pima community college diversity plan 2015-2020 ... community college diversity plan 2015-2020 ......

Pima Community College Diversity Plan

2015-2020 The purpose of the Pima Community College Diversity Plan is to recommend actions that

Pima Community College will take to fulfill its mission to provide affordable, comprehensive

educational opportunities that support student success and meet the diverse needs of its

students and community. The Plan is designed to recommend actions that build on, expand,

and strengthen College activities that attend to and can leverage the diversity of our

community for the benefit of the constituencies we serve.

Contents Table of Contents 1

Introduction 2

Background 2 Diversity Survey 3

Technology 3 Employee/Student Recruitment and Retention 4

Planning Process 4 College Vision 5

College Mission 5

Purpose of the Diversity Committee 5 Diversity �ommittee’s Vision and Mission 5

2014-2017 Strategic Plan 5 Strategic Diversity Leadership 6

Definition of Diversity 6 �hancellor’s Statement 7

Diversity Statement 8

Pima Community College Diversity and Inclusion Awards 8 Goals, Objectives, Actions, and Outcomes 9

10 12

14 Recommendations 15

Diversity Plan SWOT Analysis 18

19 20

Appendix D, Pima Community College Diversity and Inclusion Awards

Goal 1: Employees of the College will reflect the diversity of local, state and national communities. Goal 2. Students of the College will reflect the diversity of local, state and national communities

Goal 3. Increase global diversity and inclusion

Benchmarking Diversity Committee Membership Appendices

Appendix A, Fall 2015 Diversity Survey Executive Summary

Appendix A1, Diversity Survey

Appendix B, Global Diversity at Pima Community College

Appendix C, Board Policy 2.01

Pima Community College Diversity Plan 2015-2020 | 1

Introduction A diverse and inclusive workforce is essential for the creation and execution of new ideas, initiatives, services, and processes. For global organizations, diversity is not simply a matter of creating a heterogeneous workforce, but using that workforce to innovate and give it a competitive advantage.1 Pima �ommunity �ollege’s Strategic Plan for Global Diversity and Inclusion is a comprehensive strategy that welcomes all individuals with the potential to succeed in our institution. At the same time, it is a path for institutional change that seeks to improve access, employee and student recruitment retention goal completion, graduation rates, professional opportunities and an inclusive organizational climate for all.

Pima �ommunity �ollege’s diversity plan supports cultural awareness, and sensitivity in understanding differences in race, ethnicity, color, national origin, gender, gender identity, sexual orientation, religion, disability, age, or veteran status, languages, socio-economic conditions and political systems. The concepts of equality and inclusion go beyond “representation” by creating welcoming environments where all individuals feel respected, valued and supported. The intention of the College in developing this plan is that students, faculty, staff and administrators at Pima Community College will reflect international and national diversity as well as identifying diverse local student and talent pools.

Background The Pima Community College Diversity Committee was formed in September 2007 to help support the mission of the institution by developing students, staff, faculty, administrators and the community.

In 2015, to align with the adoption of a new mission and vision statement, the charge of the Diversity �ommittee, was amended to align the �ollege’s efforts to support student success. The Charge of the Committee is:

To identify challenges and opportunities in the achievement of diversity and recommend institutional initiatives that increase plurality, access, retention and success of underrepresented populations. To achieve this, the Committee works in collaboration with other College areas to advance policies, guidelines, practices, and programs that enhance diversity of three dimensions:

● Student access, retention and success as part of the global workforce and society ● Employment, retention and development of talented staff, faculty and

administrators

(2011). “Global Diversity and Inclusion: Fostering Innovation through a Diverse Workforce.” Forbes Insights.


1

● Development of multicultural and global education for the College and our community

Under the leadership of the 2014-2015 Diversity Committee Chair, the Committee formed four (4) subcommittees to conduct research and provide information that would flow into the Diversity Plan. The four (4) subcommittees included the Diversity Survey subcommittee, the technology (website/email) subcommittee, the global/international subcommittee, and employee/student recruitment and retention subcommittee.

Diversity Survey The Diversity Survey subcommittee worked with Institutional Research, Planning and Effectiveness (IRPE) to develop a survey to help understand the diverse values, needs and circumstances of the �ollege’s students and employees; The survey was distributed to the �ollege’s student and employee populations of which there were 161 responses. (See Appendix A)

As a result of the low response rate, a second survey was developed for distribution prior to May 2016 in the hopes of receiving a larger sampling that will increase the survey’s validity and to ensure that the College is addressing legitimate needs with programmatic efforts. (See Appendix A-1)

Technology The Technology subcommittee initiated discussions with Information Technology, Web Systems and Media/Graphics on the development of a College Diversity webpage in an effort to assist with supporting the �ollege’s outreach efforts to increase awareness of the �ollege’s culturally diverse student, faculty, staff and administrator populations. https://www.pima.edu/about-pima/diversity/index.html

In addition, the Technology subcommittee established an email account, [email protected], that is assigned to the Diversity Officer. This email account ensures a mechanism is in place to express concerns, ask questions or receive guidance and/or input from students, faculty, staff, administrators and the community as they relate to diversity, inclusion, equity and/or social justice. Information about the email address has been included in the �ollege’s online publication, @PimaNews, in addition to being posted on the �ollege’s Diversity webpage as identified above.

Global/International The Global/International subcommittee’s focus was on incorporating objectives, actions and expected outcomes by 2020 from the Strategic Plan for Global Diversity, Equality and Inclusion into the �ollege’s Diversity Plan (See Appendix B). Review of this plan included, but was not


https://www.pima.edu/about-pima/diversity/index.html


mailto:[email protected]


limited to, implementing institutional training and educational opportunities that assist with understanding connections among global diversity and inclusion, multiculturalism, and international education (link to Strategic Plan for Internationalization)

Employee/Student Recruitment and Retention The Employee/Student Recruitment and Retention subcommittee focused on active outreach efforts to increase diverse student and employee populations that reflected the diversity of the community. Focus was also placed on once recruited; how these diverse populations from underrepresented groups would be retained and tracked.

Planning Process During the planning process, several policies and practices were reviewed. For example, Pima County Community College District Board Policy, BP 2.01, Diversity, was reviewed as it supports the �ollege’s commitment to employees reflecting the diversity of the students and community in addition to valuing a diverse student population and diverse workforce. (See Appendix C)

The �ollege’s �ore Themes and Objectives were also reviewed in support of student success. The themes and objectives include:

Student Success

Access

Teaching and Program Excellence

Student Services

Community Engagement

Diversity, Inclusion and Global Education

Institutional Effectiveness

Included in the above-identified core themes and objectives are proposed key performance indicators for diversity, inclusion and global education such as “demographics of employees;;;” and “<annual headcount<disaggregated by race/ethnicity, gender, age, international online<” These key performance indicators will assist the College in:

● Expanding and supporting the diversity of the �ollege’s student population ● Closing the achievement gap ● Expanding and supporting the diversity of the �ollege’s workforce ● Developing and increasing the student population through global education


College Vision PCC will be a premier community college committed to providing educational pathways that ensure student success and enhance the academic, economic and cultural vitality of our students and diverse community.

College Mission PCC is an open-admissions institution providing affordable, comprehensive educational opportunities that support student success and meet the diverse needs of its students and community.

Purpose of the Diversity Committee The purpose of the Diversity Committee serves to:

Promote cross-cultural understanding, communication and cultural competence among employees and students.

Gather, analyze and monitor relevant information and data concerning diversity at PCC and to set specific goals and objectives for achieving and enhancing diversity awareness and cross-cultural understanding, and to adjust those goals and objectives, as needed.

Recognize excellence in diversity education, awareness and promotion on campuses and throughout the College district.

Facilitate timely communications, when necessary, about issues adversely affected students, faculty, staff and administrators.

Diversity Committee’s Vision and Mission Vision: Social justice through education and engagement Mission: To advance diversity and inclusiveness in the communities we serve

2014-2017 Strategic Plan In the development of the Diversity Plan, the �ollege’s 2014-2017 Strategic Plan was reviewed, specifically Strategic Directive Five (5) – Increase diversity, inclusion and global education. To align the Diversity Plan’s goals, objectives, actions and outcomes with the �ollege’s Strategic Plan, focus was placed on the following:

● Strengthening the commitment to global education and infuse international awareness within the �ollege’s institution for students, faculty, staff, administrators and the community.

● Prepare students for work and citizenship in an increasingly global society. ● Diversifying the workforce of Pima Community College.


https://www.pima.edu/about-pima/strategic-plan/docs/strategic-plan-district-wide-2014-17.pdf

Strategic Diversity Leadership In higher education this means not only increasing diversity, equity and inclusion in the student population, faculty, staff, and administrators, but simultaneously achieving excellence in student and organizational learning and development. Hiring and developing strategic diversity leaders “requires a mindset that can read external and internal pressures, navigate often treacherous organizational politics, leverage the best of what is known about diversity-themed change management science, and engage others in the process of moving the notoriously complex and tradition-bound cultures of academic institutions forward; <no matter what policy model ultimately emerges, only a paradigm shift of the highest order will allow us to face the challenges and opportunities of a diverse, global, and interconnected reality still stratified along fault lines of race, ethnicity, gender, sexual orientation, disability, economic background, and national-origin status;”2

Definition of Diversity Diversity is defined as (1) “the inclusion of different types of people (as people of different races or cultures) in a group or organization”2 and (2) “an instance of being composed of differing elements or qualities” 3

Pima Community College strives to create a climate in which positive attitudes toward diverse groups is the norm and where increased involvement and academic growth is fostered. Pima Community College values the enrichment that the unique perspectives and experience that individuals bring to the college and seeks to create an environment where these unique perspectives can coexist and flourish. The differences between people that can engender these unique perspectives can include but are not limited to age, disability, ethnicity, gender, nationality, race, color, socioeconomic status, language, educational history, educational goals, geography, LGBTQ status.

2 Williams, D.A. (2013). Strategic Diversity Leadership: Activating Change and Transformation in Higher

Education. Sterling, Virginia: Stylus Publishing (p.p. 7-8).

3 “Diversity” Def; 1 Merriam Webster Online, Merriam Webster, n.d. Web April 6, 2016


Chancellor’s Statement Pima Community College is committed to student success. Through this commitment, PCC values and recognizes diversity while seeking to strengthen the ties that bind us. Our commitment is driven by our values, and shapes our mission. The result is success for students and the community, who have pledged their hopes, dreams and resources to achieve their personal vision of the American Dream.

Our model of diversity begins with universal access. Our policies are designed to ensure opportunity for all; our goal is to implement processes and practices that clearly demonstrate our commitment to diversity. The Governing Board and I work to foster the progress of our students and employees, wherever they are on their education or professional journey.

The College is committed to an institutional framework that furthers the success of students from diverse sectors of our community. We hire and retain employees who reflect our constituents and who can serve as role models and mentors. We offer a curriculum that exposes students to the widest variety of ideas. Our goal is inclusion and engagement regardless of differences. Overall, we are creating a culture of excellence.

Our unwavering support of diversity is closely connected to our commitment to giving students a global perspective. We want to take PCC to the world and bring the world to PCC. We cannot put a price on the value of learning about and collaborating with people from other cultures and backgrounds; The 21st century’s increasingly global economy will value transnational leadership skills, fluency in multiple languages, and respect for and understanding of other cultures.

!s anthropologist and educator Johnnetta �; �ole has said, “We are for difference: for respecting difference, for allowing difference, for encouraging difference, until difference no longer makes a difference;” Pima �ommunity �ollege’s commitment to diversity encompasses our classrooms, policies and practices. We are working to foster a multicultural world that honors our differences and the values that unify us as a community. Our commitment will benefit all students and employees, and enhance the economic and cultural vitality of our diverse region.

Lee D. Lambert

Chancellor


Diversity Statement The 2013/14 Diversity Committee endorsed the following Diversity and Inclusion Statement, which

was distributed to employees during PCC’s !ll College Day held in !ugust 2015.

Pima Community College welcomes, celebrates, and fosters the diversity and contributions of students, faculty, staff and administrators. We cherish the diversity of our community and, in addition to equal opportunity and educational access for all; we respect and are inclusive of all beliefs, values, abilities, personal experiences and preferences, cultural and socioeconomic backgrounds, and worldviews. We believe our differences are our strength and a source of innovation, excellence, and competitiveness.

We understand that the “community” in the community college of the 21st �entury extends beyond local political boundaries, thus we aspire to build a community of responsible global citizens. We believe that the ultimate objective of diversity is the achievement of equality and social justice. Furthermore, social justice has no borders and is an essential right of the human race. Therefore we recruit, retain and develop the potential of students and employees from historically marginalized groups in the US and from any origin in the world regardless of ethnicity, religion, disability, political views, gender, gender identity, sexual orientation, social status and other characteristics.

Pima Community College Diversity and Inclusion Awards Pima Community College welcomes, celebrates, and fosters the diversity and contributions of students, faculty, staff and administrators. We cherish the diversity of our community, and in addition to equal opportunity and educational access for all, we respect and are inclusive of all beliefs, values, abilities, personal experiences and preferences, cultural and socioeconomic backgrounds, and world views. We believe our differences are our strength and a source of innovation, excellence, and competitiveness.

We understand that the “community” in the community college of the 21st Century extends beyond local political boundaries, thus we aspire to build a community of responsible global citizens. We believe that the ultimate objective of diversity is the achievement of equality and social justice. Furthermore, social justice has no borders and is an essential right of the human race. Therefore, we recruit, retain and develop the potential of students and employees from historically marginalized groups in the US and from any origin in the world regardless of ethnicity, religion, disability, political views, gender, gender identity, sexual orientation, social status and other characteristics.

Given those beliefs, PCC wishes to recognize individuals, groups and organizations which demonstrate a commitment to carrying out these values. The Pima Community College Diversity and Inclusion Awards have been created to acknowledge the work in different areas


throughout the College and community that bring us closer to creating diverse and inclusive communities. These awards are given annually to individuals, organizations and departments that have demonstrated exemplary leadership, vision or service in promoting diversity and inclusion. (See Appendix D)

Goals, Strategies, Actions, and Outcomes The Diversity Officer shall be responsible for monitoring the �ollege’s Diversity Plan. The Diversity Officer will work closely with the Chancellor, Acting Provost, the Diversity Committee, District campuses and departments to coordinate the actions identified in the plan to ensure that outcomes are achieved. In addition, the Diversity Officer will work with the Assistant Vice Chancellor for Institutional Research, Planning and Effectiveness (IRPE) on the Diversity, Inclusion and Global Education of the �ollege’s �ore Themes to support Student Success; This will assist with ensuring that the Diversity Plan outcomes align with the �ollege’s Strategic Plan;


Goal 1: Expand and support the diversity of the College’s workforce

Strategies Actions Outcomes Responsible Department/Campus

Establish a branding Engage the Marketing and The College

strategy that attracts a Communications units to branding strategy Human Resources

diverse workforce work with HR on developing

a branding campaign to

attract a diverse applicant

pool

relative to employee recruitment will reflect and support a diverse employee base, with the media placement strategy being inclusive of a diverse audience

Diversity Committee Marketing and Communications

Recruit administrators, Identify diverse professional Improved

faculty and staff from associations, publications, representation of Human Resources

under- represented and social media platforms under-represented Institutional

groups that are connected to

identify under-represented

groups.

Partner with target

organizations and other

colleges/universities that

serve traditionally under-

represented groups to

increase diversity of

applicant pool.

Continue professional

development programs such

as Supervision in the 21st

Century and the Leadership

Academy to support

Succession Planning initiative

Develop and implement a

Succession Plan by July 1,

2018

groups in the full range of employment opportunities at Pima as measured by data reports

Research, Planning and Effectiveness (IRPE) Diversity Committee Provost Office Marketing and Communications District Campuses


Empower employees Provide professional College members Human Resources

to overcome the development opportunities will demonstrate International

potential challenges for faculty, staff and knowledge, global Program

associated with administrators to: awareness, and District Campuses

diverse, global learning skills necessary to

environments. i. Learn more about

global issues and the implications of global issues for their application to College internationalization and student success.

ii. Understand the connections among global diversity and inclusion, multiculturalism, and international education.

Develop policies and practices that facilitate employee participation in international development opportunities.

succeed in a diverse and interdependent world.

Maintain an electronic Maintain and monitor an Search Committee Human Resources applicant demographic electronic tracking system to Chairs will be Search Committee tracking system utilize self-disclosed notified subsequent Chairs

voluntary demographic data to the initial resume

during search processes review process regarding diversity composition of the applicant pool

Maintain an electronic Engage IRPE and HR in Data report is Human Resources employee self- regular reporting of generated, IRPE disclosure demographics for employees reviewed, and demographic tracking and conduct annual climate analyzed annually system. survey for trends


Goal 2. Expand and support the diversity of the College’s student population.

This goal is also embedded in the Strategic Enrollment Management Plan (SEMP).


Develop method for Engage IRPE in regular Data report generated Provost’s Office

tracking student reporting of student on student IRPE

demographics demographics and conduct

annual climate survey

demographics are reviewed, and analyzed annually for trends

Student Development District Campuses

Develop and implement a mechanism for capturing information on all College District cultural programming

IRPE and Provost office establish standardized surveying and reporting of cultural programming trends

Surveyed participants’ enhanced understanding and appreciation of cultural programming and inclusion

Provost’s Office IRPE Diversity Committee District Campuses

Active recruitment Submit an application for Disparities in the Office of Enrollment in diverse local and the Mayor's Community enrollment, retention, Management regional Schools initiative, to and graduation rates of Access and Disability communities increase our presence in

at-risk high schools.

Have liaisons placed in the

high schools to identify

students in the 8 high

schools identified by the

mayor's initiative to

provide assistance on post-

secondary programs and

financial literacy.

Increase outreach to

support the College's goal

of increasing enrollment of

first generation college

students, students over 25,

Hispanic students, and

other under-represented

different groups will be decreased

Resources Diversity Committee Marketing and Communication


populations by reaching

out to community non-

profits to participate in

their initiatives. (e.g.

Bilingual Literacy Fair, I am

You 360).

Access and Disability

Resources (ADR) liaisons to

local high school special

education departments

and provide access

technology consulting to

high schools.

Engage students in Increase support for Amount and nature of Provost Office programming that student life events that support for activities District Campuses promotes and educate about and compared with previous Student Life educates about promote diversity, years. Campus Librarians diversity and inclusion, and tolerance. inclusion

Develop and maintain

library collections that

reflect diverse populations,

issues and viewpoints.

Increase student life

events that reach out to

and include groups that are

currently under-included.

Number of new events

that reach out to

previously under -

included groups.


Goal 3. Develop and increase the student population through global education.

This objective concurrently supports P��’s Strategic Plan for Internationalization; Internationalization and

global diversity in higher education represent unique opportunities for global solidarity and social justice.3

See appendix


Develop baseline Engage IRPE in regular Accurate data International Program

data regarding the reporting of data regarding the and new IRPE

number of number of International reports that

International students and their country of can be easily

students and their origin as a basis for comparison accessed on

country of origin with subsequent growth in our

international student

population and for data-

informed enrollment

strategies.

demand for

more

effective

decision

making.

Expand Participate in recruiting fairs Increased International Program

international and activities in partnership international Provost Office

student with experienced organizations enrollments District Campuses

recruitment like the Institute of

International Education, US

Commercial Service, Education

USA, and others.

Office of Enrollment

Management

Marketing and

Communications

Increase study Develop processes that Increased Provost Office abroad encourages faculty initiative number of International opportunities to and participation in study faculty who Program develop global abroad programs. promote and Student Life awareness and participate in sensitivity to Develop mechanisms for study abroad cultural

students to earn credit for programs. differences.

international exposure. Increased

number of

Lidsay, B. & Blanchett, W.J. (2011). “Universities and Global Diversity: Movement toward Tomorrow.” In

Lidsay, B. & Blanchett, W.J. (Eds.). Universities and Global Diversity: Preparing Educators for Tomorrow.

New York: Routledge.


4

The College dedicates

resources, possesses

organizational structures, and

maintains the necessary

leadership to sustain global

diversity, equality and

inclusion.

students who

earn credit by

participating

in study

abroad and

international

service

learning

programs.

Membership

in

organizations

that promote

study abroad

and

development

of study

abroad

programs.

Recommendations

Recommendation Why Recommending Next Steps Target Date Recruit for and select a With Diversity, Inclusion and Develop a job specification Completed

Diversity Officer Global Education being an

integral part of the College’s

mission…an individual must

be dedicated to overseeing

college-wide outreach and

engagement to ensure that

diversity is recognized and

committed to throughout the

College-district. This will be

accomplished through the

College’s implementation of

its Diversity Plan. The

Diversity Officer would

oversee this implementation

for the position.

Secure a funding line for the

position.

Determine reporting line

Take to Board of Governors

for approval of new

position.

If approved by Board of

Governors, move PCN to

Completed

September 2016

October 19, 2016 Board

Meeting

October 20-21, 2016


Recommendation Why Recommending Next Steps Target Date phase of the Plan and will be

able to monitor and establish

timelines for continuous

improvement and reporting in

the area of Diversity &

Inclusion. The Diversity

Officer would also serve as the

ex-officio to the College’s

Diversity Committee.

new position based upon

funding line.

Prepare Request for

Recruitment Hiring Form

and Hiring Justification

form to go to ELT for

review and approval.

Begin internal recruitment

process.

Select internal candidate.

If internal recruitment

process did not support the

hiring of an internal

candidate, go to an external

recruitment.

Week of October 24,

2016 or Week of

October 31, 2016

November 7, 2016

November 28, 2016

TBD

Establish Office of

Diversity & Inclusion

(ODI)

For consistency, outreach and

oversight of College’s

systemic approach for

Diversity & Inclusion (D&I).

This office would also be

responsible for ongoing

training and trending of issues

affecting marginalized

populations. The ODI would

serve as the central

clearinghouse for matters

involving D&I as well as

social justice for all of the

College.

Hire Diversity Officer to

oversee newly established

ODI

Transfer budget line to ODI

from HR

Determine if support

assistance is needed

(probably yes)

Determine location of the

ODI.

November 28, 2016 or

shortly thereafter

December 2016/

January 2017

January 2017

January 2017

Develop branding strategy

for ODI

Ensures continuous

education, outreach and

program improvement in the

area of D&I

February/March 2017

Continuous

Training Needed on a consistent basis

to assist in working toward

implementation of the

Diversity Plan from a systemic

Newly hired Diversity

Office works with OED to

establish ongoing training

curriculums to be

Continuous


Recommendation Why Recommending Next Steps Target Date lens. In addition, continuous

education of understanding

D&I and how marginalized

groups are affected.

implemented across the

College district.

Diversity Liaisons With a systemic approach to

D&I, it is critical that liaisons

from throughout the College

district be identified to work

with the ODI on curriculum

development for training

purposes; serve as an internal

source for employees and

students to feel that they can

discuss D&I issues (not to be

mistaken with allegations of

discrimination).

Establish Diversity liaisons

across the College district to

assist with training,

outreach, and continuous

improvement.

TBD

Diversity Advisory

Committee

Representative group who will

advise and make

recommendations to the

Diversity Committee and the

Diversity Officer

Identify representative

groups to serve on this

Diversity Advisory

Committee.

TBD


Employee demographic not reflective of demographic of community we serve

Employee and student demographic info is self-reported

No clear shared definition or understanding of diversity

No objective measures/data sets – KPI (Key Performance Indicators)

Need to translate events into action and social justice underpinnings

No Chief Diversity Officer/Office

Opportunities:

Make students feel more comfortable

Connect with Community/Advocacy-rich environment

Starting with blank slate

Safe, supportive, and understanding environment

Open Enrollment Institution – no artificial barriers

Promote Student Life/clubs

Diverse curriculums and programs

OPD structure in place

Outreach to High Schools

Demographic – match community

Threats:

Transient students – life issues

Economic stress

No Professional Development in this area

Diversity Plan SWOT Analysis

Strengths:

Long-standing diversity committee Diverse employees Supportive of Diverse populations/employees Student body demographic is reflective of the local demographic Solid foundation of multicultural events and activities

Weaknesses:

Lack of Diversity Plan


Part-time instructors – no commitment

Finances

Life Issues of Students interfere

Level of discomfort with discussion about diversity

Benchmarking

Carroll Community College www.carrollcc.edu Westminster, Maryland Diversity/World View Strategic Improvement Plan Fiscal Year 2010

Columbia State Community College http://www.columbiastate.edu/ Columbia, Tennessee 2008-2010 Diversity Plan

Yuba College https://yc.yccd.edu/ Marysville, California November 10, 2010 Diversity Plan

SUNY, State University New York System https://www.suny.edu/

New York


http://www.carrollcc.edu/

http://www.carrollcc.edu/

http://www.columbiastate.edu/

http://www.columbiastate.edu/

https://yc.yccd.edu/

https://yc.yccd.edu/

https://www.suny.edu/




Diversity Committee Membership

CHAIR Dr. Lorraine Morales, Campus President, Community and East Campuses

CO-CHAIR Roseanne (correct spelling is Rosanne) Couston, Librarian, West Campus

MEMBERSHIP Rose Bolz, Student Services Advanced Specialist, West Campus Dr. Ricardo Castro-Salazar, Vice President for International Development (Acting), West Campus Suzanne Desjardin, Dean of Student Development, Northwest Campus Dr. Dolores Duran-Cerda, Provost and Executive Vice Chancellor (Acting) Trina Felty, Dean of Arts, Communications and Humanities, Acting, West Campus Annette Gallardo, Human Resources Analyst, District Office Gwen Goodman, Director of Employee Service Center, District Office Dianne Gregory, Instructional Faculty, Community and Downtown Campuses C Hammer, Student Services Advanced Specialist , West Campus Dr. Jonathan Howe, Director of Access and Disability Resources Esperanza Lumm, Program Manager, East Campus Donna Martinez, Outreach Coordinator, East Campus Damian Montoya, Program Coordinator, East Campus Caroline Pyevich, Instructional Faculty, East Campus Irene Robles-Lopez, Vice President of Student Development, Community Campus Marilyn Sando, Program Manager, Desert Vista Campus Rosalia Solorzano, Instructional Faculty, Downtown Campus Karen Tam, Instructional Faculty, West Campus

AD HOC MEMBERS Daisy Rodriguez-Pital (correct spelling is Pitel), Advanced Program Manager, International Development, West Campus Geneva Escobedo, Executive Assistant, West Campus

EX OFFICIO Alison Colter-Mack, Assistance Vice Chancellor, Human Resources

RECORDING SECRETARY Yolanda Gonzales, Support Coordinator, East Campus


Diversity Survey ReportFall 2015 Results

Institutional Research, Planning and Effectiveness Project #4214

Fall 2015 Diversity Survey Executive Summary

Introduction:

The Pima Community College (PCC) Diversity Committee and the Office of Institutional Research, Planning and Effectiveness developed a questionnaire to obtain feedback from students and employees regarding diversity and inclusion within the past year. The survey was posted online for two weeks on MyPima in November 2015.

The first section of this report includes the results from all 161 respondents, then is divided into two sub‐reports; by students and then by employees. One Board of Governor Member respondedto the survey and the responses are included in the employee sub‐report. Four respondents did not select their primary role at the College.

Note:Not allquestions wereansweredbyallrespondents.Inaddition,duetomatrix‐styledesign ofsome survey questions as multiple choice, an accurate percentagein not available.Finally, because of rounding, percentage totals in this report may equal 99% or 101%.The questionnaire can be located in Appendix A. on page 33.

Highlights from the Diversity Survey Results from All Respondents:

Respondents tothesurveyconsistedofStudents(55%),Faculty (16%),Staff (25%),Administrators(3%),and oneBoardofGovernorsmember(1%).

Fifty‐threepercent(53%)ofrespondentsknowwheretoreportdiscriminationorharassmentwhenitoccursattheCollege.

Fifty‐sixpercentof respondents (56%) believethatPCCprovidesadequate opportunitiesforstudentstoparticipatein andcelebrate diversity‐related events.

Seventy‐eightpercent (78%)ofstudentsand 54% ofemployees thinkPCCprovidesequalaccessfor studentsandemployeeswithdisabilities.

Seventy‐sevenpercent(77%)ofrespondents feel thatthey have asupportivegroupoffriends and/oracquaintances Most of the time or some of the time and 23%rarely or neverhave similar feelings.

Mostrespondentseither strongly agree or agree thattheyfeltrespectedat theCollege.Students wereperceivedtoshow themostrespecttorespondents(77%),whileAdministratorswere perceivedto showthe least(65%).

Eighty‐twopercent(82%)ofrespondentsare awareofthe non‐discriminationpoliciesattheCollege.

The majority of respondents to this survey never or seldom felt asifthey weretreatedunfairly basedon race,ethnicity, gender,educationalbackground,genderidentity,nationalorigin,age,disability,etc.Oftherespondentsthat didfeel asif theyweretreatedunfairly,theyfeltthatitwasbasedonethnicity(16%),race(12%) or gender(10%).

The toptwo placesofunfairtreatment were at work or office andinthe classroom. The topthreegroupsrespondents feltunfairtreatment fromwerereported asstaff,

administrators,andother students. Only16%of thosewho feltthey weretreatedunfairlyreported itand 48% didnot.

Institutional Research, Planning and Effectiveness 1

The majority of respondents to this survey never or seldom experiencedanunpleasantor hostilesituation (for example uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making, etc.) at PCCbasedon race,ethnicity,gender, educationalbackground,gender identity,nationalorigin,age, disability,etc.Ofthosewho occasionally or frequently experiencedsuchtreatment,they believedit was basedon ethnicity(5%),gender,(9%),orrace(6%).

Ofthose who experienced an unpleasant orhostilesituation,thetop fournamed ascausingthat experience,inorder,were students,staff,administratorsand faculty.

Mostunpleasantor hostilesituations experiencedoccurredin work or office orintheclassroom. The majority of respondents to this survey never or seldom witnessedan unpleasant orhostile

situation (for example uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making, etc.) at PCCbasedon race,ethnicity,gender, educationalbackground,gender identity,nationalorigin,age, disability,etc.Ofthosewho occasionally or frequently experiencedsuchtreatment,they believedit was basedon educationalbackground(7%),ethnicity,(8%),orrace(5%).

Ofthose who witnessed anunpleasantorhostile situation,the topfournamedascausingthatexperience werestudents,staff, and faculty.

Mostunpleasantor hostilesituationswitnessedoccurredin work or office orintheclassroom. Only34%of respondents whowitnessedorexperiencedanunpleasant orhostilesituation

reportedittoPCC officials;sixty‐six percent(66%)didnot.


ALL RESPONSES

What is your PRIMARY role at the College? Response %

Student 87 55% Faculty 25 16% Staff 40 25% Administrator 4 3% Other: 1 1% Community member (not a

0 0% student or employee)

Total 157 100%

Other: Board Member

Do you know where to report discrimination or harassment when it occurs at the College? Response %

Yes 83 53% Maybe 22 14% No 53 34%

Total 158 100%

PCC provides adequate opportunities for students to participate in and celebrate diversity‐related events.

Strongly Agree 31 20% Agree 57 36% Neither agree nor disagree 33 21% Disagree 15 10% Strongly Disagree 1 1% N/A or I don't know 20 13%

Total 157 100%

Response %

Do you think PCC provides equal access for students and employees with disabilities? Question

N Yes 87 No 10 I don't know 15

Students Employees Column %

78% 9%

13%

N 61 18 35

Column % 54% 16% 31%

Total N Column %

148 65% 28 12% 50 22%

Total 112 100% 114 100% 226 100% (Column percentages)

Do you feel that you have a supportive group of friends and/or acquaintances at PCC? Response %

Most of the time 77 49% Sometimes 44 28% Rarely 26 17% Never 9 6%

Total 156 100%


Please rate your level of agreement that you feel RESPECTED as an individual by the following PCC

Agree Neither Agree nor

Disagree

groups:

Question Strongly Agree

Students 48 Faculty 43 Staff 47 Administrators 32

(Row percentage)

37% 34% 36% 25%

53 50 52 44

40% 39% 40% 34%

25 22 22 32

19% 17% 17% 25%

Disagree

5 7 4

15

4% 6% 3%

12%

Strongly Disagree

Total

0 0% 131 5 4% 127 4 3% 129 5 4% 128

I am aware of the non‐discrimination policies and procedures at PCC. Response %

Yes 108 82% No 23 18%

Total 131 100%

Within the last year at PCC, how often do you believe you have been treated unfairly based on your .. ?

Question Never Seldom (1-2

times) Race Ethnicity Gender Educational Background Gender Identity National Origin Sexual Orientation Age Disability Religion Socio-economic Class Veteran Status Other:

(Row percentage)

Other: being an online student classification Non-driver

104 102 102

105

119 118 116 104 110 112 110 119 45

79% 77% 77%

80%

91% 90% 89% 78% 85% 86% 85% 94% 83%

11 10 16

18

4 7 7

17 13 11 12 5 3

8% 8%

12%

14%

3% 5% 5%

13% 10% 8% 9% 4% 6%

Occasionally (3-4 times)

8% 11% 5%

4%

2% 3% 3% 5% 4% 3% 2% 0% 0%

11 14 7

5

3 4 4 7 5 4 3 0 0

Frequently (more than 4 times)

Total

5 4% 131 6 5% 132 7 5% 132

4 3% 132

5 4% 131 2 2% 131 4 3% 131 5 4% 133 2 2% 130 3 2% 130 5 4% 130 2 2% 126 6 11% 54

Non-Family Member affiliation political ideology Provisional Faculty Status Tattoos


If you were treated unfairly, where did it occur? (Select as many locations as apply) Response

At work or office 27 Internet site 1 Social media 3 PCC-sponsored activity 5 Other: (please specify) 20 Classroom 28

Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Other: (please specify) Admin Always been treated fairly does not apply every PCC campus/location that does not have transgender-inclusive bathrooms financial aid department HR I have been treated unfairly at work, but not in the last year. The occurences stopped after Lee Lambert came to the College and major changes were initiated. job opportunities Late from riding the bus and marked absent/ please accept food stamps Lied to about FA status Not Applicable on campus Opportunities as an employee and a student Staff qualifications were handles horribly-making many people upset student services told I was not certified in my teaching field by Certification Office Tuition Waiver is not granted to domestic partners young resepionist in student services

By whom? (Select as many as apply)

Administrator 27 Faculty 21 Other 8 Staff 28 Student 27 I don't know 5


Response

Other: does not apply FA call center HR HR Policy Not Applicable Not whom, but what? PCC facilities parents of students


Did you report it? %Response

Yes 17 No 50 N/A 37

Total 104

16% 48% 36%

100%

If you did not report the unfair treatment, why or why not? "Sticks and stones" Because I need to maintain reasonably civil relationships to do my job and reporting would be like throwing a bomb into the middle of those relationships. Because it seems like ultimately I would be penalized worse for rocking the boat. Didn't know if it was a legitimate case. Did not want to hinder my success, wanted to just forget about it and move on. Afraid I would be painted as a problem maker and experience more troubles in the future. Didnt want to get fired or labeled as a troublemaker Besides the processes here are so broken, nothing would have been done. I'm a straight white male, so nothing I say about discrimination would be listened to. Faculty often make staff members feel like they are less than because most faculty members hold higher degrees. As support staff faculty often disrespect us and make us feel small. Fear of retaliation Has anyone ever done anything about micro aggression? I certainly don't know how admin would deal with it. It's blind sided mine more than once and this is my life. I am a Native American and my tuition was paid in full to the Pima Community College. I did my part in doing all the footwork to get into this school, and was very disappointed when someone in the office manage to drop the ball along the way. I was told that the check had made it to the district office. I believed them. I kept on inquiring about the check and come to find out it was lying in the safe all along. I have respect towards everyone and all I wanted was respect in return. I don't know if any of the workers in student services were ever held accountable, but I ended up being the only student who did not have the books when I was suppose to. I felt like I was being singled out. I understand sometimes these things happen I just wish that all the people involved would have just said " we did not send it yet. cause it was in the safe. So did they lie? I believe they did. I was mad. I am a scarf wearing muslim woman. I get it all the time! I believe that everyone has the potential to be treated unfairly on occasion. I would only report it if it became a larger problem that I felt I couldn't handle. Also it may be possible that what I felt was unfair treatment may only be my perception, and I may be wrong. I will always give the other person the "benefit of the doubt". I have never felt any treatment was totally unreasonable. I didn't know who to report the discrimination to, or how they would react since I was a student and the perpetrator was my teacher. I did not feel it was necessary I do not know to whom I would report the lack of transgender inclusive bathrooms. Facilities person? EEO person? Employee Service Center? Human Resources? I have reported something in the past and never received a response. In the case of staff, the problem is endemic across an entire department. In the case of an administrator, I work in the person's area of authority, and that person is known to be vindictive. I reported some of it, not all. I spoke directly to the persons about it and how it was inappropriate It's just the way it has always been. There are no scholarship opportunities for me because I am white and not considered a minority. For this reason, I am also not able to get better jobs because I don't have the degree. But not being able to afford books and such makes it difficult to take classes. It is hard for a faculty to tell that the students are not treating them correctly due to gender or national origin. It is not something that can be proved and was not frequent. This tends to show itself more in the way


people look at or address you, even when the tattoos are not vulgar. It was awhile ago, doesn't matter anymore. It was district wide. It was just a passing comment of a social norm that a women should be thanking men all the time. it was not conscious on the other person's part and it didn't actually bother me, just made me raise an eyebrow. It wasnt a big issue, but i feel a little mistreated when being in a group project It wouldn't of went to far because I am a straight white male. I was never given unfair treatment or treated badly in any way. I was the youngest student in classes 25 years ago( I was 16 and had graduated high school at age 13. So back then, it was because I was young and naive and had a poor attitude. Now, I'm on the other end. I am 41, and I have a fine attitude(I am who I am, so be it) but often am singled out as the "experienced" "mature" one. Im just like the younger adults there. I am there because I need a class to get my degree, just like them, and I don't think I know any more than they do because I am 20 years older than they are. I also feel this is probably all normal for folks returning to school, so I feel its just as unfair to report it as it is for it to occur. i would rather try and talk this over with the instructor myself. Which I did and the problem seems to have been cleared up, though sometimes this instructor makes somethings a little difficult at times He doe not seem to care that I truly do not see well. I know that I can report this to ADR but sometimes I just let things go and just do my best. Many of these things are inherent in our culture, so I just put up with them because I feel like I can't do anything about it to change it. On All College Day my only beverage option was water, because I don't drink coffee, tea, or carbonated drinks due to religious convictions and health concerns. I was grateful for the water at least. Access for disability resources has been a challenge on multiple levels due to lack of clear communication about required documentation and timeliness of correct accommodations. I'm still working through some things, but it seems to take forever! Some students seem to have the perception that I make 6 figures because I'm a faculty member and I have had to politely decline their requests for sales presentations and seemingly incidental expenses related to teaching/classroom socialization. As I said, I pretty much just tolerate it because it's part of our culture. The worst discrimination has been during my service as a provisional faculty member. HR has incorrectly communicated policies to me multiple times, as they relate to provisional faculty, and then held me accountable for their mistakes. Twice the errors were even in writing, and I was still required to comply to the change. Both of these errors on HR's part had adverse effects for me financially. As a provisional faculty member I want to perform my job duties to the utmost of my ability. That has been difficult and frustrating as I have not been able to access the professional education benefits of Faculty Learning Academy, mentorship, professional conferences, and so fourth, while still being expected to perform the same quality of work as regular full-time faculty in the same role. I know that this is all tied to budget, but certainly there should be some ways provisional faculty could be supported professionally. N/A no severe enough Not a protected class Nothing comes out of it. Nothing was directed at me. It was just a general perception the Administrator had about the latino group PCC is way too politically correct in the way it panders to lower socio-economic class Hispanic people for me to believe anything would ever come of reporting unfair treatment. Plus, I would just make myself a pariah. Unwise. Some of it is generalized. Some of it I bring on myself in discussions with students; they are learning to discuss diversity and I expect slip ups. The incidents in which unfair treatment may have occurred were not egregious, nor was I offended by them, except for the use of the Lord's name in a worthless way to bring emphasis to their speech. I didn't report the incident because the person is generally kind and doesn't realize the harmful effect of her words and I don't want to be considered holier than thou after voicing an awkward complaint.


There are just small every day occurrences. It is a culture not a reportable offence. You can see in terms of demographics that PCC promotes and values Whites and Males more than People of Color and Women. There should be more mentoring and recruitment of people of color and Women into higher level positions. Two racist comments that I believe were meant as jokes were made to me by a former administrator. I had at least 1 witness who was around for 1 comment. 1 comment was aimed at my ethnicity while the other comment was a quote from a movie involving the "N-word". These were made by a former caucasian administrator who is no longer with the college. A lot of other people are subtle when it comes to their racism and discrimination. They won't do it blatantly, however, there is racist and discriminatory undertones that are very hard to prove. For example, one staff member had several complaints from several minority & non-traditional student organizations in Spring 2015. I've witnessed the way this person has "talked down" to these students, and I've also witnessed how this same person has treated caucasian students with much more respect. It's little things like that I see around PCC that needs to stop, but how can we when it can't be proven? I doubt this person was even written up for these student complaints, even though there were several of them.

If you did report the unfair treatment, was it appropriately addressed? After the fact yes. Didnt bother I'm not sure. I am not sure if the treatment was racially motivated or not. I really don't care I felt it was more f a training issue or lack of training/customer service issue that needed to be addressed. What made it racial for me was that over a period of WEEKS, african american men and women assisted me better to resolve my issues and females who were hispanic or white did nothing at all. This was really astounding to me. And yes I did put in tickets about it and made sure it was documented I did not report the comments made towards me because I react to these differently than others, and I don't believe the college does a good job at addressing serious issues like this. Plus, I'm not the complainer-type, I just let my actions destroy these racist comments by showing how successful I can be regardless of what other people think or say. In the second issue, the students reported their issues to campus administration, but I doubt it was appropriately addressed because I still witness how this person treats minority students different from caucasian students. It's subtle, but it's there. I don't know. I have reported it in the past but nothing was done. I have reported unfair treatment through multiple avenues offered by PCC like Ethics Point, directly to supervisor, to dispute resolution office, HR representatives on many levels. It has never been addressed appropriately. Its better to just say nothing and keep all your ideas and honest opinions to yourself because retaliation is real. N/A n/a No No NO! It was not. No! Never got a response, I feel like if action was taken all parties involved should be made abreast of what is happening and what action is taken. No. nobody wants to take my reports about the situations that have occurred with the financial aid department. They do "Internal Investigations and we all know how those go. I was told by the head of the department that a member of her staff was justified in falsifying a police report against me "because I called too often trying to get materials for my late start classes. There was no follow up to the incident and the persons the report was against has not had a change in thier ways. Multiple complaints have been put forth on several incidences without recognition about corrective action. The institution falls behind in taking care of reports made againt employees with varying degrees of seriousness. Well My math 89 teacher sweat marked me absent if i was like 2 or 3 minutes late, then she said if i e-


mailed her she would drop me past the dead line, so i did and she failed me anyway. I went to see the dean, she called sweat, and sweat told her she failed because of attendence issues.......... then i was put on acedemic probation. Yes yes Yes yes, it was Yes. Yes and no. In one instance when I was being harassed by a staff member, it took FOUR years of constantly defending myself, reporting the issues and ongoing, exhausting amounts of documentation. The incident with the faculty was particularly brutal, and affected many people (including students!), so that took less time (but no less aggravation) to resolve. Again, I have not had any issues in the last two years or so, for which I am extremely grateful, but everyone here at Pima seems to know that it's almost impossible to dismiss employees who don't perform or hostile employees, ESPECIALLY FACULTY. Rumor has it that Admin is afraid to stand up to the unions, and maybe that is it, but how much power could they possibly have in a right-to-work state? YES IT WAS ADDRESSED.

Within the past year, how often have you EXPERIENCED an unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making, etc.) at PCC based on your ....?


times) Occasionally (3-4

times) Frequently (more

than 4 times) Total

Age 98 90% 8 7% 1 1% 2 2% 109 Disability 99 93% 5 5% 0 0% 3 3% 107 Educational

101 93% 5 5% 1 1% 2 2% 109 Background Ethnicity 98 91% 5 5% 3 3% 2 2% 108 Gender 94 86% 6 6% 4 4% 5 5% 109 Gender Identity 104 96% 1 1% 2 2% 1 1% 108 National Origin 106 97% 1 1% 1 1% 1 1% 109 Other: (please

57 89% 2 3% 0 0% 5 8% 64 specify) Race 99 92% 3 3% 5 5% 1 1% 108 Religion 98 91% 7 6% 1 1% 2 2% 108 Sexual Orientation

103 94% 4 4% 2 2% 1 1% 110

Socio-economic Class

100 93% 6 6% 1 1% 1 1% 108

Veteran Status 105 98% 1 1% 0 0% 1 1% 107 (Row percentage)

Other: (please specify) U.S. State origin political ideology Policy Fairness friends/acquaintance status with other employees Singled out by fellow students for asking "too many" questions. Ability to Get Work Done Physical size Classification


By whom? (Check all that apply) Response

Administrator 11 Faculty 11 Other: 4 Staff 15 Student 17 I don't know 10


Other: no one N/A

Where did the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making, etc) occur? (Check all that apply)

Response Work or Office 24 Internet site 2 Social media 4 PCC-sponsored activity 3 Other 10 Classroom 12


Other: It did'nt hackers nA on campus N/A


Within the past year, have you WITNESSED harassment (including physical, electronic harassment, name calling, threat making, etc.) at PCC based on someone's .....?

Question

Age Disability Educational Background Ethnicity Gender Gender Identity National Origin Other: (please specify) Race Religion Sexual Orientation Veteran Status

(Row percentages)

Never Seldom (1-2

times) Occasionally (3-4 times)

Frequently (more than 4

times) Total

93 89% 7 7% 4 4% 1 1% 105 93 89% 6 6% 4 4% 2 2% 105

91 87% 7 7% 2 2% 5 5% 105

88 84% 9 9% 5 5% 3 3% 105 92 88% 8 8% 2 2% 2 2% 104

95 91% 6 6% 1 1% 2 2% 104

96 91% 5 5% 1 1% 3 3% 105

58 92% 1 2% 1 2% 3 5% 63

91 87% 9 9% 4 4% 1 1% 105 95 90% 6 6% 2 2% 2 2% 105

98 93% 3 3% 2 2% 2 2% 105

99 95% 3 3% 1 1% 1 1% 104

Other: (please specify) expressing opposing views Faculty to student relations non-family member Weight

Who did you witness creating an unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making, etc.)? (Check all that apply)

Administrator 7 Faculty 9 Staff 10 Student 14 I don't know 8 Other: 4


Response

Other: none N/A


Where did the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.) that you witnessed occur? (Check all that apply)

Response Work or office 16 Internet site 3 Social media 3 PCC-sponsored

4 activity Other 9 Classroom 13


Other: nothing bad has ever happened none on campus no N/A

If you have experienced AND/OR witnessed an unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.) within the past year, have you reported it to PCC officials?

Response % Yes 13 34% No 25 66%

Total 38 100%


If you did not report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.), why or why not? because it never happened to me because it was just a boy flirting with me and I told him I wasn't interested. It has stopped. I would only report it if it was a problem and got in the way of my education. Did not want to be deemed as a troublemaker, just wanted to forget about it and move on. I felt that there is a 'code' among teachers/instructors and talk gets around in their circles. Embarrassment. fear of retaliation. they were never sexual harassment though I addressed the person directly. I didn't know where to go. I did not report the comments made towards me because I react to these differently than others, and I don't believe the college does a good job at addressing serious issues like this. Plus, I'm not the complainer-type, I just let my actions destroy these racist comments by showing how successful I can be regardless of what other people think or say. It did not feel severe enough to report It happens every day, and would be like reporting the sunrise. It was in the interest of public safety, I did not feel that I was in a hostile situation. I was advised that I would need witnesses N/A No point... nothing ever happens. I saw what happens when blatant sexual harrasment was reported, NOTHING. No time and/or fear of repercussions. Resigned to fact that it occurs. Not sure of interpretation of incident is considered "unpleasant" by bystanders. students (or community members) says ignorant, prejudiced stuff all the time. Most people are not even aware of the stuff coming out their mouths. nearly all of it is unconscious, not intended to harm and the person speaking it is almost always not even aware that they may have said something hurtful, and I imagine if they were made aware would be ashamed. To much of a process to point the act . Wasn't serious enough


If you did report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.), were they appropriately addressed? I believe so. I don't know. I had a student who behaved threateningly in class. I was told to tell him to leave myself and to contact campus police if he didn't want to. I didn't feel safe with this arrangement; someone should have intervened to make sure he was not in class or campus PD should have been alerted to stop by at the outset of class. Luckily, he did not show up again. The administrator I was supposed to talk to treated me less respectfully when she thought (mistakenly) that I was an adjunct and improved a little when she learned I am faculty. In the second issue, the students reported their issues to campus administration, but I doubt it was appropriately addressed because I still witness how this person treats minority students different from caucasian students. It's subtle, but it's there. I reported it even though the 'vicitms' weren't my direct reports, yes, but nothing ever came of it (I followed up with them to find out). In two cases, it seemed that the hostile folks (faculty and staff) had the political upper-hand and, in two cases, were union members. N/A n/a n/a No NO! I am no longer a fulltime employee because of what I witnessed/experienced and how people chose to ignore or dismiss it. I continue to be disgusted by it. No, not once and I have since given up on caring whether it happens to other people or not anymore. all I can do is worry about myself at pcc. However, over the past year I have noticed things are getting better. No. The situation went unaddressed. No unpleasant situations have occurred that need reporting. The situations were rarely adressed. Staff constantly make negative remarks on campus to other employees, students, as well as community members. Employees have been in the same room as other students and employees without taking any action in letting an employee know thier remarks are innapropriate and sometimes encourage making negative remarks with a student or employee. Yes Yes, the physical harassment was. Yes. yes they were adrdress respectfully


STUDENTS ONLY

What is your PRIMARY role at the College?

Response % Student 87 Faculty 0 Staff 0 Administrator 0 Other: 0 Community member (not a student or employee)

0

Total 87

Other: (no responses)

100% 0% 0% 0% 0%

0%

100%

Do you know where to report discrimination or harassment when it occurs at the College?

Response % Yes 23 Maybe 14 No 50

Total 87

26% 16% 57%

100%

PCC provides adequate opportunities for students to participate in and celebrate diversity‐related events.

Response % Strongly Agree 15 17% Agree 27 31% Neither agree nor disagree 22 26% Disagree 9 10% Strongly Disagree 1 1% N/A or I don't know 12 14%

Total 86 100%

Do you think PCC provides equal access for students and employees with disabilities?

Question N Column % N Column %

Yes 57 77% 21 41% No 5 7% 6 12% I don't know 12 16% 24 47%

Students Employees Total N 78 11 36

125

Column % 62% 9% 29%

--Total 74 100% 51 100%

Do you feel that you have a supportive group of friends and/or acquaintances at PCC?

Response % Most of the time 36 Sometimes 24 Rarely 21 Never 5

Total 86

42% 28% 24% 6%

100%


Please rate your level of agreement that you feel RESPECTED as an individual by the following PCC groups:

Question

Students 24 Faculty 27 Staff 25 Administrators 22 (Row percentage)

Strongly Agree

I am aware of the non‐discrimination policies and procedures at PCC.

Agree

25 37% 15 22% 4 6% 26 41% 8 13% 1 2% 22 35% 13 21% 1 2% 18 29% 20 32% 1 2%

Neither Agree nor Disagree

Disagree Strongly Disagree

Total

0 0% 68 1 2% 63 2 3% 63 2 3% 63


Total 67 100%

35% 43% 40% 35%

Within the last year at PCC, how often do you believe you have been treated unfairly based on your .... ?

Question

Age Disability Educational Background Ethnicity Gender Gender Identity National Origin Other: Race Religion Sexual Orientation Socio-economic Class Veteran Status (Row percentage)

Never

48 72% 10 15% 5 7% 4 52 80% 8 12% 3 5% 2

59 87% 5 7% 2 3% 2

52 78% 4 6% 7 10% 4 56 84% 6 9% 3 4% 2 58 87% 3 4% 3 4% 3 57 85% 4 6% 4 6% 2 27 87% 2 6% 0 0% 2 54 81% 7 10% 2 3% 4 57 86% 4 6% 2 3% 3 59 87% 5 7% 1 1% 3

52 79% 7 11% 2 3% 5

58 92% 3 5% 0 0% 2

Seldom (1-2 times)



Total

6% 3%

67 65

3% 68

6% 3% 4% 3% 6% 6% 5% 4%

67 67 67 67 31 67 66 68

8% 66

3% 63

Other: being an online student Tattoos

If you were treated unfairly, where did it occur? (Select as many locations as apply)

Response At work or office 2 Internet site 1 Social media 3 PCC-sponsored

0 activity Other: (please

11 specify) Classroom 22 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.


Other: (please specify) Admin Always been treated fairly does not apply financial aid department Late from riding the bus and marked absent/ please accept food stamps Lied to about FA status on campus student services young resepionist in student services


Administrator 7 Faculty 10 Other 2 Staff 8 Student 19 I don't know 3 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Response

Other: does not apply FA call center

Did you report it?

Response % Yes 8 14% No 25 45% N/A 23 41%

Total 56 100%


If you did not report the unfair treatment, why or why not?

Because it seems like ultimately I would be penalized worse for rocking the boat. Didn't know if it was a legitimate case. Did not want to hinder my success, wanted to just forget about it and move on. Afraid I would be painted as a problem maker and experience more troubles in the future. Has anyone ever done anything about micro aggression? I certainly don't know how admin would deal with it. It's blind sided mine more than once and this is my life. I am a Native American and my tuition was paid in full to the Pima Community College. I did my part in doing all the footwork to get into this school, and was very disappointed when someone in the office manage to drop the ball along the way. I was told that the check had made it to the district office. I believed them. I kept on inquiring about the check and come to find out it was lying in the safe all along. I have respect towards everyone and all I wanted was respect in return. I don't know if any of the workers in student services were ever held accountable, but I ended up being the only student who did not have the books when I was suppose to. I felt like I was being singled out. I understand sometimes these things happen I just wish that all the people involved would have just said " we did not send it yet. cause it was in the safe. So did they lie? I believe they did. I was mad. I am a scarf wearing muslim woman. I get it all the time! I didn't know who to report the discrimination to, or how they would react since I was a student and the perpetrator was my teacher. I did not feel it was necessary It is not something that can be proved and was not frequent. This tends to show itself more in the way people look at or address you, even when the tattoos are not vulgar. It was awhile ago, doesn't matter anymore. It was just a passing comment of a social norm that a women should be thanking men all the time. It wasnt a big issue, but i feel a little mistreated when being in a group project It wouldn't of went to far because I am a straight white male. I was never given unfair treatment or treated badly in any way. I was the youngest student in classes 25 years ago( I was 16 and had graduated high school at age 13. So back then, it was because I was young and naive and had a poor attitude. Now, I'm on the other end. I am 41, and I have a fine attitude(I am who I am, so be it) but often am singled out as the "experienced" "mature" one. Im just like the younger adults there. I am there because I need a class to get my degree, just like them, and I don't think I know any more than they do because I am 20 years older than they are. I also feel this is probably all normal for folks returning to school, so I feel its just as unfair to report it as it is for it to occur. i would rather try and talk this over with the instructor myself. Which I did and the problem seems to have been cleared up, though sometimes this instructor makes somethings a little difficult at times He doe not seem to care that I truly do not see well. I know that I can report this to ADR but sometimes I just let things go and just do my best.


If you did report the unfair treatment, was it appropriately addressed?

After the fact yes. Didnt bother I am not sure if the treatment was racially motivated or not. I really don't care I felt it was more f a training issue or lack of training/customer service issue that needed to be addressed. What made it racial for me was that over a period of WEEKS, african american men and women assisted me better to resolve my issues and females who were hispanic or white did nothing at all. This was really astounding to me. And yes I did put in tickets about it and made sure it was documented No nobody wants to take my reports about the situations that have occurred with the financial aid department. They do "Internal Investigations and we all know how those go. I was told by the head of the department that a member of her staff was justified in falsifying a police report against me "because I called too often trying to get materials for my late start classes. There was no follow up to the incident and the persons the report was against has not had a change in thier ways. Multiple complaints have been put forth on several incidences without recognition about corrective action. The institution falls behind in taking care of reports made againt employees with varying degrees of seriousness. Well My math 89 teacher sweat marked me absent if i was like 2 or 3 minutes late, then she said if i e-mailed her she would drop me past the dead line, so i did and she failed me anyway. I went to see the dean, she called sweat, and sweat told her she failed because of attendence issues.......... then i was put on acedemic probation. yes yes, it was Yes. YES IT WAS ADDRESSED.

Within the past year, how often have you EXPERIENCED an unpleasant or hostile situation (for example

uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making,

etc.) at PCC based on your ....?




times) Total

Age Disability Educational Background Ethnicity Gender Gender Identity National Origin Other: (please specify) Race Religion Sexual Orientation Socio-economic Class Veteran Status (Row percentage)

51 94% 2 4% 0 0% 1 2% 54 49 92% 2 4% 0 0% 2 4% 53

52 96% 1 2% 0 0% 1 2% 54

50 94% 2 4% 0 0% 1 2% 53 49 91% 3 6% 1 2% 1 2% 54 52 96% 0 0% 1 2% 1 2% 54 53 98% 0 0% 0 0% 1 2% 54

32 91% 1 3% 0 0% 2 6% 35

50 94% 0 0% 2 4% 1 2% 53 50 94% 1 2% 0 0% 2 4% 53 51 93% 2 4% 1 2% 1 2% 55

52 96% 1 2% 0 0% 1 2% 54

52 98% 0 0% 0 0% 1 2% 53


Other: (please specify) Ability to Get Work Done Policy Fairness Singled out by fellow students for asking "too many" questions.

By whom? (Check all that apply)

Administrator 0 Faculty 4 Other: 2 Staff 4 Student 10 I don't know 9 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Response

Other: no one

Where did the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical

interactions electronic harassment, name calling, threat making, etc) occur? (Check all that apply)

Work or Office 3 Internet site 2 Social media 4 PCC-sponsored

2 activity Other 9 Classroom 7 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Response

Other: It did'nt hackers nA on campus


Within the past year, have you WITNESSED harassment (including physical, electronic harassment, name calling,

threat making, etc.) at PCC based on someone's .....?

Question

Age

Disability Educational Background Ethnicity Gender Gender Identity National Origin Other: Race Religion Sexual Orientation Veteran Status

Never Seldom (1-2

times) Occasionally (3-4

times) Frequently (more

than 4 times) Total

48 92% 0 0% 3 6% 1 2% 52

48 92% 1 2% 2 4% 1 2% 52

48 92% 2 4% 1 2% 1 2% 52

46 88% 3 6% 2 4% 1 2% 52 46 88% 4 8% 1 2% 1 2% 52 47 92% 2 4% 1 2% 1 2% 51 48 92% 1 2% 1 2% 2 4% 52 33 97% 0 0% 0 0% 1 3% 34 47 90% 3 6% 1 2% 1 2% 52 47 90% 3 6% 1 2% 1 2% 52

48 92% 1 2% 2 4% 1 2% 52

48 94% 1 2% 1 2% 1 2% 51 (Row percentages)

Other: (please specify): no responses

Who did you witness creating an unpleasant or hostile situation (for example uninvited and unwelcome verbal

or physical interactions electronic harassment, name calling, threat making, etc.)? (Check all that apply)


Response

Other: (no responses)


interactions, electronic harassment, name calling, threat making, etc.) that you witnessed occur?

(Check all that apply)

Response Work or office 2 Internet site 2 Social media 2 PCC-sponsored

3 activity Other 6 Classroom 8 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.


Other: nothing bad has ever happened no

If you have experienced AND/OR witnessed an unpleasant or hostile situation (for example uninvited and

unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.) within the

past year, have you reported it to PCC officials?


Total 16 100%

If you did not report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or

physical interactions, electronic harassment, name calling, threat making, etc.), why or why not?

because it never happened to me because it was just a boy flirting with me and I told him I wasn't interested. It has stopped. I would only report it if it was a problem and got in the way of my education. Did not want to be deemed as a troublemaker, just wanted to forget about it and move on. I felt that there is a 'code' among teachers/instructors and talk gets around in their circles. I didn't know where to go. It was in the interest of public safety, I did not feel that I was in a hostile situation. To much of a process to point the act . Wasn't serious enough

If you did report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical

interactions, electronic harassment, name calling, threat making, etc.), were they appropriately addressed?

n/a No unpleasant situations have occurred that need reporting. The situations were rarely adressed. Staff constantly make negative remarks on campus to other employees, students, as well as community members. Employees have been in the same room as other students and employees without taking any action in letting an employee know thier remarks are innapropriate and sometimes encourage making negative remarks with a student or employee. yes they were adrdress respectfully


EMPLOYEES ONLY


Response % Student 0 Faculty 25 Staff 40 Administrator 4 Other: 1 Community member (not a student or employee)

0

Total 70

Other: Board Member

0% 36% 57% 6% 1%

0%

100%


Yes 59 84% Maybe 8 11% No 3 4%

Total 70 100%

Response %

PCC provides adequate opportunities for students to participate in and celebrate

diversity‐related events.

Response % Strongly Agree 16 23% Agree 29 41% Neither agree nor disagree 11 16% Disagree 6 9% Strongly Disagree 0 0% N/A or I don't know 8 11%

Total 70 100%


Question N

Yes 29 No 5 I don't know 3

Students Employees Column %

78% 14% 8%

N 39 12 11

Column % 63% 19% 18%

Total N Column % 68 63% 17 19% 14 18%

Total 37 100% 62 100% 99 100% (Column percentages)



Response % Most of the time 41 Sometimes 20 Rarely 5 Never 3

Total 69

59% 29% 7% 4%

100%

Please rate your level of agreement that you feel RESPECTED as an individual by the following PCC groups:

Question

Students 23 Faculty 15 Staff 22 Administrators 10 (Row percentage)

Strongly Agree

Agree Neither Agree nor Disagree

Disagree

38% 28 46% 9 15% 1 2% 24% 24 39% 13 21% 6 10% 34% 30 47% 8 13% 3 5% 16% 26 41% 11 17% 14 22%

Strongly Disagree

Total

0 0% 61 4 6% 62 1 2% 64 2 3% 63



Total 62 100%

Within the last year at PCC, how often do you believe you have been treated unfairly based on your .... ?


times)

Age Disability Educational Background Ethnicity Gender Gender Identity National Origin Other: Race Religion Sexual Orientation Socio-economic Class Veteran Status (Row percentage)

Other: classification Non-driver

54 56

44

48 44 59 59 16 48 53 55

56

59

84% 90%

71%

76% 70% 95% 95% 76% 77% 85% 90%

90%

97%

7 5

13

6 10 1 3 1 4 7 2

5

2

11% 8%

21%

10% 16% 2% 5% 5% 6%

11% 3%

8%

3%


2 1

3

7 4 0 0 0 9 2 3

1

0

3% 2%

5%

11% 6% 0% 0% 0%

15% 3% 5%

2%

0%


times) Total

1 2% 64 0 0% 62

2 3% 62

2 3% 63 5 8% 63 2 3% 62 0 0% 62 4 19% 21 1 2% 62 0 0% 62 1 2% 61

0 0% 62

0 0% 61

Non-Family Member affiliation political ideology Provisional Faculty Status



Response At work or office Internet site Social media PCC-sponsored activity Other: (please specify) Classroom Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Other: (please specify)

25 0 0 5 9 5

every PCC campus/location that does not have transgender-inclusive bathrooms HR I have been treated unfairly at work, but not in the last year. The occurences stopped after Lee Lambert came to the College and major changes were initiated. job opportunities Not Applicable Opportunities as an employee and a student Staff qualifications were handles horribly-making many people upset told I was not certified in my teaching field by Certification Office Tuition Waiver is not granted to domestic partners


Administrator 20 Faculty 11 Other 6 Staff 19 Student 8 I don't know 2 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Response

Other: HR HR Policy Not Applicable Not whom, but what? PCC facilities parents of students

Did you report it?

Response % Yes 8 17% No 25 54% N/A 13 28%

Total 46 100%


If you did not report the unfair treatment, why or why not?

"Sticks and stones" Because I need to maintain reasonably civil relationships to do my job and reporting would be like throwing a bomb into the middle of those relationships. Didnt want to get fired or labeled as a troublemaker Besides the processes here are so broken, nothing would have been done. I'm a straight white male, so nothing I say about discrimination would be listened to. Faculty often make staff members feel like they are less than because most faculty members hold higher degrees. As support staff faculty often disrespect us and make us feel small. Fear of retaliation I believe that everyone has the potential to be treated unfairly on occasion. I would only report it if it became a larger problem that I felt I couldn't handle. Also it may be possible that what I felt was unfair treatment may only be my perception, and I may be wrong. I will always give the other person the "benefit of the doubt". I have never felt any treatment was totally unreasonable. I do not know to whom I would report the lack of transgender inclusive bathrooms. Facilities person? EEO person? Employee Service Center? Human Resources? I have reported something in the past and never received a response. In the case of staff, the problem is endemic across an entire department. In the case of an administrator, I work in the person's area of authority, and that person is known to be vindictive. I reported some of it, not all. I spoke directly to the persons about it and how it was inappropriate It's just the way it has always been. There are no scholarship opportunities for me because I am white and not considered a minority. For this reason, I am also not able to get better jobs because I don't have the degree. But not being able to afford books and such makes it difficult to take classes. It is hard for a faculty to tell that the students are not treating them correctly due to gender or national origin. It was district wide. it was not conscious on the other person's part and it didn't actually bother me, just made me raise an eyebrow. Many of these things are inherent in our culture, so I just put up with them because I feel like I can't do anything about it to change it. On All College Day my only beverage option was water, because I don't drink coffee, tea, or carbonated drinks due to religious convictions and health concerns. I was grateful for the water at least. Access for disability resources has been a challenge on multiple levels due to lack of clear communication about required documentation and timeliness of correct accommodations. I'm still working through some things, but it seems to take forever! Some students seem to have the perception that I make 6 figures because I'm a faculty member and I have had to politely decline their requests for sales presentations and seemingly incidental expenses related to teaching/classroom socialization. As I said, I pretty much just tolerate it because it's part of our culture. The worst discrimination has been during my service as a provisional faculty member. HR has incorrectly communicated policies to me multiple times, as they relate to provisional faculty, and then held me accountable for their mistakes. Twice the errors were even in writing, and I was still required to comply to the change. Both of these errors on HR's part had adverse effects for me financially. As a provisional faculty member I want to perform my job duties to the utmost of my ability. That has been difficult and frustrating as I have not been able to access the professional education benefits of Faculty Learning Academy, mentorship, professional conferences, and so fourth, while still being expected to perform the same quality of work as regular full-time faculty in the same role. I know that this is all tied to budget, but certainly there should be some ways provisional faculty could be supported professionally. N/A no severe enough Not a protected class Nothing comes out of it.


Nothing was directed at me. It was just a general perception the Administrator had about the latino group PCC is way too politically correct in the way it panders to lower socio-economic class Hispanic people for me to believe anything would ever come of reporting unfair treatment. Plus, I would just make myself a pariah. Unwise. Some of it is generalized. Some of it I bring on myself in discussions with students; they are learning to discuss diversity and I expect slip ups. The incidents in which unfair treatment may have occurred were not egregious, nor was I offended by them, except for the use of the Lord's name in a worthless way to bring emphasis to their speech. I didn't report the incident because the person is generally kind and doesn't realize the harmful effect of her words and I don't want to be considered holier than thou after voicing an awkward complaint. There are just small every day occurrences. It is a culture not a reportable offence. You can see in terms of demographics that PCC promotes and values Whites and Males more than People of Color and Women. There should be more mentoring and recruitment of people of color and Women into higher level positions. Two racist comments that I believe were meant as jokes were made to me by a former administrator. I had at least 1 witness who was around for 1 comment. 1 comment was aimed at my ethnicity while the other comment was a quote from a movie involving the "N-word". These were made by a former caucasian administrator who is no longer with the college. A lot of other people are subtle when it comes to their racism and discrimination. They won't do it blatantly, however, there is racist and discriminatory undertones that are very hard to prove. For example, one staff member had several complaints from several minority & non-traditional student organizations in Spring 2015. I've witnessed the way this person has "talked down" to these students, and I've also witnessed how this same person has treated caucasian students with much more respect. It's little things like that I see around PCC that needs to stop, but how can we when it can't be proven? I doubt this person was even written up for these student complaints, even though there were several of them.


If you did report the unfair treatment, was it appropriately addressed?

I'm not sure. I did not report the comments made towards me because I react to these differently than others, and I don't believe the college does a good job at addressing serious issues like this. Plus, I'm not the complainer-type, I just let my actions destroy these racist comments by showing how successful I can be regardless of what other people think or say. In the second issue, the students reported their issues to campus administration, but I doubt it was appropriately addressed because I still witness how this person treats minority students different from caucasian students. It's subtle, but it's there. I don't know. I have reported it in the past but nothing was done. I have reported unfair treatment through multiple avenues offered by PCC like Ethics Point, directly to supervisor, to dispute resolution office, HR representatives on many levels. It has never been addressed appropriately. Its better to just say nothing and keep all your ideas and honest opinions to yourself because retaliation is real. N/A n/a No NO! It was not. No! Never got a response, I feel like if action was taken all parties involved should be made abreast of what is happening and what action is taken. No. Yes Yes Yes and no. In one instance when I was being harassed by a staff member, it took FOUR years of constantly defending myself, reporting the issues and ongoing, exhausting amounts of documentation. The incident with the faculty was particularly brutal, and affected many people (including students!), so that took less time (but no less aggravation) to resolve. Again, I have not had any issues in the last two years or so, for which I am extremely grateful, but everyone here at Pima seems to know that it's almost impossible to dismiss employees who don't perform or hostile employees, ESPECIALLY FACULTY. Rumor has it that Admin is afraid to stand up to the unions, and maybe that is it, but how much power could they possibly have in a right-to-work state?


uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat making,

etc.) at PCC based on your ....?




Total

Age 46 87% 6 11% 0 0% 1 2% 53 Disability 48 92% 3 6% 0 0% 1 2% 52 Educational Background 47 89% 4 8% 1 2% 1 2% 53 Ethnicity 46 87% 3 6% 3 6% 1 2% 53 Gender 44 83% 3 6% 2 4% 4 8% 53 Gender Identity 50 96% 1 2% 1 2% 0 0% 52 National Origin 51 96% 1 2% 1 2% 0 0% 53 Other: (please specify) 23 85% 1 4% 0 0% 3 11% 27 Race 47 89% 3 6% 3 6% 0 0% 53 Religion 47 89% 5 9% 1 2% 0 0% 53 Sexual Orientation 50 94% 2 4% 1 2% 0 0% 53 Socio-economic Class 46 88% 5 10% 1 2% 0 0% 52 Veteran Status 51 98% 1 2% 0 0% 0 0% 52 (Row percentage)


Other: (please specify) Classification friends/acquaintance status with other employees Physical size political ideology U.S. State origin


Response Administrator 10 Faculty 6 Other: 2 Staff 11 Student 7 I don't know 1 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Other: N/A



Work or Office 20 Internet site 0 Social media 0 PCC-sponsored activity 1 Other 1 Classroom 5

Response


Other N/A


Within the past year, have you WITNESSED harassment (including physical, electronic harassment, name calling,



threat making, etc.) at PCC based on someone's .....?

Question

Age DisabilityEducational Background Ethnicity Gender Gender Identity National Origin Other: (please specify) Race Religion Sexual Orientation Veteran Status (Row percentages)

Never

43 84% 7 14% 1 2% 0 43 84% 5 10% 2 4% 1

41 80% 5 10% 1 2% 4

40 78% 6 12% 3 6% 2 44 88% 4 8% 1 2% 1 46 90% 4 8% 0 0% 1 46 90% 4 8% 0 0% 1

23 85% 1 4% 1 4% 2

42 82% 6 12% 3 6% 0 46 90% 3 6% 1 2% 1 48 94% 2 4% 0 0% 1 49 96% 2 4% 0 0% 0

Seldom (1-2 times)

Total

0% 2%

51 51

8% 51

4% 2% 2% 2%

51 50 51 51

7% 27

0% 2% 2% 0%

51 51 51 51

Other: (please specify) expressing opposing views Weight non-family member Faculty to student relations

Who did you witness creating an unpleasant or hostile situation (for example uninvited and unwelcome verbal

or physical interactions electronic harassment, name calling, threat making, etc.)? (Check all that apply)


Response

Other: none N/A



interactions, electronic harassment, name calling, threat making, etc.) that you witnessed occur? (Check all that

apply)

Response Work or office 14 Internet site 1 Social media 1 PCC-sponsored activity 1 Other 3 Classroom 5 Due to the design of the survey question as multiple choice, an accurate percentage total is not available.

Other: none on campus N/A

If you have experienced AND/OR witnessed an unpleasant or hostile situation (for example uninvited and


past year, have you reported it to PCC officials?


Total 21 100%



Embarrassment. fear of retaliation. they were never sexual harassment though I addressed the person directly. I did not report the comments made towards me because I react to these differently than others, and I don't believe the college does a good job at addressing serious issues like this. Plus, I'm not the complainer-type, I just let my actions destroy these racist comments by showing how successful I can be regardless of what other people think or say. It happens every day, and would be like reporting the sunrise. I was advised that I would need witnesses N/A No point... nothing ever happens. I saw what happens when blatant sexual harrasment was reported, NOTHING. No time and/or fear of repercussions. Resigned to fact that it occurs. Not sure of interpretation of incident is considered "unpleasant" by bystanders. students (or community members) says ignorant, prejudiced stuff all the time. Most people are not even aware of the stuff coming out their mouths. nearly all of it is unconscious, not intended to harm and the person speaking it is almost always not even aware that they may have said something hurtful, and I imagine if they were made aware would be ashamed.


If you did report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or physical

interactions, electronic harassment, name calling, threat making, etc.), were they appropriately addressed?

I believe so. I don't know. I had a student who behaved threateningly in class. I was told to tell him to leave myself and to contact campus police if he didn't want to. I didn't feel safe with this arrangement; someone should have intervened to make sure he was not in class or campus PD should have been alerted to stop by at the outset of class. Luckily, he did not show up again. The administrator I was supposed to talk to treated me less respectfully when she thought (mistakenly) that I was an adjunct and improved a little when she learned I am faculty. In the second issue, the students reported their issues to campus administration, but I doubt it was appropriately addressed because I still witness how this person treats minority students different from caucasian students. It's subtle, but it's there. I reported it even though the 'vicitms' weren't my direct reports, yes, but nothing ever came of it (I followed up with them to find out). In two cases, it seemed that the hostile folks (faculty and staff) had the political upper-hand and, in two cases, were union members. n/a N/A No NO! I am no longer a fulltime employee because of what I witnessed/experienced and how people chose to ignore or dismiss it. I continue to be disgusted by it. No, not once and I have since given up on caring whether it happens to other people or not anymore. all I can do is worry about myself at pcc. However, over the past year I have noticed things are getting better. No. The situation went unaddressed. Yes Yes, the physical harassment was. Yes.


APPENDIX A.

DIVERSITY SURVEY QUESTIONNAIRE

The Pima Community College (PCC) Diversity Committee seeks to understand the diverse values, needs,

and circumstances of our students and employees. Before we develop a plan to improve the way we

collaborate on issues of diversity and inclusion at the College, we need to know more about the

perceptions and experiences of people who study and work at PCC. As a result, the diversity committee

has developed this survey in partnership with PCC Institutional Research, Planning and Effectiveness.

The information gathered through this survey will be used to improve our understanding and

approaches for promoting a culture of "diversity" at PCC that maximizes the success of students, staff,

faculty, and administrators. Please take a few minutes to answer the following questions.

If you agree to participate, you can be assured that once your responses are submitted, the PCC

Diversity Committee will not be able to identify you or connect your responses to you. Your responses

will be aggregated with other responses and posted on the Diversity at PCC Web page and stated in

terms of groups and not individually. You may stop participation at any time, or choose to not answer

any particular questions. At the end of the survey you will be given information about resources should

you wish to talk to someone further.

PCC is required to investigate reports of harassment or discrimination. Since individual responses will

not be traceable back to individuals reporting harassment and discrimination in this survey, an indication

of harassment or discrimination by you in this survey should not be considered by you as having

reported such an incident. At the same time, we take reports of harassment and discrimination very

seriously and encourage you to report concerns regarding possible discrimination or harassment that

you reported in the survey by contacting the PCC EEO office at 206‐4539. If you have any questions

about this survey, please email the members of the Pima Community College Diversity Committee at

pcc‐[email protected].

Thank you for helping us understand and work to improve the College climate supporting diversity and

inclusion at PCC.


Student

Faculty

Staff

Administrator

Community member (not a student or employee)

Other: ____________________




Yes

Maybe

No

ACCESS & INCLUSION

PCC provides adequate opportunities for students to participate in and celebrate diversity‐related

events.

Strongly Agree

Agree

Neither agree nor disagree

Disagree

Strongly Disagree

N/A or I don't know


Students Employees

Yes

No

I don't know


Most of the time

Sometimes

Rarely

Never

Please rate your level of agreement that you feel RESPECTED as an individual by the following PCC

groups:

Strongly Agree

Agree Neither Agree nor Disagree

Disagree Strongly Disagree

Students

Faculty

Staff

Administrators



Yes

No

Within the last year at PCC, how often do you believe you have been treated unfairly based on your ... ?

Never Seldom (1‐2

times) Occasionally (3‐4

times)


times)

Age

Disability

Educational Background

Ethnicity

Gender

Gender Identity

National Origin

Race

Religion

Sexual Orientation

Socio‐economic Class

Veteran Status

Other:


At work or office

Classroom

Social media

PCC‐sponsored activity

Internet site

Other: (please specify) ____________________



Administrator

Faculty

Staff

Student

I don't know

Other ____________________

Did you report it?

Yes

No

N/A

If you did not report the unfair treatment, why or why not? ________________________

If you did report the unfair treatment, was it appropriately addressed? ________________________


uninvited and unwelcome verbal or physical interactions electronic harassment, name calling, threat

making, etc.) at PCC based on your ....?

Never Seldom (1‐2


times)


times)

Age

Disability


Ethnicity

Gender

Gender Identity

National Origin

Race

Religion

Sexual Orientation

Socio‐economic Class

Veteran Status

Other: (please specify) _________



Administrator

Faculty

Staff

Student

I don't know

Other: ____________________



Work or Office

Classroom

Social media


Internet site

Other ____________________

Within the past year, have you WITNESSED harassment (including physical, electronic harassment, name

calling, threat making, etc.) at PCC based on someone's ...?

Never Seldom (1‐2


times)


times)

Age

Disability


Ethnicity

Gender

Gender Identity

National Origin

Race

Religion

Sexual Orientation

Veteran Status

Other: (please specify)


________________________

Who did you witness creating an unpleasant or hostile situation (for example uninvited and unwelcome

verbal or physical interactions electronic harassment, name calling, threat making, etc.)? (Check all that

apply)

Administrator

Faculty

Staff

Student

I don't know

Other: ____________________


interactions, electronic harassment, name calling, threat making, etc.) that you witnessed occur? (Check

all that apply)

Work or office

Classroom

Social media


Internet site

Other ____________________

If you have experienced AND/OR witnessed an unpleasant or hostile situation (for example uninvited

and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.)

within the past year, have you reported it to PCC officials?

Yes

No

N/A



If you did report the unpleasant or hostile situation (for example uninvited and unwelcome verbal or

physical interactions, electronic harassment, name calling, threat making, etc.), were they appropriately

addressed? ________________________


We take reports of harassment and discrimination very seriously and encourage you to report the

unpleasant or hostile situations that you referenced in the survey if you feel that they may constitute

harassment or discrimination by contacting the PCC EEO office at 206‐4539; or if you would someone

from the EEO office to contact you, please provide your contact information:

Name ________________________

Phone number ________________________

Email ________________________

THANK YOU FOR YOUR FEEDBACK!


Diversity Survey ReportSpring 2016 Results

Institutional Research, Planning and Effectiveness Project #4214d

Spring 2016 Diversity Survey Executive Summary

Introduction:

In the fall of 2015, the Pima Community College (PCC) Diversity Committee and the Office of

Institutional Research, Planning and Effectiveness developed a questionnaire to obtain feedback

from students and employees regarding diversity and inclusion within the previous academic

year. In the following spring, the questionnaire was revised. The online survey link was emailed to all

employees and students, posted on the MyPima website and advertised in @PimaNews. Compared

to the first version of the survey conducted last semester, many more people responded to the

survey (693 vs. 161). Respondents to the survey consisted of Administrators (27, 4%), Faculty

(257, 37%), Staff (343, 50%), Students (46, 7%), and “Other” (17, 2%).

The results in the first section, located on page 3 of this report, are displayed as cross-tabulated

tables, with the numbers broken down by primary role. Because three respondents did not

indicate their primary job classification and/or reply to an individual question, there are some

missing numbers in particular tables. The second section of this report, located on page 18, includes the results from all employees (644), excluding students (46). This section includes

administrators, faculty, staff and other (the text response to “other” indicated all such respondents

were employees). The third section, located on page page 24, of this report includes responses from

46 respondents who identified themselves as students.

Note: Because of rounding, percentage totals in this report may equal 99% or 101%.

The questionnaire can be located in Appendix A. on page 28.

Highlights from the Diversity Survey Results from All Respondents:

Sixty-four (64%) of respondents agree that PCC provides adequate opportunities for

students to participate in and celebrate diversity-related events.

Fifty-three percent (53%) of respondents have witnessed or attended a college sponsored

event that celebrated diversity within the past year.

Fifty percent (50%) of respondents feel Pima does a good job promoting diversity-related

college events, while 39% felt that it was somewhat true.

Ninety-two percent (92%) of respondents agreed that they felt comfortable around college

community members who were from groups different from theirs.

Of those who had an opinion, 85% think that that PCC provides equal access for employees

with disabilities and 93% think that PCC provides the same for students.

Seventy-eight percent (78%) of students and 54% of employees think PCC provides equal

access for students and employees with disabilities.

When asked if they believe that PCC does a good job at attracting diverse employees, 34%

chose “Yes”, while 29% chose “For the most part”.

Institutional Research, Planning and Effectiveness Project #4212d 1

When asked if they believe that PCC does a good job at retaining diverse employees, 31%

chose “Yes”, while 24% chose “For the most part”.

Eighty-five percent (85%) of respondents are aware of the non-discrimination policies and

procedures at the College.

Eighty-one percent (81%) of respondents know where to report discrimination or

harassment when it occurs at the College.

Twenty-two percent (22%) of respondents have experienced and/or witnessed an

unpleasant or hostile situation within the past year1.

o Of those who have experienced and/or witnessed an unpleasant or hostile situation,

34% did not report it to PCC officials1.

o Of those who experienced and/or witnessed an unpleasant or hostile situation, the

largest number of incidents related to “Other” followed by (in decreasing order)

gender, ethnicity, race, educational background and age.

o Of those who witnessed an unpleasant or hostile situation, employees and then

students were most frequently named as causing the aforementioned experience.

Primary Role:

1. What is your PRIMARY role at the College?*

Response %

Staff 343 50%

Faculty 257 37%

Student 46 7%

Administrator 27 4%

Other: 17 2%

Total 690 100% *Three respondents did not indicate their primary role.

Other:

ABECC Instructor

adj. faculty

Adjunct

Adjunct Faculty

Coordinator

Educational Support Faculty Counselor

Governing Board Member

Instructor

Instructor

Instructor

student and faculty

Temporary Pool

Tutor

1 Excluding respondents who answered “N/A”.


SECTION 1: PRIMARY JOB CLASSIFICATION BY SURVEY QUESTION

Viewing each question asked on the survey by primary role allows the reader to easily see the results in various modes. Row percentages are shown in the upper boxes in red and column percentages are shown in the lower boxes with blue numbers. For example: 26% of students who responded to the survey strongly agree that PCC provides adequate opportunities for students to participate in and celebrate diversity‐related events (12/46=26%). In the lower box, with percentages in blue, column percentages show the information differently. For example, of those respondents who strongly agree that PCC provides adequate opportunities for students to participate in and celebrate diversity‐related events, only 8% were students (12/152=8%). In both cases, the percentages are correct, but the reader may choose to use one percentage or the other based on the research interest.


This was a multiple choice question. Each respondent is counted once in the (Total) row, regardless of how many categories were chosen.


SECTION 2: ALL EMPLOYEES, EXCLUDING STUDENTS

1. What is your PRIMARY role at the College?

Response %

Staff 343 53%

Faculty 257 40%

Administrator 27 4%

Other: 17 3%

Student 0 0%

Total 644 100%

Other roles:

ABECC Instructor

adj. faculty

Adjunct

Adjunct Faculty

Coordinator

Educational Support Faculty Counselor

Governing Board Member

Instructor

Instructor

Instructor

student and faculty

Temporary Pool

Tutor

ACCESS & INCLUSION

2. PCC provides adequate opportunities for students to participate in and celebrate diversity-

related events.

Response %

Strongly Agree 140 22%

Agree 272 42%


83 13%

Disagree 43 7%

Strongly Disagree 10 2%

N/A or I don't know 94 15%

Total 642 100%

3. Have you witnessed or attended a college sponsored event that celebrated diversity within the

past year?

Response %

Yes 340 53%

No 302 47%

Total 642 100%


4. Do you feel Pima does a good job promoting diversity-related college events?

Response %

Yes 314 50%

Somewhat 242 39%

No 71 11%

Total 627 100%

5. I feel comfortable around college community members who are from groups different from me.

Response %


Agree 155 24%


25 4%

Disagree 8 1%



Total 639 100%

6. Do you think PCC provides equal access for employees with disabilities?

Response %

Yes 318 58%

No 52 9%

I don't know 180 33%

Total 550 100%

6a. Do you think PCC provides equal access for students with disabilities?

Response %

Yes 408 76%

No 38 7%

I don't know 91 17%

Total 537 100%


EMPLOYMENT

7. Do you think PCC does a good job attracting diverse employees?

Response %

Yes 215 34%

For the most part 187 29%

No 105 16%


Total 637 100%

7. Do you think PCC does a good job retaining diverse employees?

Response %

Yes 197 31%


No 101 16%


Total 636 100%

HARASSMENT AND DISCRIMINATION

8. Are you aware of the non-discrimination policies and procedures at PCC?

Response %

Yes 544 87%

No 80 13%

Total 624 100%

9. Do you know where to report discrimination or harassment if it occurs at the College?

Response %

Yes 514 83%

No 108 17%

Total 622 100%


10. Have you experienced and/or witnessed an unpleasant or hostile situation (for example

uninvited and unwelcome verbal or physical interactions, electronic harassment, name calling,

threat making, etc.) within the last year?

Response %

Yes 136 22%

No 459 74%

N/A 27 4%

Total 622 100%

10a. Have you reported the unpleasant or hostile situation to PCC officials?

Response %

Yes 86 63%

No 43 32%

N/A 7 5%

Total 136 100%

10b. Was the experience related to any of the following categories?

(Check all that apply)

Response %

Race 26 10%

Ethnicity 33 13%

Gender 34 13%


23 9%

Gender Identity 11 4%

National Origin 12 5%

Sexual Orientation 11 4%

Age 21 8%

Disability 18 7%

Religion 9 3%

Socio-economic Class 10 4%

Veteran Status 9 3%

Other: 41 100%


Other categories:

after reporting an issue told (by 2 facilities employees) it was all in my head verbally and with hand gestures. Made to feel very uncomfortable.

Anger control issues.

As a new faculty member

bullying

Bullying

bullying and harassment

charater attack

Classroom management issue

Colleagues who were trying to force their viewpoint or preferred outcome

Dysfunctional team

Endearing Language

Hostile with an employee

Hostile Work Enviroment

Individual engages in offensive behavior not related to a protected status

just not happy with the good policies of doing things right

lack of respect for my knowledge - probably related to gender

language

new to the job

No, none of these, we should have a no option

None of these

Position hierarchy and micromanagement style of bosses

Professional Status

Retaliation

stalking type behavior

Subordinate

Team dynamics situation

unknown

unwelcome verbal sexual comment

10c. Who were the people described in question 10? (Check all that apply)

Response %*

Employee 109 82%

Student 28 21%

Other 24 18%

I don't know 1 1% * Because this was a multiple choice question, the denominator for the percentage is the number of individual

people who responded to this question, which was 133.


Other people:

Admin

administor, faculty

Another higher education employee

Community member using computers at library made inappropriate remarks to an employee re: her race and gender

custodial staff

[Name omitted] does nothing about the ongoing hostile and uncivil behaviors

Did not report because the employee was a temp and fearful of losing their job.

discrimination by "preacher" in free-speech area offensive to all

division dean

Employee of other entity

Faculty

Faculty

Faculty

Family

fellow faculty member

Hate Preacher

HR

Individual male who comes frequently to the Free Speech area outside DC. PCC officials are aware of him and they do monitor when he is speaking his mind. However, he is threatening and extremely rude calling out people of different nationalities, genders, and religious backgrounds and telling them they are going to hell for what they are or believe in. I believe everyone has a right to their own opinion but when they are spreading a message of hate and making students and employees feel threatened or uncomfortable, I don't feel they should be allowed to continue.

interviewee, politicall figures, athletes...

It was me. And nothing was ever done about it. HR is a useless and discrimanatory Department. The staff should be dismissed and new employees hired to replace them.

Leadership

Supervisor

Witnessed repeated discrimination by [name omitted] toward colleague.


Answer

SECTION 3: ONLY STUDENT RESPONSES


Response %

Student 46 100%

Administrator 0 0%

Faculty 0 0%

Other: 0 0%

Staff 0 0%

Total 46 100%

Other roles: No responses

ACCESS & INCLUSION

2. PCC provides adequate opportunities for students to participate in and celebrate

diversity-related events.

Response %


Agree 19 41%

Neither Agree nor Disagree 7 15%

Disagree 3 7%



Total 46 100%

3. Have you witnessed or attended a college sponsored event that celebrated diversity

within the past year?

Response %

Yes 22 48%

No 24 52%

Total 46 100%


Response %

Yes 24 52%

Somewhat 16 35%

No 6 13%

Total 46 100%


5. I feel comfortable around college community members who are from groups different

from me.

Response %


Agree 19 41%

Neither Agree nor Disagree 5 11%

Disagree 0 0%



Total 46 100%

6. Do you think PCC provides equal access for employees with disabilities?

% Response

Yes 22 50%

No 4 9%

I don't know 18 41%

Total 44 100%

6a. Do you think PCC provides equal access for students with disabilities?

% Response

Yes 32 73%

No 5 11%

I don't know 7 16%

Total 44 100%

EMPLOYMENT

7. Do you think PCC does a good job attracting diverse employees?

% Response

Yes 17 39%


No 3 7%


Total 44 100%

7a. Do you think PCC does a good job retaining diverse employees?

% Response

Yes 16 37%


No 5 12%


Total 43 100%




Response %

Yes 28 61%

No 18 39%

Total 46 100%


Response %

Yes 27 59%

No 19 41%

Total 46 100%


Answer

10. Have you experienced and/or witnessed an unpleasant or hostile situation (for

example uninvited and unwelcome verbal or physical interactions, electronic

harassment, name calling, threat making, etc.) within the last year?

Response %

Yes 7 15%

No 35 76%

N/A 4 9%

Total 46 100%


Response %

Yes Yes 3

No No 3

N/A N/A 1

Total Total 7

10b. Was the experience related to any of the following categories? (Check all that

apply)

Response %

Race 3 43%

Ethnicity 2 29%

Gender 3 43%

Educational Background 1 14%

Gender Identity 2 29%

National Origin 1 14%

Sexual Orientation 1 14%

Age 2 29%

Disability 0 0%

Religion 0 0%

Socio-economic Class 0 0%

Veteran Status 0 0%

Other: 0 0%

Other: No responses

10c. Who were the people described in question 10? (Check all that apply) Response %*

Employee 4 57%

Student 3 43%

I don't know 2 29%

Other 0 0% * Because this was a multiple choice question, the denominator for the percentage is the number of

individual people who responded to this question, which was seven.

Other: No responses


APPENDIX A: DIVERSITY SURVEY QUESTIONNAIRE

In support of Strategic Direction 5 - Increase diversity, inclusion, and global education, the members of Pima

Community College (PCC) Diversity Committee seek to understand the diverse values, needs and

circumstances of our students and employees and to identify ways to build and sustain a diverse and inclusive

environment at the College. We are in the process of developing a Diversity and Inclusion Plan which includes

programming for students and employees.

We need your feedback to inform our efforts to support PCC’s commitment to diversity and inclusion!

This survey is anonymous. Your responses will be non-identifiable. Please complete this survey, consisting of

no more than 13 questions, which we estimate will take less than 10 minutes.

Thank you for helping us understand and strive to improve the College climate to support diversity and

inclusion at PCC. If you have any questions about this survey, please email the members of the PCC Diversity

Committee at [email protected].


Student

Faculty

Staff

Administrator

Other: ____________________

ACCESS & INCLUSION

2. PCC provides adequate opportunities for students to participate in and celebrate diversity-related events.

Strongly Agree

Agree


Disagree

Strongly Disagree

N/A or I don't know

3. Have you witnessed or attended a college sponsored event that celebrated diversity within the past year?

Yes

No


Yes

Somewhat

No



5. I feel comfortable around college community members who are from groups different from me.

Strongly Agree

Agree


Disagree

Strongly Disagree

N/A or I don't know

6. Do you think PCC provides equal access for students and employees with disabilities?

Students Employees

Yes

No

I don't know

EMPLOYMENT

7. Do you think PCC does a good job attracting and retaining diverse employees?

Yes For the most part No N/A or I don't know

Attracting

Retaining



Yes

No


Yes

No

10. Have you experienced and/or witnessed an unpleasant or hostile situation (for example uninvited and


last year?

Yes

No

N/A


Answer If 10. Have you experienced and/or witnessed an unpleasant or hostile situation (for example uninvited

and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making and

unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.)... Yes Is

Selected


Yes

No

N/A


and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.)... Yes

Is Selected

10b. Was the experience related to any of the following categories? (Check all that apply)

Age

Disability


Ethnicity

Gender

Gender Identity

National Origin

Race

Religion

Sexual Orientation

Socio-economic Class

Veteran Status

Other: ____________________


and unwelcome verbal or physical interactions, electronic harassment, name calling, threat making, etc.)... Yes

Is Selected

10c. Who were the people described in question 10? (Check all that apply)

Employee

Student

I don't know

Other ____________________

NOTE: Regarding harassment and discrimination: PCC is required to investigate reports of harassment or

discrimination. Since individual responses will not be traceable back to individuals reporting harassment and

discrimination in this survey, an indication of harassment or discrimination by you in this survey should not be

considered by you as having reported such an incident.

PCC administrators take reports of harassment and discrimination very seriously and encourage you to report

concerns by contacting the PCC Equal Employment Opportunity office at 520-206-4539.

THANK YOU FOR YOUR FEEDBACK!


Appendix B

Global Diversity at Pima Community College

The word “Global” is defined as “relating to or embracing the whole of something, or of a group of things” (Oxford English Dictionary); Thus, “Global Diversity” emphasizes the all-encompassing nature of our diversity efforts. We cannot define diversity only within national boundaries because, in many ways, our national diversity is a product of world diversity.

“Global” commonly alludes to “international” and P��’s Strategic Plan for Internationalization (SPI) certainly intersects with our efforts toward diversity. Furthermore, the SPI uses the term in its most ample connotation as a “universal, holistic, and multidimensional” concept; Hence, Global Diversity is a broader conceptualization necessary to achieve the goals of interculturalism and global citizenship expressed in P��’s Diversity Statement: https://www.pima.edu/about-pima/diversity/index.html

�hancellor Lambert’s assertions that “we are a social justice organization” and “our future demands a global approach” imply that global diversity in the community college represents an opportunity for global solidarity; !s expressed by Lindsay & �lanchett (2011), “Higher Education Institutions (HEIs) are not simply impacted by global diversity, but they have the unique responsibility of preparing students for the new and changing world, which includes understanding the complexity of a variety of peoples, and a commitment to social justice” (p; 258).

Rationale for emphasizing “Global Diversity” through P��’s Diversity �ommittee

One of our goals in P��’s Diversity Plan is to “Increase global diversity and inclusion;” This

recognizes the exigency in US HEIs that leaders “foster a genuine desire to understand

diverse cultures, to work collaboratively, recognize our cultural interdependence and

work in synergy, at home and abroad” (Erbe, p; 85);

Pima College employees come from numerous national and cultural origins. Through our

Internationalization Task Force and internationalization survey, we have learned that,

besides Native Americans and many American ethnicities, we have Asian, European,

African, Latin American, and Middle Eastern populations represented among our

colleagues. Global diversity refers to the acknowledgement and acceptance of such

“multicultural diversity” (Erbe, p; 169);

One of our Student Learning Outcomes across all disciplines is to “appreciate cultural and global diversity” (P��, 2013); !cross the college, we offer 132 courses with “Global” and




“Cultural Diversity” content. The aim is respect and appreciation of otherness in all

diversity dimensions.

In the United States, one in five people over the age of 5 speaks a language other than

English at home and more than 350 languages are spoken nationwide. New Americans

(foreign born) constitute 13.1% of the country’s population (US Census, 2014). “An

increase in global diversity requires Americans to acquire diverse perspectives that

differ from its major culture” (Erbe, p. 85).

Global diversity alludes to the “broader vision” of the inclusive workplace (Mor Barak, p.

305), our connections to a larger human context, and the recognition of “complex

interdependence for educational change” (Hershock et al., p. 94).

References

Erbe, N.D. (Ed). (2014). Approaches to Managing Organizational Diversity and Innovation. USA:

Business Science Reference.

Hershock, P.D.; M. Mason, & J.N. Hawkins (Eds). (2007). Changing Education: Leadership,

Innovation and Development in a Globalizing Asia Pacific. USA: Springer Science & Business

Media.

Lindsay, B. & W. Blanchett (Eds). (2011). Universities and Global Diversity: Preparing Educators

for Tomorrow. New York/London: Routledge.

Mor Barak, M.E. (2013). Managing Diversity: Toward a Globally Inclusive Workplace. USA: SAGE.

Pima Community College. (2013, Jan). Monitoring Report on the Assessment of Student

Learning Outcomes to the Higher Learning Commission.

Online at: https://www.pima.edu/about-pima/accreditation/docs/PCC-HLC-monitoring-

report.pdf

https://www.pima.edu/about-pima/accreditation/docs/PCC-HLC-monitoring-report.pdf



Pima Community College International Development February 17, 2016

1

We have a Strategic Plan for Internationalization with seven strategic goals and 70 objectives. The

plan was the work of a Task Force of 84 people that not only had district wide representation (faculty,

staff and administrators), but also community members, foreign representatives in our community,

representatives from the Mayor's Office, County Government, and students.

Created the American Institute of Language and Culture at Pima (AJLAC). Will offer the first

ESL package for int'l students in Summer 2016. This will also help our local enrollments

We have worked with the Tucson City Government and the Pima County Administrator to align our int'l

objectives for Pima County's economic development

PCC offers 132 courses with "Global" and "Cultural Diversity" content. Nevertheless, despite the

guidelines and recommendations from the HLC, AACC, ACCT, and others, PCC did not have a

comprehensive global education plan before Chancellor Lambert.

Dr. Francisca James Hernandez has represented the College at the Generation Study

Abroad Summit and directs the development of Faculty-Led Study Abroad initiatives.

One of our goals in PCC's Diversity Plan is to "Increase global diversity and inclusion." And one of our

SLOs across all disciplines is to "appreciate cultural and global diversity'' (PCC, Monitoring

Report on the Assessment of Student Learning Outcomes to the HLC, 2013).

PCC has now a Fulbright Representative (R. Castro-Salazar)

Fulbright Program & International Visitors

Mr. DK Wu, Co-founder & Managing Director at CAACC (Chinese Association of American Community Colleges). Fulbright Outreach Lecturing Fund. Jan 22, 2016

Dr. Reginald Oputa, Fulbright Scholar in Residence. Spring 2016.

Ricardo Castro-Salazar has been selected as one of five US Fulbright Scholars to participate in the

Community College Administrative Seminar in Russia in Apr 2016.

Tucson-Korean Ambassador Program. 42 middle school students visited WC. Spring 2016

Dr. Carl Bagley, Head of School of Education. Durham University, UK.

Dr. Seung-Man Kang, Vice Dean, International Services Center, Chungbuk National University, Korea.

Brazilian educators. 10 educators visited PCC & learned about our programs and int'l education

opportunities. Fall 2015.

President of Zhuhai City Polytechnic College, China. Jun 2015.

President (Rector) of Instituto Tecnològico de Sonora (ITSON). IMOU, Mar 2015.

College Internationalization Survey

275 respondents, not including international team. 129 reported experience living or studying abroad and they speak 26 different languages.

145 respondents expressed interest in promoting PCC abroad.

31 faculty members who do not teach courses related to multicultural or international education but that incorporate these perspectives in their courses.

21 employees report experience coordinating or organizing study abroad programs.

Pima Community College International Development February 17, 2016

2

lnt'l Enrollments: Growing, modestly, but continually in the midst of overall College enrollment decline.

Spring 2016: A total of 207 int'l students from 41 countries, compared to 202 in Spring 2015. We

have enrolled 37 new F-1 students. Concurrent & Other Visa types declined, but we enrolled more F1s than in Spring 2015.

Fall 2015: A total of 262 int'l students from 34 countries, compared to 246 in Fa112014.

We enrolled 53 new F-1 students. Fall enrollments include 59 J-1s Bècalos Program Participants in 2015 and 48 in 2014.

Summer 2015: A total of 143 int'l students from 38 countries, compared to 96 in

Summer 2014. This included 42 J-1 visa holders from 3 educational contracts.

Spring 2015: A total of 202 int'l students, including 25 new F-1 visa holders.

PCC is the only community college designated as a J·1 sponsoring institution in AZ.

In the fall 2014, in recognition of PCC's participation in tile 100,000 Strong in the Americas Initiative,

the US State Department and the US Embassy in Mexico sponsored J-1 visas for 49 int'l students

attending PCC.

In March 2015, PCC regained federal approval to sponsor J-1 visas. Between the summer and fall

2015, PCC enrolled an additional 98 students on J-1 visas.

International educational contracts have helped local enrollments

A positive multiplying effects on overall enrollments. Classes where int'l students have enrolled have

become more cost effective, or even feasible (avoiding cancellations). Furthermore, the classes

added to our schedule for our international contracts have given our local students a number of

additional options. These classes include: CIS121, CIS162, CIS281, MKT125, MKT139, DAR103,

DAR176, TEC123, TEC123 LB. TEC225, TEC225 LB, TEC250, and TEC250LB.

Our ESL Program also has benefitted from our international contracts and our ESL Faculty

have received additional teaching contracts for the following courses: ENG260, ESL098T6,

ESL098T7, ESLO8OGR, ESL085GR, LA079EI, and LA089EI.

Restoring our relationship with Mexico has helped our int'l and local enrollments

We have won two grants ($180,000.00) from the Mexican Government and the private organization

Together We Can/Juntos Podemos. With these funds, we have provided 149 scholarships to

deserving students from economically disadvantaged backgrounds. These enrollments are very

impactful because they help those who need the most support in our community. Some of our

scholarship holders literally could not enroll without these resources.

International Memoranda of Understanding

Fundaciòn Televisa, Mexico

Government of Ulleungdo, Republic of Korea

Instituto Tecnològico de Sonora (ITSON}, Mexico

Ningbo City College of Vocational Technology, Ningbo China

PPEP and Limbe Business College, Cameroon

Zhuhai City Polytechnic College, Zhuhai China

BP 2.01

PimaCountyCommunityCollegeDistrict Board Policy Board Policy Title: Diversity Board Policy Number: BP 2.01 Adoption Date: 3/13/91 Schedule for Review & Update: Every three years Review Date(s): 10/28/14, 2/4/15 Revision Date(s): 10/21/03, 6/20/14, 10/28/14 Sponsoring Unit/Department: Chancellor’s Office Motion Number: 4874 Legal Reference: Cross Reference: Equal Employment Opportunity, ADA,

Non-Discrimination and Anti-Harassment (including Sexual Harassment), BP 5.10; Student Success, BP 3.30

Pima Community College values its diverse student and employee populations and is committed to providing and supporting programs, services and training that will enable all students and employees to achieve their educational and career objectives. The same value will be utilized by PCC in employee recruitment and hiring. In order that College employees reflect the diversity of the students and its community, reasonable good faith efforts will be made to recruit highly qualified and diverse applicants.

1

Pima Community College Diversity and Inclusion Awards

Pima Community College welcomes, celebrates, and fosters the diversity and contributions of students, faculty, staff and administrators. We cherish the diversity of our community and, in addition to equal opportunity and educational access for all; we respect and are inclusive of all beliefs, values, abilities, personal experiences and preferences, cultural and socioeconomic backgrounds, and worldviews. We believe our differences are our strength and a source of innovation, excellence, and competitiveness.

We understand that the “community” in the community college of the 21st Century extends beyond local political boundaries, thus we aspire to build a community of responsible global citizens. We believe that the ultimate objective of diversity is the achievement of equality and social justice. Furthermore, social justice has not borders and is an essential right of the human race. Therefore we recruit, retain and develop the potential of students and employees from historically marginalized groups in the US and from any origin in the world regardless of ethnicity, religion, disability, political views, gender, gender identity, sexual orientation, social status and other characteristics.

Given those beliefs, PCC wishes to recognize individuals, groups and organizations who demonstrate a commitment to carrying out these values. The Pima Community College Diversity and Inclusion Awards have been created to acknowledge the work in different areas throughout the College and community that bring us closer to creating diverse and inclusive communities. These awards are given annually to individuals, organizations and departments that have demonstrated exemplary leadership, vision or service in promoting diversity and inclusion in the following three categories:

The Leadership Award is presented to individuals who have demonstrated leadership in developing initiatives that have enhanced and furthered diversity and inclusion goals.

The Service Award is given to individuals who have participated in or initiated diversity and inclusion-related work in areas including committees, community involvement and/or community outreach.

The Education Award is given to those who offered teaching, programming or activities designed to foster or enhance diversity and inclusion.

Award eligibility is open to students, employees, and departments within Pima Community College as well as community members and organizations within Tucson and Pima County.

The deadline to submit nominations is Friday, April 8, 2016.

Excellence in Diversity and Inclusion Awards Nomination Form 1 of 2

Excellence in Diversity and Inclusion Awards Nomination Form

Date:

Nominee’s name:

Email: Phone:

Nominated by:

Email: Phone:

Select the area of the person you are nominating:

Student or Student Group Employee (Faculty, Staff, Administrator) Organization / Department Community Member (Tucson, Pima County, etc.)

Group(s) served by him/her:

Select the award category you feel the person you are nominating should receive:

The Leadership Award is presented to individuals who have demonstrated leadership in developing initiatives that have enhanced and furthered diversity and inclusion goals.

The Service Award is given to individuals who have participated in or initiated diversity and inclusion-related work in areas including committees, community involvement and/or community outreach.

The Education Award is given to those who offered teaching, programming or activities designed to foster or enhance diversity and inclusion.

Please respond to the following questions and attach any additional materials if necessary:

1. Please describe the diversity and/or inclusion activities, initiatives or goals, and their implementation.

1603BI1D

Excellence in Diversityand Inclusion AwardsNomination Form 2 of 2

2. Provide an explanation of how these diversity and/or inclusion activities increased awareness of or sensitivity to diversity and inclusion.

3. Describe any results, outcomes or benefits from this program.

4. In what ways are the efforts of the nominee exceptional?

Nomination forms may be submitted via email to [email protected] or mailed to:Pima Community College 4905 E. Broadway Blvd. Tucson, Arizona 85709-1180

ATTN: Alison Colter-Mack Assistant Vice Chancellor, Human Resources

pima community college diversity plan 2015-2020 ... community college diversity plan 2015-2020 ......

Documents