COVID-19 had a disproportionate, negative impact on employment rates for Black, Hispanic and Native American workers, and a new report from the Community College Research Center seeks to address this impact. Based on interviews with state policymakers, community college leaders and subject experts between November 2020 and January 2021, researchers came up with strategies to address the needs of racial minority postsecondary learners pursing education and training programs for re-employment, better jobs and/or higher incomes.
The researchers argue that community colleges are the most obvious option for individuals to look at for upskilling and training opportunities leading to employment and higher pay, however, community colleges are struggling, especially since COVID-19, with attracting and retaining Black, Hispanic and Native American adults. Emphasis on job development and placement, providing wraparound support services to learners, and creating an inclusive environment for all leaners are three areas where research has shown community colleges need to improve upon to meet these students’ needs.
In an effort to rectify these shortcomings, the researchers provide three studies within the report that show promising approaches to addressing these equity challenges, including one on aligning short-term credentials with community college degree programs, one on bundling and sequencing student support services, and a final study on culturally sustaining supports and instruction.
The first study on aligning short-term credentials with community college degrees examines ways to make short-term programs more equitable, and presents stackable credentials as a solution to these equity challenges. Stackable credentials are certificates or industry certifications that allow students to quickly earn occupation-specific educational credentials over time. Within the report are three best practice examples from Virginia, Wisconsin and Texas to show how these states are creating and scaling opportunities to earn valuable credentials that lead to associate or bachelor’s degrees.
The second study focuses on student support services, and highlights ways community colleges can improve the design and delivery of advising and support services to aid learners in achieving their education and employment goals. To address the challenges of providing support services, the researchers highlight efforts including bundling—the integrated delivery of academic and nonacademic supports, and sequencing—the aligning of supports with students’ needs through each stage of their college journey, to redesign how they deliver supports. The researchers provide three models of advising and student services frameworks that seem most relevant to Black, Hispanic and Native American learners, and examples of colleges who have implemented these frameworks.
The final study on culturally sustaining supports and instruction presents strategies for maintaining and building upon a campus environment that intentionally rectifies historical and current discrimination against Black, Hispanic and Native American populations in order to create a welcoming environment. The researchers provide recommendations for creating and maintaining a culturally engaged college environment, case studies of strategies colleges have used, and strategic actions to consider when creating this environment.
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