutions are beginning to emerge at policy and program Geiger, J. M., Hanrahan, J. E., Cheung, J. R., & Lietz, C. A. college engagement among students who have aged levels. At the policy level, there is recognition that young people from foster care need supports across multiple life (2016). Developing an on-campus recruitment out of foster care. Children and Youth Services domains. Efforts continue to bring awareness of the need to cross-reference differentiated federal programsto and retention program for foster care alumni. Children Review, 34(1), 76-83. improve coordinated service delivery at the state level to support successful transition from foster care to college. At and Youth Services Review, 61, 271-280. doi: 10.1016/j.childyouth.2011.09.002 the program level, it is too early to tell which models of support are most effective in creating college experiences not doi: 10.1016/j.childyouth.2016.01.005 Unrau, Y. A., & Grinnell Jr., R. M. (2005). Exploring out-of- only to help college students from foster care thrive, but also Gillum, N. L., Lindsay, T., Murray, F. L., & Wells, P. (2016). home placement as a moderator of help- to fully succeed in achieving a college degree. The Fostering Review of research on college educational seeking behavior among adolescents who are high Success Coach model (Unrau & Bennett, 2017) is a unifying outcomes of students who experienced foster risk. Research on Social Work Practice, 15(6), 516- practice framework used by professionals who are working care. Journal of Public Child Welfare, 10(3), 291- 530. doi: 10.1177/1049731505276302 309. doi: 10.1080/15548732.2016.1172056 Unrau, Y. A., Hamilton, R., & Putney, K. (2010, April). The in a variety of program settings. It is an approach to student Government Accountability Office. (2016). Higher Education: challenge of retaining college students who grew support specific to young adults who have experienced the Actions Needed to Improve Access to Federal up in foster care. Retention Success, 1-5. adversity of foster care. This approach emphasizes relationship Financial Assistance for Homeless and Foster Youth. White, C. R., O'Brien, K., Pecora, P. J., & Buher, A. (2015). skills formed in the coach-student dyad to tackle challenges (GAO Publication No. 16-343). Washington, D.C.: Mental health and educational outcomes for youth in college, while also focusing on specific knowledge and U.S. Government Printing Office. transitioning from foster care in Michigan. Families in skills across the seven domains. The field of campus-based Jim Casey Youth Opportunities Initiative. (2013). Cost Society: The Journal of Contemporary Social Services, support for students in foster care is ripe for discovery and avoidance: The business case for investing in youth 96(1), 17-24. doi: 10.1606/1044-3894.2015.96.2 investigation. Using the seven domains framework, there is aging out of foster care [Issue Brief]. Baltimore, MD: Wolanin, T. R. (2005). Higher education opportunities ample opportunity for developing differentiated models of The Annie E. Casey Foundation. for foster youth: A primer for policymakers. Michigan Department of Human Services. (2011). A handbook Washington, DC: Institute for Higher Education support to yield the greatest opportunity for academic and for youth in foster care. Lansing, MI: Author. Policy. life success for students with experience in foster care. Miller, K. M., Cahn, K., Anderson-Nathe, B., Cause, A. G., & Bender, R. (2013). Individual and systemic/structural For individuals seeking more information and resources to aid bias in child welfare decision making: Implications in increasing postsecondary education access and success, for children and families of color. Children and POSTSECONDARY EDUCATIONAL PROGRAM DESIGN FOR STUDENTS WITH LIVED EXPERIENCE IN FOSTER CARE the Fostering Success Michigan Website provides over 500 Youth Services Review, 35, 1634-1642. resources spanning the Seven Life Domains. This website doi: 10.1016/j.childyouth.2013.07.002 also features the only National Postsecondary Support Map, Pecora, P. J., Kessler, R. C., O'Brien, K., White, C. R., highlighting tuition waivers, statewide child welfare and higher Williams, J., Hiripi, E., & Herrick, M. A. (2006). Educational and employment outcomes of adults education coordinating organizations (i.e. Fostering Success formerly placed in foster care: Results from Michigan, California College Pathways, etc.), and campus the Northwest Foster Care Alumni Study. Children support programs at four-year postsecondary institutions and Youth Services Review, 28, 1459-1481. across the country. doi: 10.1016/j.childyouth.2006.04.003

Maddy Day may be reached at [email protected]. Cantarell: White Background f.1 Student leaders at the 2016 Michigan Young Leader Linda Schmidt may be reached at [email protected]. Advocacy Summit Yvonne A. Unrau may be reached at [email protected]. 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo 9 Registered Apprenticeships: Integrated Earn and Learn Harper College Leads Community Colleges in the Apprenticeship Initiative Pathways at Harper College Registered apprenticeships were revived via President Obama’s American Apprenticeship Initiative to create a talent development strategy in answer to the skills gap. The U.S. Department of Labor (n.d.) has identified fiive core by Melissa MacGregor, Manager Workforce Grants, William Rainey Harper College components of Registered Apprenticeships, illustrated in Figure 1. Apprenticeship is, fortunately, a bipartisan initiative Heather L. Fox, OCCRL Assistant Director of Operations, Communications, and Research with support from the U.S. Department of Labor, U.S. Department of Education, U.S. Department of Commerce, the White House, as well as business and industry. Harper College was awarded a $2.5 million American Apprenticeship Work-based learning integrates the academic and occupational training that is central to career and technical education Initiative grant in October 2015. Apprenticeship can sound old fashioned, evoking historical references or calling to and through which students have the ability to gain high-wage, high-skilled occupational experience while pursuing mind something to do with building trades and unions. However, apprenticeships are a proven earn and learn model postsecondary credentials (Bragg, Dresser, & Smith, 2012; Holzer & Lerman, 2014; Rayborn, 2015). Work-based that ensures a quality education by combining the on-the-job training provided by a company with related technical learning reinforces the relevancy and authenticity of the learning experiences for students, engaging learners who instruction to prepare the student apprentice for a high-demand career. prefer applied learning environments (Lerman, 2010). Moreover, work-based learning has been found to increase students’ persistence, graduation, and employment rates, with notable gains for students from underserved racial, Traditionally, companies interested in sponsoring a ethnic, and socioeconomic backgrounds (Holzer & Lerman, 2014; Kuh, 2008; Lerman, 2010). Registered Apprenticeship program would approach the Department of Labor in their state for help in Apprenticeships are contractual arrangements between private employers and workers in which students earn a salary identifying an appropriate occupation. Companies during supervised on-the-job training and while engaging in related academic instruction (Holzer & Lerman, 2014; would have to write the standards, complete Lerman, 2010). Apprenticeships are the most intensive work-based learning model and are particularly well suited paperwork, obtain a education partner, and then as an entry point for youth and young adults to middle-skill careers (Holzer & Lerman, 2014). While completing on- hire, train, and track apprentices. It is generally a the-job learning, apprentices are engaged in coursework that includes math as well as verbal and occupation-specific lot of work, and only large corporations have the content (Holzer & Lerman, 2014; Lerman, 2010). Students in apprenticeships are employees and are paid for their capacity for this model. Harper College has spurred REGISTERED APPRENTICESHIPS: HARPER COLLEGE work (Alfeld, Charner, Johnson, & Watts, 2013; Holzer & Lerman, 2014). the acceptance and growth of an apprenticeship model in which the community college is the program The benefits associated with apprenticeships can be greater for underserved student populations. This is inpart sponsor of a registered apprenticeship program, because apprentices are paid salaries that include opportunities for wage progression as students gain mastery of new removing that burden from the companies. In this skills and demonstrate their value to the workplace. This allows apprentices to earn a living wage while pursuing an way, Harper College, or any community college, can education (Lerman, 2010). Earning a salary while receiving training increases students’ confidence (Holzer & Lerman, aggregate apprentices from a variety of companies 2014). It also reinforces for students the relationship between their investment in skill development results and into a cohort to move through a lock-step program their income potential (Holzer & Lerman, 2014).This is important for underserved students (e.g., students who are together on a fast-paced schedule. This practice low-income, racial/ethnic minorities, or veterans), who are often unable to afford participation in unpaid internships develops a cohort learning community whose yet are seeking the high-skills training necessary to obtain family-wage employment. Moreover, apprenticeships are members can pull from their various experiences particularly beneficial for low-income students and students of color in terms of increased persistence rates and on the job to enrich classroom discussions. Early occupational identity (Holzer & Lerman, 2014). However, despite the benefits associated with work-based learning outcomes for apprentices in Harper College’s Figure 1. Five Core Components of a Registered for underserved students, a lower percentage of these students are engaged in work-based learning (National Survey programs are promising, with a retention rate of 84% Apprenticeship Program of Student Engagement, 2007). This article highlights the growing registered apprenticeship programs at Harper and a mean grade point average of 3.48 (as of spring College and introduces the Office of Community College Research and Leadership’s Career and Technical Education 2017). (CTE) Apprenticeship Project. Harper College has developed four registered apprenticeship programs: Industrial Maintenance Mechanic, CNC Precision Machinist, Logistics / Supply Chain Managment, and General Insurance. Each of these programs has their full curriculum and weekly schedules online on Harper College’s apprenticeship website along with all the forms for Registered Apprenticeship Programs Are a Win – Win – Win - Win companies and students. The website has been a key resource for Harper College in attracting both employers and students to the program. • Students Receive a free education that coordinates with their work schedules. They have zero debt, skills to apply to their career, credentials in their field, and an AAS degree that transfers to universities. Harper College’s Role and Responsibilities

• Employers Engage in a low-risk talent development strategy that yields high profits in loyalty, As both the program sponsor for the registered apprenticeship programs and the provider of the related technical reduced turnover, and recruiting costs. Employers help in minimizing the skills gap instruction, Harper College is responsible for the following activities: by helping apprentices gain the skills necessary to do the job. Moreover, this is a perfect opportunity to ensure the knowledge of seasoned experts is passed on • Conducting site visits at the company to monitor progress and learning. before they retire. • Teaching throughout the full accredited applied associate degree program with experienced, qualified faculty. • Reviewing the curriculum with companies to help in building an on-the-job training program. • Community Recognize increases in enrollment, retention, and completion of programs by • Registering students for all courses and providing them with new schedules each semester. Colleges apprentices. Colleges also strengthen their partnerships with the local • Purchasing all books and materials at the beginning of each semester. business community and are better able to meet the needs of local industries. • Providing coaching and tutoring services as necessary. • Keeping companies aware of students’ academic progress. • Communities Acknowledge an economic impact of increased jobs and satisfaction in addressing • Documenting third-party credentials earned throughout the program and funding any fees for the first exam. the skills gap. Employed apprentices are able to raise families, purchase goods and • Registering apprentices in the U.S. Department of Labor RAPIDS database. Cantarell: White Background f.1 services, and buy homes. These employees go on to become tomorrow’s business • Training the trainer for all mentors (partner companies can send as many as they like). leaders. • Providing guidance for observing demonstrations of proficiency. 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo 11 Employers’ Roles and Responsibilities the program. The plant manager providing the tour was OCCRL’s CTE Apprenticeships Project so impressed with the group of students, the thoughtful Companies considering apprenticeship as a workforce questions they asked, and their overall engagement that OCCRL has launched a project to study CTE Apprenticeships in the state of Illinois, such as the Registered development strategy submit an employer interest he wanted to hire an apprentice himself. Apprenticeship programs at Harper College. This baseline study includes an environmental scan that is designed to form. Employers who complete this form are contacted describe the utilization of CTE apprenticeships in Illinois, the CTE programs these apprenticeships are embedded in, by Harper College’s Office of Apprenticeship. The best Students’ Roles and Responsibilities and the student populations engaged in these apprenticeships. OCCRL’s CTE Apprenticeships study will answer the part of hiring an apprentice through Harper College’s following guiding research questions. program is that employers do not need to do any of Potential students who are interested in one of the the legwork involved in registering a program with the registered apprenticeship programs available at Harper 1. To what extent are apprenticeships currently embedded in CTE programs in Illinois overall, and in Chicago U.S. Department of Labor, and the college assists them College initiate the process by completing and submitting specifically? throughout the full program. Employers are made aware an interest form. This starts the admissions process 2. What are the characteristics of CTE programs that have apprenticeships embedded in them? of the following responsibilities: and directs the student to apply to Harper College. As 3. How are the apprenticeships within CTE programs structured? What are the requirements for entry into, the current Registered Apprenticeship programs are participation in, and completion of these apprenticeships? • Providing their apprentices with experienced associate degree programs, candidates must be college 4. What are the demographics of students who are enrolled in CTE programs with apprenticeships embedded in mentors who are responsible for the on-the- ready, as determined by Harper College’s admissions them? job training components of the program. Harper office based on either recent ACT or SAT scores or 5. What is the relationship between apprenticeship and youth employment, as perceived by faculty of CTE programs College will give them access to easy checklists of scores on a placement exam. A list of prospective with apprenticeships? competencies they will observe over the life of the students who are college ready is sent to the Harper 6. What factors do faculty identify as being supportive of or creating barriers to the potential to scale apprenticeships program. Harper College also requires all mentors College’s Office of Apprenticeship. These students in CTE programs? to attend a four-session workshop in the first are then requested to submit a complete application semester of their apprenticeship involvement, called and resume. Harper College’s Job Placement Resource This study will examine the potential of apprenticeships as a strategy to improve employment prospects for youth and

REGISTERED APPRENTICESHIPS: HARPER COLLEGE “Train the Trainer.” These classes teach essential Center provides resume assistance and interview tips young adults, as well as supports for and barriers to scaling apprenticeships, as perceived by CTE faculty providing mentoring skills, such as setting goals for and for these prospective apprentices. academic instruction in apprenticeship programs. Finally, this study will serve as a baseline for future research, by providing constructive feedback to their apprentices. providing a clear picture of existing usage of apprenticeships and illustrating the potential to scale apprenticeships as • Allowing apprentices to attend classes on days Candidate applications and resumes are sent to a strategy to improve youth employment prospects for underserved minority and low-income youth. when classes are scheduled each semester. employers interested in hiring one apprentice or more. • Documenting apprentices’ progress using the forms Interviews are organized and conducted by potential References supplied by Harper College. employers following their standard hiring practices. • Meeting with Harper College staff regularly to When a company hires a candidate for the apprenticeship Alfeld, C., Charner, I., Johnson, L. & Watts, E. (2013). Work-based learning opportunities for high school students. Louisville, share work plans, competency checklists, grades, program, Harper College places the student in the KY: National Research Center for Career and Technical Education. and academic progress. Registered Apprenticeship cohort. Students must Bragg, D., Dresser, L., & Smith, W. (2012). Leveraging workforce development and postsecondary education for low-skilled, • Providing Harper College with the wage schedule maintain a GPA of 2.0 to remain in the program. Students low-income workers: Lessons from the shifting gears initiative. New Directions for Community Colleges, 2012(157), the apprentices will receive as they increase in skills are required to sign a contract with their company. This 53-66. doi:10.1002/cc.20006 and experience. contract states that if the student fail a course or is Holzer, H. J., & Lerman, R. (2014). Work-based learning to expand jobs and occupational qualifications for youth. Challenge, 57(4), 18-31. doi: 0.2753/0577-5132570402 Paying the college a flat fee of $15,000 for the full released from the company they must reimburse the • Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. program, billed by semester. For example, a six- company for any funds invested in their education, and Washington, DC: Association of American Colleges and Universities. semester program is $2,500 per semester for all that the student will remain employed by the company Lerman, R. I. (2010). Expanding apprenticeship: A way to enhance skills and careers. Washington, DC: Urban Institute. tuition, fees, books, certifications, and assistance for up to two years. Apprentices are batch registered for National Survey of Student Engagement. (2007). Experiences that matter: Enhancing student learning and success. from Harper College. all courses and attend a customized orientation. Harper Bloomington, IN: Center for Postsecondary Research, School of Education, Indiana University. College’s Office of Apprenticeship keeps the employer Rayborn, I. J. (2015). Exploring factors that influence GED students to complete and matriculate to career and technical Companies are also encouraged to work with local high informed of the apprentices’ academic progress. education certificate programs in community colleges. Chicago, IL: Digital Commons, National Louis University. schools to develop an internship program that will allow U.S. Department of Labor. (n.d.). Advancing apprenticeship as a workforce strategy: An assessment and planning tool for the them to have an “extended interview” public workforce system. Washington, DC: Author. with candidates they may later hire as registered apprentices.

New partner employers are often attracted to the program based on their observations of success of the program. For example, a recent cohort of Industrial Maintenance Mechanic apprentices visited a local manufacturing company, which is a routine aspect of

Registered Apprentices in CNC Precision Machining and Industrial Maintenance Mechanic

Cantarell: White Background f.1 programs at Harper College in the manufacturing labs. Melissa MacGregor may be reached at [email protected]. Heather L. Fox may be reached at [email protected]. 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo Cantarell: White Background f.1

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UofI colors EQUITY AND STUDENT SERVICES 4-color (American AssociationofCommunityColleges,2016). studies their throughout employment maintain to need a to due often part-time, enroll students college community of two-thirds nearly Finally, 2010). Cho, & (Bailey successfully completion degree to time longer college and rates, drop-out increased navigate to necessary knowledge crucial lack coursework, education developmental substantial into translate can unpreparedness This 2011). Dunlap, & (Schoem also can students (Bailey, course college education developmental Community one least 2009). at to referred being students college community of 60% about with underprepared, college in enroll students college community Many 2016). Colleges, Community of Association (American respectively undergraduates, college community of 17% and 36% students, single-parent and generation first- many for education postsecondary to pathway a of provide colleges Community 2016). age Colleges, Community of average The 2016). Colleges, Community of community college Association students is 28, with about (American half of students falling into studies the 22-39 age range (American postsecondary Association all in of enroll 45% who students Black represent and Hispanic, American, students Native of half college than more and Community freshman, first-time of abilities. 41% undergraduates, and goals, backgrounds, socioeconomic varied from stemming and needs personal and academic various with students of population diverse a serve colleges Community Student SupportServicesintheCommunityCollegeContext next steps for future research as well as ideas to improve the current state of student services in community colleges. the community college context, and the role of professional development for staff members. The conclusion provides in framework support student “traditional” a applying context, college community the in services support student of provision the outlines article This success. student support effectively and holistically to efforts their to counter are needs. Due to their location in the higher education hierarchy there are many inequities these professionals face that Community college student affairs and services professionalsserve a plethora of students with wide-ranging unique Marci Rockey,OCCRLResearchAssociate Chauntee R.Thrill,OCCRLResearchAssistant by Devean R.Owens,OCCRLResearchAssistant Equity andStudentServices support services is a common issue, as most services are provided only during normal business hours, which does which hours, business normal during only provided are services most as issue, common a is services support to Access individually. student each with working to dedicate to time limited have members staff and ratios advisor the student-to-counselor/ in high exist experience colleges Inequities community as institution. counseling the personal and within advising roles academic of multiple areas or duties relying extraneous services, on support take instudent to staff other understaffed on themselves heavily find colleges community Often cuts. budget elimination to or downsizing due to vulnerable extremely are colleges, community in especially services, support Student (e.g., TRIO). programming population special and communities, learning courses, success student events, registration activities, Other examples of supplemental student support services include orientation, first-year student programming, student • • • • • Student supportservicesofferedbycommunitycolleges canfallintooneoffivecategories: students. college community of success the to essential are services support student personally, and Academically extensive funds, emergency mental healthassistance,anddisabilitysupport. to access assistance, childcare as such often supports populations non-academic college personalized community requires of needs the meeting Effectively learning. of means alternative and centers, learning to access advisors, and faculty with meetings support one-on-one tutoring, including supports, academic services to be successful. Likewise, student affairs personnel need to provide these students with more personalized four-year attending responsibilities. As students a of result they set often need complex more flexibilitya in those balance course offerings,commonly student activities,students and studentcollege support from Community students. college community dissimilar among higher often is and needed support of degree the similar however, support; personal and both social, academic, require students are All institutions. needs students’ college Community Supplemental services, such as child care assistance, book vouchers, and emergency funds (Purnell & Blank, Blank, & (Purnell funds emergency and vouchers, 2004). book assistance, care child as such services, Supplemental Career counselingandcareerplanning,includingresume buildingandinterviewskilldevelopment; Personal guidanceandcounseling,includingmental healthtreatment,crisismanagement,andmentorship; Academic supportssuchastutoring; Academic guidance,includingeducationalassessments, educationalplanning,anddegreerequirements; assessment efforts to determine gaps instudent involvement or participationinsupport services. gaps determine to efforts assessment of center the at be should equity this, of part a As diverse needs. and increasingly lives complex these with populations student consider equity, must advance frameworks To students. to services developing delivering from mindsets shift institutional that efforts assessment support of development could the frameworks These students. their affairs professionals in engaging, and thus retaining, student for research. essential is context college community future for there the reflect that frameworks theoretical context, Developing opportunities literature this notable in limited are development the student community and on with populations working of college realities the Given and academicdegreeprograms. technical and/or program, diplomas and certificate long-term and short- learning, lifelong education, developmental education, adult in engaged are who a matter in of minutes. often This includes programs, supporting students of myriad a in trajectories of number any for preparation at and ability of students levels all counsel Academic to expected student. be may questioning advisors old 19-year the and years many for publicly out been has who adult senior the engage and support to need may advisor found mid-day in a cafeteria setting. A LGBTQA club be may audience” “captured only the professionals, and student support professionals. affairs For campus activities student creates of experiences population the in college nuances community a serving be challenging in any institutional context. However, can services and life campus in students Engaging (Evans, Forney,Guido,Patton,&Renn,2010). conducted been has context college community the time. full However, research on student school, learning styles within college attending high and college campus, from on living “traditional” directly institution a a entering four-year student of a by characterized context experience the applied within and from modeled is student theory on development literature the & of much Yuan, 2015), Harrell, Wakhungu, Dundar, (Shapiro, students contemporary for pathway educational gateway a as serving increasingly colleges community Despite Community CollegesContext Support Frameworkinthe Applying a“Traditional”Student on non-academicexpenses. costs minimize are to institutions funding requiring and decreased, revenues state when risk at also are offered, when services, Supplemental remotely. or weekend evening courses or who access take their coursework who students of needs the meet not

UPDATE, Spring 2017 13 15 The Role of Professional Development for Student Services Staff Conclusion

Student services professionals are often the first point of contact for students. These employees provide support, Community colleges are dealing with numerous variables and challenges whilst trying to ensure the success of their information, and resources pertinent to student success. students. Adequate resources, including access to and support for professional development, are needed to improve the quality of services offered by community colleges. Tailored professional development that directly addresses Because personnel in student affairs are usually the first to interact with students and often reconnect the specific needs and problems facing community colleges is vitally important. Student affairs professionals need with students several times throughout their careers, it is imperative that these staff members have the frameworks that are based in the community college context. The unique structure and issues community colleges knowledge, skills, and competencies necessary to meet the challenges presented. (Diaz, 2013, p.3) possess create distinct situations that must be addressed delicately and directly. Frameworks with four-year institutions at the center do not fit the community college context (Kelsay & Zamani-Gallaher, 2014). Systems are constantly evolving to better serve student needs; due to the vast and diverse population of students at community colleges, student affairs professionals need to constantly stay abreast of the changes happening within Employees and institutions benefit from targeted research capturing the complex issues situated in the community the field (Person, Ellis, Plum, & Boudreau, 2005). Student services staff work with insufficient time and budgets to college context. Specific research regarding student engagement and the experiences of student affairs professionals meet the needs of students. The scarcity of resources forces student services staff to engage in creative strategies in the community college context can provide valuable resources that will support both students and staff members. to support various student groups effectively and efficiently. “Over the past several years, public colleges and Potential areas for research and practice could include developing partnerships between faculty and student affairs EQUITY AND STUDENT SERVICES universities have cut faculty positions, eliminated course offerings, closed campuses, and reduced student services. . .” professionals, engaging students via student employment, studying the experiences of satellite campus staff and (Mitchell, Leachman, & Masterson, para. 14, 2016). In order to enhance education, Chickering and Gamson (1991) students, designing and assessing learning outcomes in student affairs, and assessing the value of student affairs in argue “an organizational culture that values, nourishes, and provides support for efforts to become more effective retention efforts. professionals. . . emphasizes quality performance from administrators, faculty, support staff and students” (p. 57).

Enhancing delivery of services, improving knowledge attainment, and ensuring student success are benefits of professional development for the institution, employee, and students (Diaz, 2013). The complexity of the roles of student services staff members warrants the identification of training and experiences needed to prepare them and sustain their skills adequately. In addition, community college student affairs professionals frequently access professional development via local and state organizations or conferences, as distance, understaffing, and expense often hinder community college personnel from attending larger national conferences or training. Recently, however, national organizations, including the the American College Personnel Association (ACPA), National Association of Student Personnel Administrators (NASPA), and the National Council on Student Development (NCSD) have made some strides in improving offerings for community college student affairs professionals whether virtually or in person. The complexity of the roles of student services staff members warrants the identification of training and experiences needed to prepare them and sustain their skills adequately. References The ACPA Commission for Two-Year Colleges seeks to provide professional development opportunities “through American Association of Community Colleges. (2016). Fast Facts. Washington, DC: Author. sponsored programs at ACPA’s annual convention, commission-sponsored workshops, and co-sponsored programs American College Personnel Association. (n.d.). Commission for Two-Year Colleges. Washington, DC: Author. with other national student development in two-year college focused organizations” (American College Personnel Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. Association, n.d.). This ACPA commission also publishes a newsletter with a wealth of information on current student New Directions for Community Colleges, 145, 11–30. affairs issues. Bailey, T., & Cho, S-W. (2010). Developmental education in community colleges [Issue Brief]. New York, NY: Community College Research Center, Teachers College, Columbia University. NASPA manages a Community College Division that “examines issues relevant to community college institutions Chickering, A., & Gamson, Z. (1991). Applying the seven principles of good practice in undergraduate education. New Directions and professionals and hosts a variety of professional development opportunities” (National Association of Student for Teaching and Learning (No.47). San Francisco, CA: Jossey-Bass. Personnel Administrators, 2017). The Community College Division spearheads three different initiatives for student Diaz, A. S. (2013). Illinois community college chief student services officers’ support for the professional development of college affairs professionals in community colleges: middle managers: An adult learning perspective (Doctoral dissertation). Retrieved from ProQuest LLC. (3596641) Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass. NASPA Community Colleges Online Series. This series includes four free online learning opportunities each year. • Kelsay, L. S., & Zamani-Gallaher, E. M. (Eds.) (2014). Working with students in community colleges: Contemporary strategies Its goal is to provide relevant professional development for student affairs practitioners. There is also an archive bridging theory, research, and practice. Sterling, VA: Stylus. with past session presentations. Mitchell, M., Leachman, M., & Masterson, K. (2016). Funding down, tuition up. Washington, DC: Center on Budget and Policy • NASPA Community Colleges Symposium Series. This series occurs at various community college campuses Priorities. across the country. It provides high-quality professional development opportunities for new and mid-level National Association of Student Personnel Administrators (2017). Community colleges division. Washington, DC: Author. community college student affairs professionals, focusing on the role of the community college in society, student National Council on Student Development. (2015). Our mission and philosophy. Largo, MD: Author. development theory, and adult learning theory. Person, D. R., Ellis, P., Plum, C., & Boudreau, D. (2005). Using theory and research to improve student affairs practice: Some • NASPA Community Colleges Institute. This institute is a one-and-a-half-day pre-conference workshop current examples. New Directions for Community Colleges, 131, 65-75. facilitating deep discussion regarding a variety of critical issues affecting community colleges. Purnell, R., & Blank, S. (2004). Support success: Services that may help low-income students succeed in community college. New York, NY: MDRC. Schoem, D., & Dunlap, L. (2011). College knowledge for the community college student. Ann Arbor, MI: University of Michigan As an affiliate council of the American Association of Community Colleges, the NCSD “supports the understanding Press. of and respect for all community college students and professionals through advocacy and education” (National Shapiro, D., Dundar, A., Wakhungu, P. K., Yuan, X., & Harrell, A. (2015). Transfer and mobility: A national view of student Council on Student Development, 2015). The NCSD is the only organization solely dedicated to community college movement in postsecondary institutions, Fall 2008 cohort. (Signature Report 9). Herndon, VA: The National Student student development professionals. The NCSD hosts the Walter G. Bumphus Leadership Institute, which provides Clearinghouse. networking opportunities, facilitates discussions on leadership and student development, and develops and refines

Cantarell: White Background f.1 Devean R. Owens may be reached at [email protected]. critical leadership skills. Professionals will also find webinars, training, and a full list of associated organizations on Chauntee R. Thrill may be reached at [email protected]. their website. Marci Rockey may be reached at [email protected]. 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo Cantarell: White Background f.1

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UofI colors RACIAL EQUITY AND JUSTICE 4-color issues show up andhowtheyaredealt withatthatlevel. these how to complexity and nuance of layer additional some adds think I education postsecondary in degree autonomy greater of That students. those with working are that staff and faculty the shape they How classes. incoming postsecondary the to move we When level it shifts and institutions have much more. . . we could say autonomy and choice in how they shape their classes, universities. and colleges all at situation presumed a necessarily not is That classroom, or at least they have to recognize that they are going to have difference and education diversity within mandatory the classroom. is there where sector, where students have secondary to go and to school. 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The need for greater financial resources to support students of promotion and tenure through advance successfully to color of staff and faculty for need The color. of students and color of staff and faculty more for requests again, over and over institutions, their at demands make to minori groups tized racially from students and staff, faculty, from forward come that calls are there generation, a twice About Dr. Dafina-LazarusStewart available asthedebutepisodeof Student Affairs at Bowling Green State University. The summary below highlights this interview; the full interview is and Education Higher of professor a Stewart, Dafina-Lazarus Dr. interviewed Zamani-Gallaher M. Eboni Dr. justice. racial greater toward transformation institutional drive to necessary work the doing actually and diversity positional com on attention focusing between gap the to attention calls activism and research Zir University. State Colorado will Stewart Dr. August, In institutions. serve as education Professor in the School higher of Education and Co-Director U.S. of the Student Affairs inthe Higher Education Program at in groups marginalized of success and growth, learning, cultivate and sustain that futures imagining and empowering on focused activist and educator, scholar, a is Dr. Dafina-Lazarus Stewart, a professor of Higher Education and Student Affairs at Bowling Green State University, of color; sizable commitment of dollars; and notable gains in the racial and ethnic diversity of certain parts of campus. noritized faculty, staff, and students continue despite pledges to increase the numbers of faculty, staff, and students sustaining campus environments that are more diverse and inclusive. Incidents of racial microaggressions against mi and creating for accountability institutional greater and outcomes, tangible actions, direct for calling is activists dent particularly black students and their accomplices, have gone students, viral minoritized via racially social from media. demands The student current generation as of news black the stu in been have nationwide universities and Colleges by EboniM.Zamani-Gallaher,OCCRLDirector Racial EquityandJusticeinEducationalSettings that willactuallyleadtogreaterinstitutionaltransformation. made are decisions those as table the at role a play to And like? look it must What like? Whatcouldthatchangelook how things couldbedifferent. provide avisionof to able being actually is campus on inequities racial to response in play can activism but continuing to apply pressure. I think the third role that faculty, staff, and student change to take place. You know, so that it is not just a matter of bringing awareness they are also contributing to putting the pressure on, provoking attention and actual think I awareness, beyond secondly, universities. think I play. they role critical first and the probably is that colleges our in justice and equity racial greater towards to what the issues are that are of particular concern and that are hindering progress Dr. Dafina-Lazarus Stewart: response toracialinequities? in activists student and staff, faculty, of role the is find you do what campuses, college university on minorities racialized against macro and micro aggressions, ongoing of face the In Democracy’s College podcastseries. I think they play critical roles in bringing awareness ------justice weneed toembracerevolution, notmerelyevolution. to rebuild. And so, order I believe that if in our colleges and universities are dismantle going to make a to difference in issues ofdesigned equity and is that change revolutionary represent justice and equity whereas operates, how it and organization an of really essence the constructs change and actually to concepts little do Those that changes justice. evolutionary merely and represent equity produce to meant never were inclusion and Diversity difference. of rid the getting is too That celebrates place. first the in justice groups minoritized on but impacts disparate having were pool, that policies and practices candidate diverse ethnically an having for itself credits and initiative support in for awards celebrates increases Inclusion targeted. been have and who those by reported systems, as chances life and abusive lives peoples’ for to revisions harm, in reductions celebrates incremental equity and whereas positions growth, minoritized reflect still that numbers in increases celebrates diversity ways, these In The differentwaysthattheseconceptsapproachtheissuesisimportant. continue toreproduceconditionsthatfrustrateeffortsachieveequityanddiversity. systems and practices, norms, institutional our how examine actually to room, in who’s counting merely move beyond to how to attention pay to need really we that progress, in already picnic the for Kool-Aid make to trying has not been effective and has not been the case. 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asks asks

subject ofadebateinthefirstplace? Why wouldweallowthehumanityanddignityofa groupofpeopletobethe in maintainingtheirdehumanizingviews? Whose safetyisbeingsacrificedandminimizedto allowotherstobecomfortable others likethemselves? do notfeelsafewhenisolatedandseparatedfrom What arepeopleexperiencingoncampusthatthey certain groupsasaperpetualmajorityhere? What conditionshavewecreatedthatmaintain threat oferasure? Whose presenceintheroomisunderconstant but cannot? that debatesBlackLivesMatterasamovement? Wouldn’t itbegreattohaveaprogramwithpanel they belong? Is thisenvironmentsafeforeveryonetofeellike student centers? Is itseparatisttoprovidefundingforethnic than lastyear? How manymoreofxgroupdowehavethisyear Whose ideaswillnotbetakenasseriouslybecause theyarenotinthemajority? Who istryingtogetintotheroom Who isintheroom? Have everyone’sideasbeenheard? To cover the gap between compositional diversity—who is in the room–and insti - - -

UPDATE, Spring 2017 17 19 What tangible corrective actions can leaders take to initiate the work that you Community College Pop Culture Portrayals discussed in moving beyond just compositional diversity to cultivating learning by Travis J. Tyler, ASHE Intern and alumnus of the UNLV Masters Degree in Higher Education environments that actively counter the marginalization of racialized minorities and Kim Nehls, Executive Director of the Association for the Study of Higher Education (ASHE) other minoritized groups? The hallowed halls of higher education are a fertile setting for novels, TV shows, and movies. A vast array of students, Dr. Dafina-Lazarus Stewart: It is not enough to recruit more racially minoritized faculty. One also needs to be faculty, and administrators roam these fictional colleges and universities, creating the plots of many classic academic examining reappointment, tenure and promotion systems, and hostile and toxic department cultures that create a trials and tribulations. However, many scholars (Hawk & Hill, 2016; Hinton, 1994; LaPaglia, 1994; Reynolds, 2014; revolving door. And in that revolving door, when racialized minoritized faculty are constantly moving in and out every Tucciarone, 2007) have called into question the veracity of these portrayals and the potential effects of these fictional three to four years, it destabilizes community-building efforts and isolates tokenized faculty that manage to make it accounts of higher education on prospective students. Tucciarone (2007) argued that popular media functions as a through. It is not just the recruitment; it is really examining the systems and structures that support retention. source of information for unfamiliar situations and places. Yet the portrayals of institutions of higher education are often myopic in scope and subject matter: dating, athletics, and partying dominate the intercollegiate narratives.

RACIAL EQUITY AND JUSTICE It is not enough to do annual training on using inclusive language in the classroom, for instance, if we never really take to heart efforts to call out and disrupt faculty assumptions of the presumed incompetence of racially minoritized Alternatively, the college landscape is often portrayed through the nostalgia-tinged lenses of elitism with settings students in their classroom. If the faculty are still assigning readings that reinforce normative assumptions that bolster resembling Ivy League institutions (Reynolds, 2014). Reynolds (2014) wrote, “The social overshadows the academic, Whiteness and White supremacy. If the faculty are not taught to recognize and disrupt the creation of study and project and manifestations of institutional hierarchy viciously (mis)characterize role and purpose for institutions of higher groups that often students are allowed to do on their own, but they tend to do so in ways that ostracize marginalized education of differing types in ways that contain privileged messages about who institutions are for” (pp. 21-22). and exclude racially minoritized students. We also have to think about how we can hold Indeed, the popular media’s portrayals of the higher education landscape do not reflect the ever-evolving and faculty accountable as part of the departments’ and colleges’ advancement systems expanding student population. According to the American Association of Community Colleges (2016), 45% of all for how they are actively contributing or failing to contribute to creating just undergraduate students in the United States attend community colleges, that serve a diverse student population and sustainable classroom environments. with a wide range of educational needs, but colleges and universities in popular culture rarely venture outside of the traditional social or sports tropes of teenagers. In fact, Hinton (1994) noted between 1960 and 1990 not a It is moving beyond merely bringing people in the door, and again, It is moving beyond single film was made featuring nontraditional students at a community college. This lack of representation in film what are the things that are underneath that, and really thinking about is interesting not only considering the number of nontraditional students who attend community colleges, but also systemic and structural change. Many changes institutions boast about merely bringing people due to the number of Hollywood figures who were educated in the community college system: George Lucas began receiving diversity initiative that celebrates diversity or got students in the door, and again, at Modesto Junior College; body builder, actor, and politician Arnold Schwarzenegger started his academic career involved in celebrating difference and what that means, but this is at Santa Monica College; and Tom Hanks, before transferring to Cal State Sacramento, attended Chabot College often absent of any concrete assessment of the sustained impact of what are the things that are (Ross, 2016). However, since 2000, community colleges were introduced to the popular media’s limelight—for better those initiatives. Those things need to be happening. We can’t just underneath that, and really or worse. This literature review features popular portrayals of community colleges as the “punchline” for higher recruit students if we are not examining and making structural changes thinking about systemic education and forming a community. It concludes with future directions for portrayals of community colleges in pop to disrupt and revolutionize the classroom climate, the residence hall culture. environments that often are hostile and toxic to minoritized groups. and structural change. Those are the kind of things that I think are tangible, actionable, corrective Popular Portrayals of Community Colleges: Higher Education’s Punchline? actions that leadership can take on campuses. Very few studies (Bourke, Major, & Harris, 2009; Hawk student is called upon to answer a question about trust, & Hill, 2016; LaPaglia, 1994; Tucciarone, 2007) have he responds, “Trust is uh, trust is life” (Van Sant et al., Is there an additional call to action that you would like to focused specifically on popular media and community 1997). Even for those unfamiliar with the movies, this issue to those who want to take a more active role in advocating colleges. Indeed, this is reflective of the popular media’s scene depicts community college students as apathetic, for racial justice? lack of focus on community college, but these portray- distracted, and lacking knowledge to answer a simple als do exist. However, it is unfortunate that these por- question. Yet, these poor portrayals seem to be univer- trayals are often on the periphery or are the punchline sal in popular media even past the turn of the century. Dr. Dafina-Lazarus Stewart: I would encourage people to first do the self-work, the interior work, necessary to learn about and unlearn the internalized dominance or internalized oppression that all of us have been socialized of mean-spirited comedy calling into question the men- The sci-fi comedy Evolution (Reitman & Jakoby, 2001) into in this country. That kind of self-work is essential to actually being positively effective in impacting change in tal prowess of community college students (LaPaglia, featured community college professors more concerned our campuses. I will also encourage folks to actively seek to build coalitions with others who are also members of 1994; Tucciarone, 2007). In her study of print, film, with research than teaching (Tucciarone, 2007). In minoritized populations on campus. We will gain more by working together than by working separately, recognizing and television up to 1992, La Paglia (1994) found that Rodney Atkins’ (2006) song “These Are My People,” he that our futures are really bound up together with each other. We don’t need to compete; we can actually work community college students are represented as “medi- sang, “We got some discount knowledge at the junior collaboratively in coalitions to achieve gains that will improve the life chances and educational experiences of everybody ocre, probably losers, and usually unsympathetic” (p. 6) college where we majored in beer and girls” (as cited in on campus, not just one group at a time. or function as the center of “mean spirited images. . . Hawk & Hill, 2016, p. 31). The lyrics insinuate an infe- [meant to] demean. . . devalue and declass” (p. 151). rior source of education and the students’ lack of fo- Although LaPaglia (1994) analyzed fiction up until cus toward academics (Hawk & Hill, 2016). In Tosh.O 1992, her findings remained consistent after that pe- (Zabielski, McAdams, & Judge, 2012), host Daniel Tosh Hear more insights from Dr. Dafina-Lazarus Stewart by listening to the full riod. For example, while Good Will Hunting (Van Sant, comments over internet videos. In one video, a younger interview. Also, readers are encouraged to watch Minding the Gap: The Distance Damon, & Affleck, 1997) predominantly takes place at community college student collides with an older female Between Compositional Diversity and Institutional Transformation, Dr. Dafina- MIT, Sean McGuire, Robin William’s character, teaches student on his skateboard, to which the host comments: Lazarus Stewart’s lecture given at the University of Illinois at Urbana-Champaign, as at Bunker Hill Community College, which Keroes (2004) Just another day at community college where part of the Dean’s Diversity Lecture Series sponsored by the College of Education, described as “the sort of institution considered a refuge kids who can’t get into a state school share Office of the Provost, and OCCRL. for underprivileged students, those too poor or aca- a campus with old people who want to learn demically undernourished to gain admission to a more computers. . . Maybe this would not have prestigious institution” (p.42). In one scene, in which happened, if you were not 45 years late to Cantarell: White Background f.1 Eboni M. Zamani-Gallaher may be reached at [email protected]. a group of community college students listens to Sean class. (Zabielski et al., 2012 as cited in Hawk Dafina-Lazarus Stewart may be reached [email protected]. McGuire lecturing about psychology, one female stu- & Hill, 2016, p. 31) dent is depicted chewing on her hair, and when a male 2017 Spring UPDATE, Full Horizontal r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo 21 The commentary is mean spirited to all demographics, mocking the intelligence of traditionally aged students at com- tions in Community and Larry Crowne also look like community colleges instead of the Ivy League institutions in most munity college, while simultaneously denigrating nontraditional students’ sense of belonging at community college feature films. These shows demonstrate a progression of the portrayal of community colleges from ridicule to societal (Hawk & Hill, 2016). While Bourke and colleagues (2009) argued popular media’s negative portrayals of community relevance. colleges were relegated to students’ lack of motivation, these recent examples from popular media demonstrate a broader repertoire of ridicule, targeting multiple facets of community college (i.e. the students’ intelligence, the pro- Future Directions fessors, and the institutions). As mentioned previously, the amount of research on popular media and community college is limited. In more specific Popular Portrayals of Community Colleges: Forming a Community terms, Tucciarone’s (2007) and Hawk and Hill’s (2016) data were collected from community college students who were familiar with these types of institutions, allowing them to analyze media portrayals more accurate in compari- Contrary to the previous examples, Community (Harmon, Russo, & Russo, 2009) and Larry Crowne (Hanks & Var- son to the actuality of attending a community college. However, it would be beneficial to expand the current sample dalos, 2011) represent more positive portrayals of community colleges. These portrayals defy common conventions, to include those who are not familiar with community college, such as prospective college students in high school or taking the community college from the periphery and placing it as the center of the story. Community, a long-run- first-generation students, as they may be more influenced by popular media’s portrayals (Hawk & Hill, 2016). The ning sitcom TV-show, walks a fine line between mockery and satire. Fain (2012) argued, “The show. . . poke[s] fun mission of community colleges is offer open-access and cost-effective way to earn a college education. Therefore, it at common conventions at community colleges: turf battles between departments, overly ambitious administrators, is important to remain vigilant in studying and analyzing current trends in popular culture in order to counteract the underprepared students and relentless budget-cutting.” In addition, Community features a cast of characters repre- misrepresentation of the mission and benefits of enrolling at a community college. senting a range of ages, races, and educational experiences (Fain, 2012). These characters more accurately reflect the actual student population of community college students, illustrating its growing diversity. Further, the emphasis of COMMUNITY COLLEGE POP PORTRAYALS the show is on the daily lives of the students as they build relationships within a close-knit study group of traditional and nontraditional students (Hawk & Hill, 2016). While often implementing a farcical spin (e.g., playing paintball to win early class registration), the show features the struggles of community college students to balance academics and life.

In Larry Crowne, Tom Hanks plays the titular character, a military veteran who is laid off for not having a degree. He enrolls in com- munity college, where he takes Julia Roberts’ speech class and another class in economics. Similar to Community, the movie features a wide range of characters from different rac- es and different backgrounds as traditional and nontraditional students build friendships and a community both inside and outside the classroom. In particular, Hanks’ character is taken under the social wing of younger and hipper student, Talia. However, the por- trayals of the professors are problematic in References Larry Crowne. While the economics profes- sor, played by George Takei, embodies the American Association of Community Colleges (2016). 2016 college fact sheet. Washington, DC: Author. stereotypical arrogant and self-absorbed Bourke, B., Major, C. H., & Harris, M. S. (2009). Images of fictional community college students. Community College Journal of professor (Reynolds, 2014), his character Research & Practice, 33(1), 55-69. doi: 10.1080/10668920802045535 counters the lack of rigor or inferior status of Fain, P. (2012, March 30). Community colleges as fiction fodder. Washington, DC: Inside Higher Ed. community college academics. Julia Roberts’ Hanks T. (Writer & Director), & Vardalos, N. (Writer), (2011). Larry Crowne [Motion picture]. United States: Universal Pictures. Harmon, D. (Writer), Russo, A., &. Russo, J. (Directors). (2009). Community [Television series]. In D. Harmon (Executive character begins as an apathetic and possibly producer). New York, NY: Sony Pictures Television. alcoholic educator who believes she is too Hawk, J. L., & Hill, L. H. (2016). “Hipster freshman”: Popular culture’s portrayal of community college students. Community good for community college but evolves into College Enterprise, 22(1), 28-42. a dedicated professor. Hinton, D. (1994). Celluloid ivy: Higher education in the movies 1960-1990. Metuchen, NJ: The Scarecrow Press. Keroes, J. (2004). Picturing institutions: Intellectual work as gift and commodity in Good Will Hunting. In S. H. Edgerton, G. Although a quirky sitcom and rom-com may Holm, T. Daspit, & P. Faber (Eds). Imagining the academy: Higher education and popular culture (pp. 39-50). New York: not seem like viable reflections of the actu- Routledge. ality of community college, beyond the co- LaPaglia, N. (1994). Storytellers: The image of the two-year college in American fiction and in women’s journals. medic and dramatic effects of Community DeKalb, IL: LEPS Press. Reitman, I. (Director), & Jakoby, D. (Writer). (2001). Evolution [Motion picture]. United States: DreamWorks Pictures. and Larry Crowne exists a message of per- Reynolds, P. J. (2014). Representing “U”: Popular culture, media, and higher education. ASHE Higher Education Report, 40(4). sonal and academic opportunity to earn a doi: 10.1002/aehe.20016 college degree, especially for nontraditional Ross, K. M. (2016, May 25). Famous people who attended community college. Washington, DC: US News & World Report. students (Tucciarone, 2007). Furthermore, Tucciarone, K. M. (2007). Community college image - by Hollywood. The Community College Enterprise, 13(1), 37-53. these two stories feature nontraditional Van Sant, G. (Director), Damon, M., & Affleck, B. (Writers). (1997). Good will hunting [Motion picture]. United States: Miramax. students taking a second chance on achiev- Zabielski, S., McAdams, B., & Judge, J. (Directors). (2012, October 23). Lady attacks skater. [Internet series/Television ing success in life, highlighting the positive series episode]. In Zabielski, S., Tosh, D., Smith, T., Gibbons, M., & Tomlinson, S. (Producers), Tosh.0. Culver City, CA: Cantarell: White Background f.1 aspects of community college (Hawk & Hill, Hayden Studios. 2016). The physical buildings of the institu- Travis J. Tyler may be reached at [email protected]. 2017 Spring UPDATE, Full Horizontal Kim Nehls may be reached at [email protected]. r r e rs it fI fI black & wh Uo blue 1-colo Uo colo 4-colo Cantarell: White Background f.1

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UofI colors ILLINOIS MSCCS 4-color lios y S tp. ot f h Ilni MCs r lctd ihn 0 ie o dwtw Ciao wt the with campuses are allaboutanhourdrivefrom downtownChicago(43-58 miles). Chicago, downtown of miles 30 within located are exception of College of Lake County, Elgin Community College, MSCCs and Waubonsee Community College. These three Illinois the of Most type. MSI by in MSCCs Illinois the of map a provides 1 Figure institutions. Islander-serving Pacific and American, Native American, Asian are that two and institutions, Black predominantly are that five institutions, Hispanic-serving are that ten Within the Midwest region, the State of Illinois has the largest number of MSCCs. There are 14 MSCCs in Illinois: Illinois MSCCs underserved and underrepresented students, particularlyminoritizedstudentsofcolor (Hagedorn,Chi,Cepeda,&McLain,2007). historically for education postsecondary into overwhelmingly pathway primary institutions the These as n.d.b). serve Institutions, Serving Minority for (Center MSIs designated for federally (Center MSCCs were intuitions two-year all were of that public, 306 and private 15 colleges, community 22% 321 includes This n.d.b). Institutions, Serving Minority 2016, of As time. over changes institutions these at Association of Community Colleges, 2016). The number of MSCCs is ever evolving as the body of students Approximately enrolled 46% of MSIs are two-year institutions or Minority-Serving Community Colleges (MSCCs) (American 2007). Statistics, Education for Center (National institutions minority-serving other as to referred sometimes are 50%, exceeds undergraduates minoritized of enrollment combined whose but categorized, otherwise not Institutions • • • • color servedbytheinstitution.Generally,institutionsaredesignatedas: of students undergraduate minoritized of percentage the on based designated are MSIs remaining The research. the definitions and titling of each designation of MSIs can vary across federal agencies, funding opportunities, and Alaska Native students. Outside of and Historically Indian Black American Colleges predominantly and serve that Universities congress and by Tribal designated Colleges institutions and are Universities Universities, and Colleges institutions founded prior to 1964 whose primary mission was the education of of African Americans. origin Similarly, Tribal and mission primary the these institutions. on Status as Historically Black based Colleges and and Universities was institutions designated by 1965 congress to to accredited of 1994 Act of Act Education Status Higher Land-Grant the Education of in Equity part as legislatively granted was Universities and Colleges Tribal or Universities and Colleges Black Historically as Status 2007). Statistics, Education for Center (National Education color enrolled at the institution. In total, there are seven categories of MSIs recognized by the U. S. Department of of students undergraduate minoritized of percentage the or origin or mission primary their either on based MSIs as designated are Institutions 2015). Galdeano, & Hurtado, Núñez, 2014; Nguyen, & Gasman 2002; Zamani, & underrepresented minoritized students of color who otherwise may not enroll in postsecondary education (Aragon Roughly one-fifth of all undergraduates attend minority-serving institutions (MSIs), including large proportions of Chauntee R.Thrill,OCCRLResearchAssistant by HeatherL.Fox,OCCRLAssistantDirector ofOperations,Communications,andResearch falls inthosecategories(CenterforMinorityServingInstitutions,n.d.a). Alaskan Native and/or Native Hawaiian-serving institutions if at least 20% of the institution’s total enrollment in thosecategories,and falls enrollment total of 10% least at if institutions Islander-serving Pacific American, Native American, Asian Hispanic-serving institutionsifatleast25%oftheinstitution’stotalenrollmentisHispanicorLatino/a, or American African is enrollment total Black, institution’s the of 40% least at if institutions Black Predominantly Community Colleges The IllinoisLandscapeofMinority-Serving ILLINOIS SPOTLIGHT Figure 1.Illinois Minority-ServingCommunity Colleges Center forEducationStatistics,2016). and arts liberal in degrees (National associate sciences physical and biological in degrees associate 256 and humanities 545 and studies, general sciences, awarded also ECC 2016). Statistics, Education for Center (National in mechanic and repair technologies programs and over 350 certificates in health professions and related programs programs and adult education. During the 2015-2016 academic year, ECC transfer with awarded along studies, approximately liberal and 320 arts, fine certificates engineering, sciences, arts, the in programs degree associate of variety a offers ECC 2017). Board, College Community (Illinois Latino/a or (44%) White were majority the whom of students, 16,114 enrolled ECC year, academic 2015-2016 the In miles. square 360 covers which Illinois), in districts college community 39 the of (one 509 High District services Elgin ECC of 2017). College, out Community classes (Elgin School holding college, junior a as began (ECC) College Community Elgin 1949, in Founded Hispanic-Serving Institution Elgin CommunityCollege studies andhealthprofessionsrelatedprograms(NationalCenterforEducationStatistics,2016). multi/interdisciplinary with along humanities, and studies, general sciences, and arts liberal in mechanic andrepair degrees associate in 400certificates over fine and 850 over awarded also CLC 2016). Statistics, arts,science, Education for Center (National programs technologies/technicians programs in andrelated professions than degrees health more in conferred ofassociate CLC certificates 2016, 900 In certificates. and a variety degrees education career as well offers as engineering, CLC and arts, 2017). Board, College students Community of body diverse (Illinois a enroll does CLC but (34%), Latina/o or (46%) White primarily is campuses. body three student across CLC’s students 24,952 enrolled CLC year, academic of 2015-2016 (College the students In 2,360 2017). to 1969 County, in Lake doors its opened first (CLC) County Lake of College 1968, in Founded Hispanic-Serving Institution College ofLakeCounty Illinois MSCCProfiles 13 2 1 12 7 14 10 6 4 5 9 3 11 8 14. 13. 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Wilbur WrightCollege College Waubonsee Community Triton College South SuburbanCollege Richard JDaleyCollege Prairie StateCollege Olive-Harvey College Morton College Malcolm XCollege Kennedy-King College Harry STrumanCollege Harold WashingtonCollege Elgin CommunityCollege College ofLakeCounty serving institutionandHispanic-serving Islander- Pacific American, Native American, Asian Predominantly Blackinstitution predominantly Blackinstitution Hispanic-serving institutionand Hispanic-serving institution

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UofI colors ILLINOIS MSCCS 4-color and humanities (National Center for Education Statistics, 2016). HSTC is the home of Truman Middle College, an College, alternative high schoolforstudentswho droppedoutofhighschool butwishtoobtaina highschooldiploma. Middle Truman of home the is HSTC 2016). Statistics, Education for Center (National humanities and studies, general sciences, and arts liberal studies, multi/interdisciplinary programs, related and professions health in family of areas degrees associate awarded and programs the related and professions health and services sciences/human consumer and in certificates conferred HSTC 2016, offers In HSTC sciences. natural neighborhood, and Uptown human and the education in in courses Located 2017). Board, College Community (Illinois (42%) Latina/o or (21%) American African were whom of majority the students, 15,850 approximately enrolled HSTC year, academic renamed in 1976 after the 33rd president of the United States (City of Chicago, Colleges 2017). In the 2015-2016 school. Outgrowing its initial location, HSTC, then known as Mayfair College, relocated to its current location. It was Founded in 1956, Harry S Truman College (HSTC) began as an “evening college,” offering classes out of a local high Asian American,NativePacificIslander-Serving InstitutionandHispanic-Serving Harry STrumanCollege,CityCollegesofChicago (City CollegesofChicago,2017). program Businesses Small 10,000 Sachs Goldman the for home Chicago the also is HWC economics. and business offers college to career pathways in the areas of insurance and banking, accounting, marketing and management, and HWC 2016). Statistics, Education for Center (National humanities and studies, general sciences, and arts liberal in awarded degrees HWC associate 870 almost and 2016, services support related and In marketing, management, business, in 2017). certificates 87 Chicago, of Colleges (City Randstad and Accenture, Deloitte, with as partnering such education, business businesses for hub a as serves HWC Chicago, of area Loop the in Located 2017). Board, College Community (Illinois (39%) Latina/o or (31%) American African were whom of majority the students, 14,000 mayor, Harold Washington (City Colleges of Chicago, 2017). In the 2015-2016 academic year, HWC enrolled almost in the City Colleges of Chicago system. It was renamed in 1987 after the passing of Chicago’s first African-American college community third-oldest the is (HWC) College Washington Harold College, Junior Loop as 1962 in Founded Asian American,NativePacificIslander-ServingInstitutionandHispanic-Serving Harold WashingtonCollege,CityCollegesofChicago Illinois MSCCProfilesContinued the individualinstitutionsthanofpresenceorabsenceanMSIdesignation. is much smaller at 62% to 87%. As such the reliance on part-time faculty appears more reflective of the structures of percentage of part-time faculty at Illinois non-MSCCs ranges from 47% to 94%, whereas the range at Illinois MSCCs the in range the However, 2017). Board, College Community (Illinois non-MSCCs Illinois at 70% to compared time, part- being faculty their of 76% with faculty, part-time of percentage higher a on rely MSCCs Illinois Overall 2017). Illinois MSCCs employ 25% of the full-time community college faculty in the state (Illinois 2017). Community (City-Data, College 61% Board, to 22% from ranges higher or degree associate an has that population neighborhood the of percentage the Similarly, 46%. to 5% from ranges diploma school high a than less has that populations adult the of were College Community Elgin excluded, as comparable data was not available. Among and the neighborhoods served by Illinois MSCCs, the percentage College Morton MSCCs. Illinois 14 the of 12 for composition educational the shown by comparing the composition of educational credentials is held by the adults in the community. Figure 2 in shows operate MSCCs Illinois that contexts different the of indicator One focus. institutional and enrolled, students served, neighborhoods the in variation notable is there regions urban primarily in clustered are MSCCs Illinois While true ofalltheMSCCsthatarepartCityCollegesChicago,withexceptionHaroldWashingtonCollege. is This locations. campus or satellites more or one have MSCCs Illinois the of most that note to important also is It • • • • • • • of Chicago.EachCityCollegesChicagocollegefocusesononeormoreindustryareas: Islander- Pacific and Colleges City the of part are American, MSCCs state’s the of Half regions. Chicago northeastern in Native located institutions serving American, Asian both and regions Chicago southern and central in located being institutions Black predominantly five the with clustered, are Illinois in MSCCs of types institutional MSI The Wilbur WrightCollege:technology(CityCollegesofChicago,2017). Richard J.DaleyCollege:advancedmanufacturing;and Olive-Harvey College:transportation,distribution,andlogistics; Malcolm XCollege:healthcare; Kennedy-King College:culinaryartsandhospitality; Harry STrumanCollege:education,humansciences,andnaturalsciences; Harold WashingtonCollege:business,entrepreneurship,andprofessionalservices; (City Colleges ofChicago,2017). a new School of Health Sciences, which houses a virtual hospital and the City Colleges of Chicago School of Nursing and sciences, general studies, and humanities (National Center for Education Statistics, 2016). MXC recently opened and professions health in related programs and conferred associate degrees primarily in the areas of multi/interdisciplinary studies, certificates liberal arts 600 over conferred MXC 2016, In County. Cook in degrees sciences health of selection largest the offering education, healthcare for hub a as serves MXC 2017). Board, MXC College Community year, academic 2015-2016 the In 2017). Chicago, enrolled approximately of 9,500 students, the majority of whom Colleges were African American (55%) or Latina/o (City (31%) (Illinois 1944-1945 in U.S. college a training as served Navy institution of the Colleges 1969, to City 1932 seven from the College Junior of Herzl oldest as the Known colleges. is community (MXC) Chicago College X Malcolm College, Junior Crane as 1911 in Founded Hispanic-Serving InstitutionandPredominantlyBlack Institution Malcolm XCollege,CityCollegesofChicago Center (CityCollegesofChicago,2017). WXCC PBS Chicago, WKKC 89.3FM Radio, the Center for Distance Learning, and the Child Development Laboratory to home also is KKC 2016). Statistics, Education for Center (National humanities and studies, general sciences, and In2016,KKC Institute. andHospitality conferred Culinary almost 250 certificatesthe Washburne in personal and culinaryat services programs and 263 associate degrees courses in liberal arts offering education, arts culinary and (84%) (Illinois Community College Board, 2017). Nestled in the Englewood area, KKC serves as a hub for hospitality 2015-2016 academic year, KKC enrolled approximately 6,900 students, the majority of Martin whom and were Kennedy African American F. Robert of Luther honor King, Jr., KKC community in is the smallest 1969 of the seven City in Colleges of Chicago Renamed colleges of (City Colleges of Chicago. Chicago, 2017). In one of the Colleges is City the (KKC) up make College that Kennedy-King colleges College, Junior Wilson Woodrow as 1935 in Founded Predominantly BlackInstitution Kennedy-King College,CityCollegesofChicago in Illinois Communities ServedbyMinority-ServingCommunityColleges Figure 2.HighestEducationalAttainmentofAdultsin Waubonsee CommunityCollege Harold WashingtonCollege SouthSuburban College Richard J. Daley College Harry S Truman College Truman S Harry College of Lake County Lake of College Kennedy-KingCollege Wilbur Wright College Wright Wilbur Olive-Harvey College Olive-Harvey Prairie State College State Prairie Master’s degree Master’s college of more years or One diploma school high than Less Malcolm X College X Malcolm Triton College Triton 0.0% 10.0% Professional school degree school Professional degree Associate diploma school High 20.0% 30.0% 40.0% 50.0% Doctorate degree degree Bachelor's college of year one than Less 60.0% 70.0% 80.0% 90.0% 100.0%

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UofI colors ILLINOIS MSCC 4-color transportation, distribution,andlogistics programs(NationalCenter forEducationStatistics, 2016). for hub a as serves OHC humanities. and studies, general sciences, and arts liberal in degrees associate 300 almost and programs moving materials and transportation in certificates 1,627 awarded OHC year, 2015-2016 the During were African American (62%) or whom Latina/o (22%) (City Colleges of of Chicago, 2017; Illinois Community of College majority Board, 2017). the students, Colleges 7,479 enrolled (City OHC year, War academic 2015-2016 Vietnam the In the colleges. community in lives their lost who men Chicago of Colleges City the of campus largest the has OHC neighborhood, Pullman the Chicago in Located 2017). Chicago, two Jr., Harvey, Bernon Carmel Olive and Lee Milton III PFC of honor in (OHC) College Olive-Harvey renamed In were Colleges. and merged Junior colleges Southeast two the and 1970, Fenger colleges, two as began (OHC) College Olive-Harvey 1950, in Founded Predominantly BlackInstitution Olive-Harvey College,CityCollegesofChicago Works MuseumandHeritageHallopened,honoring MC’shistoryinthecommunity(MortonCollege,2017). Hawthorne the 2007, In 2016). Statistics, Education for Center (National humanities and studies, general sciences, and arts liberal in degrees associate 182 and sciences physical and biological of areas the in degrees associate 122 conferred MC Additionally, 2016). Statistics, Education for Center (National programs provider/assistant care child and programs, services support related and marketing, management, business of areas the in were MC by awarded Science degree along with a host of certificate programs. Applied of Associate were an in concentrations of During variety (84%) a offers MC 2017). Board, themajority College Community (Illinois Latina/o the 2015-2016whom academicof year,students 6,942 mostenrolled ofMC theyear, certificates academic 2015-2016 the (Morton In students 2017). 76 College, and teachers 11 had initially College Morton School, High East Morton at located Originally 2017). College, (Morton Illinois in college community second-oldest the is (MC) College Morton 1924, in Founded Hispanic-Serving Institution Morton College Illinois MSCCProfilesContinued Data source.NationalCenterforEducationStatistics,2016 Table 1.TuitionandFeesatMinority-ServingCommunityCollegesinIllinois,2015-2016AcademicYear tuition isjust$29belowthemeanchargedbyIllinoisMSCCs. King College, where the median income is 62% of the mean and 43% of adults do not have a high school diploma, the Kennedy- by served neighborhood the in contrast, In MSCCs. Illinois by served neighborhoods the among fees and has the highest median income, the lowest percentage of adults without a high school diploma, and the lowest tuition $107,200 with a mean of $59,006, (City-Data, 2017). The neighborhood served by Waubonsee Community College annual median household income across the neighborhoods served by Illinois MSCCs, which ranged from $22,633 to tuition in-district and fees mean were $3,529, with each The of the City Colleges 2016). of Chicago charging $3,505. Statistics, Figure 3 shows Education the distribution of for Center (National $4,583 to $2,832 and from tuition ranged in-district the fees year, academic 2015-2016 the In MSCCs. Illinois the of each for fees and tuition state out-of- and in-state, in-district, of listing a provides 1 Table not. are MSCCs Illinois other and these across served incomes median the consistent, is Chicago of Colleges City the of any attend to charged fees and tuition the While Wilbur WrightCollege Waubonsee CommunityCollege Triton College South SuburbanCollege Richard J.DaleyCollege Prairie StateCollege Olive-Harvey College Morton College Malcolm XCollege Kennedy-King College Harry STrumanCollege Harold WashingtonCollege Elgin CommunityCollege College ofLakeCounty College In-district tuition andfees tuition In-district $3,506 $2,832 $3,870 $4,583 $3,506 $3,432 $3,506 $3,668 $3,506 $3,506 $3,506 $3,506 $2,868 $3,612 In-state tuitionandfees $10,439 $10,786 $8,126 $7,002 $9,360 $8,126 $7,800 $8,126 $7,764 $8,126 $8,126 $8,126 $8,126 $8,358 Out-of-state tuitionandfees $11,906 $11,906 $11,906 $11,906 $11,906 $11,959 $11,046 $11,906 $11,630 $12,173 $11,906 $7,587 $9,240 $9,812 (National Center forEducationStatistics, 2016). advanced manufacturing certificates and degrees in computerized numericaloffers RJDC controlhumanities. and machiningstudies, general andsciences, and factoryarts liberal automation in degrees associate 352 approximately and programs trades construction in certificates 500 over awarded RJDC 2016, In programs. manufacturing advanced Chicago, of Colleges hub for a as serves RJDC 2017). Board, College Community (Illinois 14,263 students enrolled RJDC academic year, (City Daley J. Richard mayor former of passing 2017). RJDC is the a Hispanic-serving institution honor located in it the West to Lawn 1981 neighborhood of in Chicago. RJDC In the and 2015-2016 as College, again Southwest to renamed renamed was was college the 1970, In Chicago. of Colleges City the in college Founded in 1960 as William J. Bogan Junior College, Richard J. Daley College (RJDC) is the third-largest community Hispanic-Serving Institution Richard J.DaleyCollege,CityCollegesofChicago for Center (National humanities and studies, Education Statistics,2016). general programs sciences, andrelated and arts liberal professions in health degrees in associate 190 certificates over 250 and than more conferred PSC 2016, In State 2017). (Prairie courses College, education continuing with along of study, fields 100 over in certificates and degrees offers PSC 2017). Board, College Community (Illinois American African were whom of 56% students, 9,818 enrolled PSC year, academic 2015-2016 the In 2017). College, State (Prairie area Heights Chicago the serves PSC institutions, Illinois other to State courses their Prairie of transferability as the guarantee 1960s to college community late Illinois first the The (PSC). in College renamed was college the College, Junior Township Bloom as 1957 in Founded Predominantly BlackInstitution Prairie StateCollege Community Colleges Figure 3.AnnualMedianHouseholdIncomeinIllinoisCommunitiesServedbyMinority-Serving $22,633

$37,232

$37,825

$42,532

$45,723

$46,082

$48,313

$57,889

$59,703

$63,663

$75,413

$85,629

$96,426

$107,020

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UofI colors ILLINOIS MSCC 4-color students receivedfederalstudentloans. received Pell grants and 59% students received the grants or of scholarships. 50% South where Suburban College, College also Suburban reported South that is none here of their exception The difference. 5% a within typically grants, Pell receiving percentage the of reflective closely is institution each at scholarships or grants receiving students of student loans. The highest percentage of students with Pell grants was 59% at Kennedy-King a College. The with percentage year, percentage of academic students at each Illinois MSCC institution who received 2015-2016 grants the or scholarships, shows Pell grants, and 3 federal the Table 2016). Statistics, for Education for grants Center (National 59% Pell to 20% from received MSCCs Illinois MSCCs across range Illinois four at students of more or Half White were MSCCs Illinois at enrolled (Illinois CommunityCollegeBoard,2017). those of 24% only White, where non-MSCCs Illinois at enrolled students the of 66% while contrast, In MSCCs. Illinois at enrolled students Latina/o and Black of percentages higher notably were there Collectively, demographic year. academic the 2015-2016 the outlines in 2 non-MSCCs Illinois Table and MSCCs 2017). Illinois Board, of composition College Community (Illinois Illinois of state the across enrolled students Alien Nonresident of 44% and students, American African of 55% students, Latina/o of 62% enrolled they Specifically, 2017). Board, College Community (Illinois students minoritized underserved the of prercentage high a and state the in students college community the of 32% enrolled MSCCs Illinois year, academic 2015-2016 the In Enrollment andCompletionatIllinoisMSCCs Data source. NationalCenterforEducation Statistics,2016 2015-2016 AcademicYear Table 3.PercentofStudentsReceivingFinancialAidatMinority-ServingCommunityCollegesinIllinois, Wilbur WrightCollege Waubonsee CommunityCollege Triton College South SuburbanCollege Richard J.DaleyCollege Prairie StateCollege Olive-Harvey College Morton College Malcolm XCollege Kennedy-King College Harry STrumanCollege Harold WashingtonCollege Elgin CommunityCollege College ofLakeCounty Data source.IllinoisCommunityCollegeBoard,2017 Colleges (MSCCs)andnon-MSCCs,2015-2016AcademicYear Table 2.DemographicsofStudentsEnrolledatIllinoisMinority-ServingCommunity Other /Unknown White Nonresident Alien Native Hawaiian Pacific Islander/ Hispanic /Latino Asian American Native American American Indian/ African American/Black College Race /Ethnicity Grants orscholarships 37% 33% 33% 59% 28% 52% 41% 40% 55% 59% 25% 52% 31% 23% Illinois MSCCs 37% 22% 10% 24% <1% <1% 1% 4% Pell grants 37% 26% 28% 50% 28% 47% 41% 39% 55% 59% 24% 51% 26% 20% Illinois non-MSCCs 11% 66% <1% <1% <1% 4% 9% 8% Federal studentloans 19% 11% 12% 21% 41% 27% 37% 13% 28% 5% 0% 3% 8% 4% subgroups. cultures in place at MSCCs that supports the success and of underserved racial policies, minorities and other practices, underserved student the in different is systemically what out draws that done idea is research the that essential supports is it This that non-MSCCs. Illinois of those to comparable outcomes graduation showing colleges these by demonstrated as needs, their meeting are MSCCs Illinois populations, these serve to struggle country the across financial need, English as a second language learners, and students resources. engaged in and adult basicexperiences of these education. students vary contexts across the landscape of Illinois. Illinois MSCCs serve students with Whilehigh levels of institutions differing under operate institutions these These institutions all serve substantial populations urban, of underserved racially minoritized students, while the needs and primarily While college community state. all the of third in a students nearly for education postsecondary to on-ramp critical a provide MSCCs Illinois Conclusion Community CollegeBoard,2017). (Illinois state the in awarded degrees Sciences and Arts of Associate 585 the of none and teaching, in degrees Arts of Associate the of 11% degrees, Arts of Associate the of 37% awarded MSCCs Illinois awarded. degrees associate the while However, of types the in variations are there MSCCs, Illinois at enrolled students of theproportion of reflective is certificates, 2017). Board, short-term and College certificates, long-term degrees, Community associate including level, (Illinois each at credentials MSCCs of percentage overall Illinois by awarded were which of 31% degrees, associate 35,472 conferred colleges community Illinois 2015-2016, In non-MSCCs. and MSCCs Illinois at certificates short-term and certificates, long-term degrees, associate awarded of distribution the shows 5 Table coursework, Illinois MSCCs’ rates of completion reflect the proportionDespite ofsupporting high numbers of thestudents with their secondary completion, studentlanguage learning, and developmental body enrolled at these institutions. learning supportsinpreparationforfurthereducationoremployment. a provide MSCCs Illinois, conduit in to postsecondary how, education for showcases substantial groups This of 2017). underserved students Board, needing educational College and language Community (Illinois of 7% students only vocational and students, language second a as English of 63% students, education basic adult of 68% served they state, the in students college community the of 32% enrolled MSCCs Illinois While year. academic 2015-2016 the MSCCs. Table 4 shows the percentage of students of each classification type served by each institutional type during Enrollment patterns across program classifications are substantially varied between Illinois MSCCs and Illinois non- Data source.IllinoisCommunityCollegeBoard,2017 (MSCCs) andnon-MSCCs,2015-2016AcademicYear Table 5.DegreesandCertificatesAwardedbyIllinoisMinority-ServingCommunityColleges Data source.IllinoisCommunityCollegeBoard,2017 leges (MSCCs)andnon-MSCCs,2015-2016AcademicYear Table 4.EnrollmentbyProgramClassificationinIllinoisMinority-ServingCommunityCol Total Certificate <1year Certificate 1+year Associate degrees Total General studies English asasecondlanguage Adult secondaryeducation Adult basiceducation Career andtechnical Vocational Transfer Program classification Credential Illinois MSCCs 31% 32% 28% 31% Illinois MSCCs 32% 24% 63% 38% 68% 23% 33% 7% Illinois non-MSCCs Illinois non-MSCCs 70% 68% 72% 69% 68% 76% 37% 62% 32% 77% 93% 67%

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UofI colors ILLINOIS MSCC 4-color grams, liberal arts and sciences, general studies, and humanities (National Center for Education Statistics, 2016). Statistics, Triton CollegeishomefortheCernanEarthandSpaceCenterStarStore(TritonCollege,2017). Education for Center (National humanities and studies, general sciences, and arts liberal grams, pro related and professions health studies, multi/interdisciplinary of fields the in degrees associate 600 along over with field, programs related and professions health the in certificates 200 than more awarded TC year, academic 2015-2016 the During 2017). College, (Triton training handgun carry concealed provides and academy, estate real a provides study, of areas 100 over in degrees and certificates offers TC 2017). Board, College Community (Illinois 2017). TC (Triton College, serves a diverse student body that is 37% 29% Latina/o, White, and 15% African American year academic 2015-2016 the during students 17,832 enrolled TC suburbs, western the in Located Township. viso Pro and Leyden, Park, Elmwood districts: school high three after named was (TC) College Triton 1964, in Founded Hispanic-Serving Institution Triton College and humanities(NationalCenterforEducationStatistics,2016). studies, general sciences, and arts liberal studies, multi/interdisciplinary of areas the in degrees associate 200 than more awarded also SSC 2016). Statistics, Education for Center (National programs related and professions health and programs services support related and marketing, management, business, of areas the in certificates 130 than more conferred SSC year, academic 2015-2016 the During programs. community other providing and while education basic certificates, adult and degrees of variety a offers SSC 2017). Board, College Community (Illinois (18%) Latina/o or (58%) American African were majority the whom of students, 9,770 enrolled SSC year, academic 2016 2015- the In Southland. Chicago called also Chicago, of suburbs south the serves SSC 2017). College, Suburban (South college the of location geographic the reflect to 1988, in name of current its by extension followed College, Community an as began initially (SSC) College Suburban Thornton South Township High School (South Suburban College, 2017). In 1969, the institution College, was renamed to Thornton Junior Thornton as 1927 in Founded Predominantly BlackInstitution South SuburbanCollege Illinois MSCCProfilesContinued Waubonsee Community College.(2017). Triton College. (2017). South SuburbanCollege.(2017). Prairie StateCollege.(2017). Practice. Núñez, A. M., Hurtado, S., & Galdeano, E. C. (Eds.). (2015). National CenterforEducation Statistics.(2016). National CenterforEducationStatistics.(2007). Morton College.(2017). Illinois Community College Board. (2017). Hagedorn, L. S., Chi, W. Y., Cepeda, R. M., & McLain, M. (2007). An investigation of critical mass: The role of Latino representation Gasman, M., & Nguyen, T-H. (2014). Historically Black Colleges and Universities (HBCUs): Leading our nation’s effort to improve Elgin CommunityCollege.(2017). College ofLakeCounty.(2017). City-Data. (2017). City CollegesofChicago.(2017). Center forMinorityServingInstitutions.(n.d.b). Center forMinorityServingInstitutions.(n.d.a). Aragon, S.R.,&Zamani,E.M.(2002).Promotingaccessandequitythroughminorityservinginstitutions.InM.C. Brown(Ed.), American AssociationofCommunityColleges(2016,February). References Education Statistics. enrolled intheseinstitutions. Springfield, IL:Author. in thesuccessofurbancommunitycollegestudents. the science,technology,engineering,andmathematics(STEM) pipeline. no. 18.NewYork,NY:AMSPress,Inc. Equity andaccessinhighereducation:Changingthedefinitionofeducationalopportunity New York:Routledge. Chicago neighborhoods. Triton College Facts. History. About US. Who WeAre.

Cicero, IL:Author. About ASSC Colleges. College History. Washington, DC:U.S.DepartmentofEducation,Institute ofEducationSciences. ChicagoHeights,IL:Author. About Us. Data and characteristics of the Illinois public community college system, 2017.

Chicago, IL:Author. Stamford, CT:PitneyBowes,Inc. RiverGrove,IL: Author.

. Grayslake IL:Author. SouthHolland,IL:Author. What areMSIs? MSI directory. College Navigator. Characteristics ofminority-servinginstitutionsandminority undergraduates

Elgin, IL:Author.

Sugar Grove,IL: Author. Hispanic-serving Institutions: Advancing Research and Transformative Hispanic-serving Institutions: AdvancingResearch Research inHigherEducation,4 Philadelphia, PA:PennCenterforMinorityServingInstitutions. Fast facts.

Philadelphia, PA:PennCenterforMinorityServingInstitutions. Chauntee R.Thrillmay bereached at Washington,DC:U.S.Department ofEducation,Institute Heather L.Fox maybereachedat

Washington, DC:Author. Texas EducationReview,2 , 73-91. (Readings onequaleducation), [email protected] [email protected] (1), 75-89. - - . . for EducationStatistics,2016). Center (National humanities and studies, general sciences, and related arts liberal and in degrees professions associate health 705 and in programs certificates 170 almost conferred Wilbur 2016, In 2017). Chicago, of Colleges This marked the first time in Wilbur’s history that more than 1,000 of their students earned an associate degree (City 2017). Chicago, of Colleges (City degrees associate 1,031 conferring by milestone a reached WWC 2014, In ence. sci computer and development, web technology, & networking in degrees associate technology information offers WWC programs. technology information for hub a as serves Wilbur Chicago, of neighborhood Dunning the Serving 2017). Board, College Community (Illinois (59%) Latina/o were whom of majority the students, 17,300 proximately Colleges of Chicago system (City Colleges of Chicago, 2017). In the 2015-2016 academic year, Wilbur enrolled ap death of Wilbur Wright (City Colleges of Chicago, 2017). Wilbur is the second-oldest community college in the the City honor to named was (Wilbur), College Wright Wilbur now College, Junior Wright Wilbur 1934, in Established Hispanic-Serving Institution Wilbur WrightCollege,CityCollegesofChicago (National CenterforEducationStatistics,2016). multi/interdisciplinary studies and 278 associate degrees in liberal arts and sciences, general studies, and humanities in degrees associate 500 over awarded also WCC 2016). Statistics, Education for Center (National programs ogies 300 certificates in health professions and related programs and over 100 certificates in mechanic and repair technol degrees and certificates, along with career programming. During the 2015-2016 academic year, WCC awarded over of variety a offers WCC 2017). Board, College Community (Illinois Latina/o were 37% and White were 47% whom of students, 18,931 enrolled WCC year, academic 2015-2016 the In 2017). College, Community (Waubonsee pus (Waubonsee 1800s the during area the in resided Community College, 2017). WCC serves the Sugar Grove who area and is a founding member of the Illinois Virtual Cam chief American Native Pottawatomie a of name the from comes and contest naming district-wide a of theresult is name current WCC’s 2017). College, Community bonsee Founded in 1966, Waubonsee Community College (WCC) was initially named Fox Valley Community College (Wau Hispanic-Serving Institution Waubonsee CommunityCollege - - - - -

UPDATE, Spring 2017 31 Office of Community College Research and Leadership University of Illinois at Urbana-Champaign Champaign Office: 51 Gerty Drive, Champaign, IL 61820 Chicago Office: 200 South Wacker Drive, 19th Floor, Chicago, IL 60606 Website: http://occrl.illinois.edu Email: [email protected] Phone: 217-244-9390