| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 62.98 |
| Liaison | Briar Schoon |
| Submission Date | March 5, 2021 |
Portland Community College
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Stephania
Fregosi Sustainability Analyst Facilities Management Services |
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
PCC performed it’s most recent campus climate assessment in 2018 a combination of qualitative methods (emerging focus groups) and quantitative methods (the analysis of an online climate survey). The objective was to assess student and faculty/staff organizational climate satisfaction. The climate survey is data collection that is meant to capture the employee and student experience. The analysis made by employees in PCC's Office of Equity and Inclusion disaggregated the survey results by gender, race and sexual orientation. A summary report compares the perception of climate between the disaggregated groups and college wide.
The original climate survey was developed by an external company who specializes in assessing diversity and inclusion in colleges and other institutions.
The 2015 climate assessment was performed by the University of Pennsylvania’s Center for the Study of Race & Equity in Education to conduct the survey.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The focus groups consisted of 90-minutes interviews to both students and faculty/staff of the main college campuses. Student and faculty focus groups identified key themes of interest to assess during the organizational climate analysis. From the Student focus groups, the key themes can be summarized as:
1. Students of color experience exclusion through microaggressions
2. Faculty/staff lack of professional competency in supporting diverse student population
3. Lack of support for nontraditional students
4. Limited recognition of preferred gender pronouns
5. Limited awareness and discomfort of campus policies and procedures reporting sexual assault
The Faculty/Employee focus groups key themes can be summarized as:
1. Discomfort and unwillingness to file discrimination complaints out of fear of retribution
2. Lack of racial/ethnic diversity among full-time faculty and senior administration
3. Managing conflict through dismissal and silence of faculty/staff of color
4. The college maintains neoliberal positions of neutrality amidst college-wide racial conflict
5. Lack of professional equity based on employee status/rank
Further information can be found on the website.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
The results were shared via email, discussed at a variety of meetings across the district, particularly at the management level and among diversity councils, and are posted on the Office of Equity and Inclusion's website. https://www.pcc.edu/equity/planning/campus-climate-assessment/
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.