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(In)Equity by Design: The Context of...

Fowles, Michelle Roxanne,

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(In)Equity by Design: The Context of Equity Sensemaking in California Community Colleges /

Record Type:	Electronic resources : Monograph/item
Title/Author:	(In)Equity by Design: The Context of Equity Sensemaking in California Community Colleges // Michelle Roxanne Fowles.
Author:	Fowles, Michelle Roxanne,
Description:	1 electronic resource (258 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31765460
ISBN:	9798346859130

(In)Equity by Design: The Context of Equity Sensemaking in California Community Colleges /
Fowles, Michelle Roxanne,

(In)Equity by Design: The Context of Equity Sensemaking in California Community Colleges /Michelle Roxanne Fowles. - 1 electronic resource (258 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

In response to policy and accountability mandates requiring California community colleges (CCCs) to address disparities in student outcomes, CCCs must adapt to evolving frameworks, funding structures, and parameters (e.g., definitions, equity populations, and metrics). Recent guidance has focused on race-conscious and equity-minded approaches. This study explores organizational definitions of equity through document analysis, surveys, and interviews, examining both practitioners' personal and perceived organizational definitions of equity. The study's conceptual framework situates equity sensemaking (Weick, 1995) in the context of racialized organizations (Ray, 2019) and organizational routines (Diamond & Gomez, 2023). Grounded in Weick's (1995) sensemaking theory, the research illuminates the social, identity, and contextual factors considered in equity sensemaking among CCC practitioners. The study identifies influences and themes in definitions of equity across and within community colleges. It investigates how colleges operationalize an equity definition, revealing the complexity and variability in equity conceptualization. Recommendations are made for policymakers, practitioners, and researchers to enhance equity planning and implementation. The findings underscore the importance of a shared understanding of equity, the role of leadership in promoting equity sense, and the need for continuous professional development. The study also emphasizes the significance of equity-minded approaches to identify and address equity gaps.This research contributes to the broader discourse on equity in higher education by providing insights into the sensemaking processes within CCCs. It offers practical implications for community college practitioners. The study's design, combining qualitative and quantitative methods, provides a comprehensive inquiry into the conceptualization of equity in CCCs.

English

ISBN: 9798346859130Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Community colleges

(In)Equity by Design: The Context of Equity Sensemaking in California Community Colleges /
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520 $a In response to policy and accountability mandates requiring California community colleges (CCCs) to address disparities in student outcomes, CCCs must adapt to evolving frameworks, funding structures, and parameters (e.g., definitions, equity populations, and metrics). Recent guidance has focused on race-conscious and equity-minded approaches. This study explores organizational definitions of equity through document analysis, surveys, and interviews, examining both practitioners' personal and perceived organizational definitions of equity. The study's conceptual framework situates equity sensemaking (Weick, 1995) in the context of racialized organizations (Ray, 2019) and organizational routines (Diamond & Gomez, 2023). Grounded in Weick's (1995) sensemaking theory, the research illuminates the social, identity, and contextual factors considered in equity sensemaking among CCC practitioners. The study identifies influences and themes in definitions of equity across and within community colleges. It investigates how colleges operationalize an equity definition, revealing the complexity and variability in equity conceptualization. Recommendations are made for policymakers, practitioners, and researchers to enhance equity planning and implementation. The findings underscore the importance of a shared understanding of equity, the role of leadership in promoting equity sense, and the need for continuous professional development. The study also emphasizes the significance of equity-minded approaches to identify and address equity gaps.This research contributes to the broader discourse on equity in higher education by providing insights into the sensemaking processes within CCCs. It offers practical implications for community college practitioners. The study's design, combining qualitative and quantitative methods, provides a comprehensive inquiry into the conceptualization of equity in CCCs.
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