C OVID-19 has changed the world as we knew it. More specifically, American higher education. The consequences of COVID-19 have unveiled the structural and systemic inequities at community colleges. Community colleges serve students with the greatest need, but state and federal governments still underfund them compared to their fouryear counterparts (Swaminathan, 2020). Now, amid the challenges of this global pandemic – community colleges are expected to step up and offer training for industry-relevant skills (Inside California Education, 2020). However, on a national scale, enrollment at these institutions has decreased – and the people suffering the most are racially minoritized and economically disadvantaged students. In this blog, I offer three promising practices that can be employed at community colleges to alleviate the systemic challenges during the COVID-19 era. Increased Funding from Federal and State Governments Before America entered this global pandemic, community colleges were still under-resourced and underfunded. They were always responsible for increasing social mobility and providing economic advancement opportunities for anyone wanting to enroll. While this was noteworthy, community colleges have had to make do with less. There have been instances where mental health services were discontinued due to funding concerns, as we have seen at Harrisburg Area Community College in Harrisburg, PA (McLarty, 2019). Currently, there is an opportunity for federal and state leaders to prioritize community colleges, particularly through funding. If these institutions enroll about half of the total undergraduate population and numerous industries rely on them to produce high-quality graduates - there needs to be a commitment to equitably serving students affected the most by COVID-19. Some institutions, such as Quinsigamond Community College, provided laptops, Wi-Fi devices, and other monetary resources to students (Swaminathan, 2020). However, this practice does not reflect what is happening on all community college campuses, nor does this institution have unlimited resources to support all of their students, especially those with the greatest needs. Thus, the need for increased funding. This can also be in the form of scholarships. Equity Consciousness vs. Deficit Minded Approach Faculty and staff administrators at community colleges need to be equity conscious, especially during this time. Scholars have noted the importance of higher education institutions adopting this frame of mind to best serve students. Bensimon (2007) posited that equity-minded educators can identify the systemic issues negatively impacting student outcomes. Bensimon (2007) also posited that educators need to take an introspective look at the structural barriers from an institutional level and work to dismantle them. When educators blame students, particularly racially minoritized students, for things that are out of their control – this demonstrates a deficit minded approach, and students tend to suffer. The needs of racially minoritized students from underserved backgrounds do not mirror the needs of white students from affluent families. During this COVID-19 era, I suggest that educators be flexible with assignments and check-in with students to ensure that they are okay, Promising Practices to Support Community Colleges During the COVID-19 Era By Colvin T. Georges Jr. UPDATE - WINTER 2023
both physically and emotionally, especially if they are not submitting assignments or if they are late. Educators are in positions of power, and they determine the methods and delivery of instruction in the classroom. Educators should use this power to support their students, especially those that are struggling and from disadvantaged backgrounds, e.g., no access to the internet, housing issues, financial concerns, etc. This is where student success truly comes into play, particularly focusing on supporting the holistic needs of students, e.g., academic and social engagement, mental health, etc. In this way, students can receive support and able to complete their remaining requirements toward graduation. Anti-Racist Framework If an institution has not adopted or developed an anti-racist framework, especially during these times – now is the time to do so. To support this claim, I borrow from an AntiBlackness framework created by Dr. Regina Stanback Stroud (Stroud, Hotep, Wood, & Harris, 2020). Dr. Stroud serves as the Chancellor for Peralta Community College District. She recommends that anyone in a position of leadership for community colleges, it is crucial that they develop a comprehensive anti-Blackness framework. She created her framework based on the work of Darrell Smith, who proposed the framework of comprehensive diversity. The specific components of this framework that I will highlight are climate/culture, privilege and preference systems, policiespractices-procedures, resource allocation, and structure. There were several other domains of this framework, but I believe these are the ones that can alleviate the systemic issues impacting student experiences and outcomes during COVID-19. Developing a comprehensive framework with a focus on anti-racism will have lasting effects on the campus community by dismantling systems of institutionalized cultures of racism, dominance, and white supremacy. This is a critical need, especially during COVID-19, where so many Black students and other racially minoritized groups hold intersecting social identities and have unique needs. Racially minoritized students are being discriminated against, and there is a perceived inferiority complex about these students. Now is the time for community colleges to truly cultivate anti-racist environments so that students feel a sense of belonging, especially on digital platforms. When students feel a sense of belonging to their institution, this increases their chances of completion (Strayhorn, 2019). Student completion is essential, especially considering the decrease in community college enrollment and the growing unemployment rates. Helpful Resources Provided below are several additional resources to support community college educators and students during the COVID-19 pandemic: 1. ED COVID-19 Handbook: Strategies for Safe Operation and Addressing the Impact of COVID-19 on Higher Education Students, Faculty, and Staff – U.S. Department of Education 2. Face Sheet: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students – U.S. Department of Education Office for Civil Rights 3. 360-Degree Student Equity Audit: Keep equity at the center of your COVID-19 response and recovery plans to help build a more equitable future - EAB 4. COVID-19 Resources: Resources about COVID-19 and Disability Prospective and Current Students, Faculty, and Staff in Higher Education – National Center for College Students with Disabilities 5. Designing an Accessible Online Course – Explore Access: Tools for Promoting Disability Access and Inclusion Colvin T. Georges can be reached at [email protected]. References Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30(4), 441–469. Inside California Education. (2020). Community colleges: Learning and helping during the pandemic [Video]. PBS. McLarty, C. (2019, October 23). Students protest changes to HACC’s mental health resources. ABC27. Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge. Stroud, R. S., Hotep, L., Wood, J. L., & Harris III, F. (2020, June 25). Addressing anti-Blackness on campus: Implications for educators and institutions [Video]. YouTube. Swaminathan, A. (2020, October 10). Community colleges are experiencing existential crises with more stimulus uncertain. Yahoo News. UPDATE - WINTER 2023