Diversity

Message from the President

Message from the Academic Dean

Message from the Chief Student Affairs Officer

The Ashland Community and Technical College (ACTC) Diversity, Equity, and Inclusion Plan (Diversity Plan) is a document created to lead the implementation of a holistic strategy to guide future diversity efforts. ACTC’s Diversity Plan is intended to integrate with other strategic documents. These documents include: the 2016-2022 ACTC Strategic Plan, the 2016-2022 KCTCS Strategic Plan, the ACTC Strategic Engagement Management Plan (SEMP), the college’s annual plan that includes strategic enrollment action items, initiatives from the units and departments of the institution, the CPE Diversity Plan, and the 2016-2021 CPE Strategic Agenda.

The integral aspects of the plan are organized into three primary areas, categorized as Opportunity, Success, and Impact.  These three areas coordinate closely with the four pathways of ACTC’s SEMP: Access to College, Progression through College, College Goal Completion, and Enhancing College Capacity. Opportunity is aligned with Pathway I, Access to College Success is aligned in part with both Pathway II, Progression through College, and Pathway III, College Goal Completion. The strategies and goals within Impact support Pathway IV, Enhance College Capacity.

The Diversity Plan will give insight into ACTC and who it serves. In addition, it will delineate the demographics of the five Kentucky counties it primarily serves. It will also describe the demographics of the college, as well as efforts currently in place to improve areas related to increase college diversity, closing the achievement gap, and challenges and opportunities.

The three primary areas of ACTC’s Diversity Plan, Opportunity, Success, and Impact, will consist primarily of goals and the strategies that will be executed to achieve diversity outcomes.

OPPORTUNITY

Opportunity is defined as recruitment and enrollment of diverse students. The goals and strategies are indicated below.

Opportunity Goal I

Increase the percentage of Hispanic/Latino students at ACTC through enhancing outreach activities.

Goal I Strategies
 

• Provide online orientation and college viewbooks in Spanish for students who would prefer that service.
• Implement focus group with willing current Hispanic students to seek their feedback in what would make ACTC more inviting.
• Director of Cultural Diversity will meet with all students in the English as a Second Language (ESL) program to discuss future options at ACTC.
• Enhance relationship with the Pastor at House of Grace Church (Spanish Speaking church in the area) in attempt to grow knowledge of Hispanic culture and recruit prospective students.

Opportunity Goal II

Increase the percentage of African-American students at ACTC through enhancing outreach activities.

Goal II Strategies 

• Provide a presentation/luncheon at specific high schools primarily for African- American students to discuss opportunities and culture at ACTC.
• Implement a student recruitment program in which volunteers are sought from the current student body to assist in building relationships with prospective students.
• Implement a Super Someday Series which includes a college camp for elementary students, an event centered on middle school students, the Ashland Regional College Fair, and community dialogues (partnering with NAACP).
• Partner with NAACP for the Senior Salute program held at ACTC to recognize underrepresented minority (URM) graduating seniors.
• Mail scholarship options, such as the J.T. Smith Scholarship, to upcoming graduating students and follow-up by phone call, text message, or email to discuss opportunities.

Opportunity Goal III

Increase the percentage of veteran students at ACTC through enhancing outreach activities.

Goal III Strategies 

• Promote the ACTC Veteran Center and our student group affiliation, Student Veterans of America, to prospective veterans.
• Attend and promote ACTC at the Northeast Kentucky Veterans Advisory Council Expo and other veterans outreach events.

SUCCESS

Success is defined as student success by the Diversity Action Planning Guide provided by the KCTCS office of Cultural Diversity. ACTC will focus on the areas of success related to retention and completion. The goals and strategies for Success are outlined below.

Success Goal I

Enhance initiatives to improve both academic and non-academic support services to holistically address needs and barriers to retention for both in-person and online URM students.

Goal I Strategy 

• SSES advisors will place more focus on utilizing Starfish to track URM students who are at-risk and reach out to them utilizing appreciative advising to help determine what the student is struggling with and make appropriate suggestions to help facilitate student success.
• The Director of Cultural Diversity will utilize a case management approach and communicate with URM students at least two to three times per semester to assist or respond to any concerns, including reminders of important dates, academic services, and upcoming activities.

Success Goal II

Create greater opportunities for student engagement and encourage increased faculty, staff and student involvement through our Student Activities.

Goal II Strategies 

• At events offered through our Cultural Diversity program, as well as other various campus events, student attendance will be tracked.
• Students who attend events related to diversity and cultural competency will be surveyed to gauge how the event impacted them and their experience at ACTC, as well as suggestions for what could be done in the future to make the events better.
• The data collected within the surveys will be maintained within an electronic database to determine the retention and graduation rates for these students.
• Implement a student focus group for URM’s to discuss how the environment at ACTC can be adjusted so there is more interest in participating in activities and services at ACTC.

Success Goal III

Incorporate the high impact practice of collaborative and active learning that is already part of the college’s Title III grant and Quality Enhancement Plan (QEP), that begins Fall 2017.

Goal III Strategies 

• Assuring high quality standards for gateway general education and technical programs courses through faculty training in the use and implementation of the standards promulgated by Quality Matters in online courses.
• Developing individualized support services for the eLearner as provided in the eLearning Centers that will be created on College Drive and Technology Drive campuses.
• Increase the number of courses that include active and collaborative learning activities in the classroom.
• Provide faculty training on incorporating active and collaborative learning opportunities in the classroom.

IMPACT

 

Impact is defined as campus climate, inclusiveness, and cultural competency. The goals and strategies for Impact are outlined below.

Impact Goal I

Increase cultural diversity learning opportunities for faculty, staff and students.

Goal I Strategies

• Provide culturally diverse educational information/sessions at the annual All College Meeting and Staff Professional Development Conference.
• Provide opportunities for culturally diverse learning, such as speakers, through planning and coordination of activities by the Diversity Committee, for students, faculty, staff, and the community coordinated by the Diversity Committee.
• Encourage faculty members to include culturally diverse themes in existing curriculum.

Impact Goal II

Continue to provide a culturally positive climate for faculty, staff and students.

Goal II Strategies

• Conduct a series of two question surveys to assess environment.
• Conduct one or two student focus groups per year to discuss climate.
• Charge the Campus Environment Team with the ability to address any issues noted in the surveys.

Impact Goal III

Increase the racial and ethnic diversity of faculty and staff.

Goal III Strategies

• Utilize nationally recognized educational publications and diverse publications, including the Chronicle for Higher Education, Indeed, the American Baptist Newspaper, and the Louisville Defender, to assist in recruiting for faculty and executive management vacancies.
• Include cultural competency in search committee training.
• Include culturally diverse employees on search committees.

Ashland Community and Technical College (ACTC) is a two-year comprehensive community college serving the Ashland, Kentucky area since 1938. ACTC is a member of the 16-member Kentucky Community & Technical College System (KCTCS), formed in 1998 through the merging of Ashland Community College and Ashland Technical College. ACTC currently has three campuses in Boyd County: College Drive Campus (CDC), Roberts Drive Campus (RDC), and Technology Drive Campus (TDC). In addition, there is an off-campus site at the Heritage Building, home to Fire Rescue/Science and EMS Paramedic programs. Additionally, ACTC offers dual credit classes in several local high schools. During a typical semester there are approximately 600 students taking classes entirely online.

The College Drive Campus is located in Ashland and offers both academic and technical programs, including Associate of Arts, Associate of Science, Cosmetology, Associate Degree Nursing, Practical Nursing, Surgical Technology, Pharmacy Technology, and Health Science Technology. CDC is also home to the Cultural Diversity Office, J.B. Sowards Theatre, the Joseph and Sylvia Mansbach Library, Morehead State University at Ashland and many other student services.

The Roberts Drive Campus is located just outside of the City of Ashland and is the former home of Ashland Technical College, before merging in 2003 with Ashland Community College to form ACTC. ACTC offers Automotive Technology and Diesel Technology programs on RDC. RDC is also home to the John W. Clark Training Center, the location of the college’s Office of Workforce Solutions.

The Technology Drive Campus opened in 2004 is located at EastPark, an industrial park near Grayson, KY. There was a major addition of classrooms and facilities added in 2010. Currently, ACTC offers many technical programs, in addition to the Associate in Arts and Associate in Science. These programs include Air Conditioning Technology, Applied Process Technologies, Business Administration, Computer Aided Drafting, Computerized Manufacturing and Machining, Computers and Information Technology, Criminal Justice, Culinary Arts, Electrical Technology, Industrial Maintenance, Medical Information Technology, Interdisciplinary Early Childhood Education, and Welding Technology. This campus also has a library as well as a pavilion to host college and community events.

ACTC provides lifelong learning experiences and cultural enrichment programs primarily for residents in the Kentucky-Ohio-West Virginia tri-state area. ACTC also offers university parallel programs for transfer to four-year institutions, career programs for advancement in many professional and technical fields, and remains responsive to the needs of local businesses and industry by providing cutting edge workforce training. An inherent aspect of ACTC’s mission is to ensure the inclusion of diverse populations in regards to students and employees.

Mission

ACTC, a member of the Kentucky Community and Technical College System, is a public, two- year degree granting institution located in Northeast Kentucky. The College supports a variety of excellent associate degree, diploma, and certificate programs with a tradition of accessible, affordable, and quality education. The College prepares students for transfer to baccalaureate programs or entry into the workforce, and has a strong commitment to meet their academic, workforce training, and lifelong learning needs. Teach with excellence. Serve with passion. Learn for life.

Vision

ACTC will become a college of excellence in providing educational pathways leading to student success in technical, transfer, and workforce education.

Our Values

• Teaching and Learning Excellence
• Access and Support
• Community and Workforce Partnerships

Institutional Picture

ACTC primarily serves the FIVCO Region (Boyd, Carter, Elliott, Greenup, and Lawrence Counties), an area with minimal diversity. According to the 2010 U.S. Census, the population of the FIVCO area breaks down as follows: 1.5% African-American/Black, 1.06% Hispanic, 1.07% two or more races, 0.21% Native American/Alaskan Native and 96.5% Caucasian. Census statistics for two of ACTC’s Service area counties, Boyd and Elliott, include persons housed at state and federal correctional facilities. The educational needs of the state facilities are met by Morehead State University at the facility’s request. ACTC previously provided educational services at the federal facility in Boyd County. The current leadership at the correctional facility chooses not to provide college coursework to their population at this time. ACTC and the prison partnered in a proposal to the Department of Education to offer courses on an experimental basis, but the proposal was denied.

The two charts below give an accurate description of the current student body and the breakdown by demographics, including a breakdown by service area.

 

At minimum, ACTC has strived to mirror the diversity of our service area. The desire is to meet and preferably exceed the percentages as determined by the 2010 census while also taking into account the Census Projections from 2017. As can be seen by the charts above, the URM percentages are quite low, although the student breakdown by county chart above shows during the Fall 16 semester, ACTC exceeded the URM census percentage in three of the five service counties with Carter County falling short by .06%. The total URM percent for Fall 16 was 4.7 which exceeds the 2010 Census URM of 3.86%. During the last five years, ACTC has at times met/exceeded census percentages and at other times has not met them. Due to the limited diversity in our area, the numbers, especially the percentages, fluctuate periodically. As can be seen by the chart below, ACTC consistently has more females than males enrolled. The Hispanic enrollment by percentage is at a six year high as evidenced by the Fall 2016 data. The chart below, College Profile Fall 2016, paints a clear picture of the enrollment for the Fall 2016 semester. Although the numbers do fluctuate by percentage, the chart displayed is an accurate recent trend depiction of our student body make up on a yearly basis.

ACTC understands the benefits a diverse population brings to a student’s experience at the college. The college works diligently, and will continue to do so, to create relationships with the URM community, including the business community, and places an emphasis on recruiting a more diverse population. The Director of Cultural Diversity also works with the recruiting department and is tasked, along with other members of the team, to implement strategies and relationships that will foster enrollment growth of minorities.

 

The chart above, College Profile Fall 2016, gives a snapshot of the ACTC student body. The total enrollment was 2775 students. The data indicates the influence online education has on ACTC as over 600 students take classes exclusively online. Almost 70% of our students receive some sort of financial assistance, with approximately 48% considered low income (Pell eligible). Approximately 56% of the students are female. Approximately 80 students receive disability services and 80 students are veterans. Approximately 94% of our students identify as white. During the Fall 2016 semester, 1.5% of students identified as African-American, 1.2% as Hispanic/Latino, and 1.8% as two or more races. No other racial group currently represents at least 1% of our student body.

 

 

The two charts above display the trend data of URM student breakdown from 2011-12 to 2015- 16 and the ACTC targets through the 2020-2021 academic year. Below are the goals and strategies to be implemented or enhanced to increase enrollment and to meet the targets for minority students.

Opportunity Goal I

Increase the percentage of Hispanic/Latino students at ACTC by enhancing outreach activities.  (Pathway Strategy I:  Access to College)

The successful implementation and enhancement of the strategies and goals will assist in meeting the college’s desired outcomes:

• Enrollment (Opportunity): Student body diversity, at minimum, mirrors the diversity of its service area.
  • Baseline (Fall 2015)
    
    • 1.36% (37) African-American
    • 0.92% (25) Hispanic/Latino
    • 0.29% (8) American Indian/Alaska Native
    • 4.25% (116) URM
  • Annual Target
    
    • 1.60% African-American based on Census Projections
    • 1.4% (2017), 1.5% (2018,2019), and 1.6% (2020) Hispanic/Latino based on census projections
    • 0.21% Native American
    • 4.5% (2017) to 4.8% (2020) based on URM census projections
  • Objective: Increase student body diversity equal or greater than census data projections annually.

Goal I Strategies

Enhance marketing, recruiting, early outreach, and additional activities for potential students (credential seeking, high school, and workforce training, from initial contact through enrollment. (ACTC SEMP: Pathway Strategy I, Outcome 1) [PIS1]

• Provide online orientation and college viewbooks in Spanish for students who would prefer that service.
• Implement focus group with willing current Hispanic students to seek their feedback in what would make ACTC more inviting.
• Director of Cultural Diversity will meet with all students in the ESL adult learning program to discuss future options at ACTC.

Development relationships with area school districts and community stakeholders to prepare students to enter college, with an emphasis on underprepared students. (ACTC SEMP: Pathway Strategy I, Outcome 2) [PIS2]

• Enhance relationship with the Pastor at House of Grace Church (Spanish Speaking church in the area) in attempt to grow knowledge of Hispanic culture and recruit prospective students.

Opportunity Goal II

Increase the percentage of African-American students at ACTC by enhancing outreach activities. (Pathway I: Access to College)

Goal II Strategies

Enhance marketing, recruiting, early outreach, and additional activities for potential students (credential seeking, high school, and workforce training, from initial contact through enrollment. (ACTC SEMP: Pathway Strategy I, Outcome 1) [PIS1]

• Provide a presentation/luncheon at specific high schools primarily for African- American students to discuss opportunities and culture at ACTC.
• Implement a student recruitment program in which volunteers are sought from the current student body to assist in building relationships with prospective students.
• Implement a Super Someday Series which includes a college camp for elementary students, an event centered on middle school students, the Ashland Regional College Fair, and community dialogues (partnering with NAACP).

Development relationships with area school districts and community stakeholders to prepare students to enter college, with an emphasis on underprepared students. (ACTC SEMP: Pathway Strategy I, Outcome 2) [PIS2]

• Partner with NAACP with the Senior Salute program held at ACTC to recognize URM graduating seniors.

Increase scholarship funds to help students attend ACTC. (ACTC SEMP: Pathway Strategy I, Outcome 5) [PIS5]

• Mail scholarship opportunities, such as the J.T. Smith Scholarship, to upcoming graduating students and follow-up by phone call, text message, or email to discuss opportunities.

Opportunity Goal III

Increase the percentage of veteran students at ACTC by enhancing outreach activities. (Pathway I: Access to College)

Goal III Strategies 

Enhance marketing, recruiting, early outreach, and additional activities for potential students (credential seeking, high school, and workforce training, from initial contact through enrollment. (ACTC SEMP: Pathway Strategy I, Outcome 1) [PIS1]

• Promote the Veteran Center and our student group affiliation, Student Veterans of America, to prospective veterans.

Development relationships with area school districts and community stakeholders to prepare students to enter college, with an emphasis on underprepared students. (ACTC SEMP: Pathway Strategy I, Outcome 2) [PIS2]

Attend and promote ACTC at the Northeast Kentucky Veterans Advisory Council Expo.

The focus and purpose of the goals and strategies related to success are centered on the commitment of helping students be successful from when they arrive on campus. ACTC currently provides a number of services and activities that help improve the overall success of the general student population, including diverse and low-income students. These services and activities provide both academic and non-academic support to students.

Success to community college students can mean many different things. Students attend ACTC for several reasons, including to take courses to transfer to a four-year institution, find a job, enhance specific skill sets, and learn a specific topic. The implementation of strategies in this area are designed to improve outcomes related to retention and graduation of underrepresented minorities (primarily) and low-income students (secondarily).

The chart above shows historic trend data for low-income and URM students as it relates to graduation rates, retention and number of credentials awarded. The chart below identifies the targets up to the year 2020 for the same categories.

Retention - URM Definition: Fall-to-fall retention rates of first-time, credential-seeking students by Under-Represented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races).

• Baseline: 47.1%
• Target by 2020-2021: 52.1%
• Objective: Reach identified yearly targets.

Graduation Rate – URM Definition: Cohort of full-time, first-time degree/credential-seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS, limited to Under-Represented Minorities.

• Baseline: 13.3%
• Target by 2020-2021: 17.5%
• Objective: Reach identified yearly targets.

Below are the goals and strategies that ACTC will focus on to enhance the “success” of our students, which will assist in meeting the desired outcomes.

Success Goal I

Enhance initiatives to improve both academic and non-academic support services to holistically address needs and barriers to retention for both in-person and online URM students. (Pathway II: Progression through College)

There are currently many support services in place to assist our students.  Examples include:

• Student Support Services (TRiO)
• Veteran’s Services Center
• Disability Services
• Cultural Diversity
• Career Services
  
  • Career and job placement
  • Resume workshops
  • Mock Interviews
  • Sigi³ - career interest inventory
• Ready to Work Program
• Advising Center
• Tutoring Services
• Learning Lab
• Computer Access Center (CAC)

Goal I Strategies 

Implement initiatives to improve both academic and non-academic support services to holistically address needs and barriers to retention in-person and online students. (Pathway Strategy II, Outcome 1) [PIIS1]

• SSES advisors will place more focus on utilizing Starfish to track URM students who are at risk, and will reach out to them utilizing appreciative advising to help determine what the student is struggling with and make appropriate suggestions to help facilitate student success.
• The Director of Cultural Diversity will utilize a case management approach and communicate with URM students at least two to three times per semester to assist or respond to any concerns, including reminders of important dates, academic services, and upcoming activities.

Success Goal II

Create greater opportunities for student engagement and encourage increased faculty, staff and student involvement through our student activities. (Pathway II: Progression through College; Pathway III: College Goal Completion)

Current engagement examples include:

• Welcome Week
• Spring Fling
• Back to School Bash
• Student Success Seminars
• Arts & Sciences Seminar lecture series

Enrollment Services Celebration Activities specifically offered through our Cultural Diversity office include:

• Super Sunday
• NAACP Senior Salute
• Black History Month
• Hispanic Heritage Month
• Gospel Night
• The Spirit of Frederick Douglass
• Tri-State Conference on Diversity & Inclusion

Goal II Strategies 

Create greater opportunities for student engagement and encouraging increased faculty, staff, and student involvement. (Pathway Strategy II, Outcome 2) [PIIS2]

Enhance services that provide guidance to students preparing to complete credential requirements as they transition to the workplace or transfer to a 4-year institution as well as workforce training students seeking to matriculate to ACTC. (Pathway Strategy III, Outcome 1) [PIVS1]

• At events offered through our Cultural Diversity program, as well as other various campus events, student attendance will be tracked.
• Students who attend events related to diversity and cultural competency will be surveyed to gauge how the event impacted them and their experience at ACTC as well as suggestions for what could be done in the future to make the events better.
• The data collected within the surveys will be maintained within an electronic database in order to determine the retention and graduation rates for these students.
• Implement a student focus group for URM’s to discuss how the environment at ACTC can be adjusted so there is more interest in participating in activities and services at ACTC.

Success Goal III

Incorporate the high impact practice of collaborative and active learning that is already part of the college’s Title III grant and QEP (beginning Fall 2017). (Pathway II: Progression through College; Pathway III: College Goal Completion)

ACTC recently was awarded a Title III grant that centers on course and classroom redesign to facilitate active and collaborative learning. Course redesign is based on the adoption of the Quality Matters standards for online courses, and classroom redesign will include the purchase and implementation of modular workstations to encourage and facilitate collaborative work and engaging activities, with an opportunity for students to use tablet PCs within these learning environments. Professional development training will be offered to faculty and will focus on incorporating active and collaborative learning activities in the classroom, regardless of delivery mode.

ACTC is developing its Quality Enhancement Plan (QEP) as part of its decennial accreditation process with SACSCOC. Elements of the Title III course and classroom redesign will be included in the QEP. The QEP will focus on increasing career readiness through student engagement, focusing on academic planning, active and collaborative learning, and career application activities. A key focus of QEP activities is engaging students from start to finish in their educational careers. Active and collaborative learning is shown in multiple studies to be one of the biggest indicators of student success. These engagement activities are designed to foster teamwork and collaboration between students, engaging them in each aspect of their educational career.

Activities included with both Title III and QEP aim to improve retention, persistence and graduation rates of all student populations. For this diversity plan, the targets for retention are based on the KCTCS performance measures assigned to each KCTCS institution.

Goal III Strategies

Create greater opportunities for student engagement and encouraging increased faculty, staff, and student involvement. (Pathway Strategy II, Outcome 2) [PIIS2]

• Assuring high quality standards for gateway general education and technical programs courses through faculty training in the use and implementation of the standards promulgated by Quality Matters.
• Developing individualized support services for the eLearner as provided in the eLearning Centers that will be created on College Drive and Technology Drive campuses.
• Increase the number of courses that include active and collaborative learning activities in the classroom.
• Provide faculty training on incorporating active and collaborative learning opportunities in the classroom.

The focus and purpose of the goals and strategies related to Impact are centered on cultural competency, faculty and staff diversity, the promotion of equity and inclusion, and monitoring the campus and community environment. As described earlier, the FIVCO region has minimal diversity. Thus, this creates a challenge to recruiting and maintaining a more diverse faculty/staff. The college will continue to be diligent in its efforts to increase the number of URM’s on its staff and faculty. KCTCS is exploring becoming members of HERC, Higher Education Recruitment Consortium. Kellie Allen, Director of Human Resources, is on the board exploring this option. HERC’s mission is to promote diversity, equity, and inclusion in recruitment, retention, and advancement practices. HERC will help ACTC “reach the most talented and diverse candidates through HERC’s job board, diversity outreach and partnerships with organizations serving women, racial and ethnic minorities, military personnel and veterans, and individuals with disabilities”.

The following chart represents faculty and staff demographics as of Fall 2016. Please note, the staff chart also includes employees who may qualify as management.

The following chart represents faculty and staff demographics as of Fall 2016. Please note, the staff chart also includes employees who may qualify as management.

The college is also dedicated to providing a comfortable learning environment in which all students can prosper in achieving their academic goals. The college is committed to expanding its efforts to assist students, staff, faculty and community members on becoming more culturally competent. As an example, on February 10th, 2017, the college hosted a “Community Dialogue” with Dr. Roger Cleveland from Eastern Kentucky University. Dr. Cleveland spoke to a crowd including students from two local high schools, two superintendents, college administration and staff, college students and community members, about the importance of a diverse community becoming culturally competent which is a better environment for the entire community.

 

The chart above and the narrative below are the goals and strategies that ACTC will focus on to enhance the Impact that we may have on our students, faculty, staff, and environment. The successful implementation of these goals and strategies will assist in meeting the outcomes related to Impact.

• Faculty/Staff Diversity (Impact): Provide a diverse faculty/staff that mirrors U.S. Census.
  • Faculty Baseline: 0.9% URM
  • Staff Baseline: 4.95% URM
  • Management Occupations Baseline: 7.7% URM
  • Annual Target: Maintain/increase faculty, staff, and management diversity annually.
    
    • Faculty -- 1.96% (2017) to 3.0% (2018-2020)
    • Staff – 6.0% (2018) to 7.0% (2020)
    • Management – 12.5%
  • Objective: Maintain/increase staff, faculty, and management diversity annually.
• Culture/Equity (Impact): Student ethnic and cultural diversity are import at this institution.
  
  • Baseline: Personal Assessment of the College Environment (PACE) question 18 under student focus with responses of “satisfied” and “very satisfied” 2015 results of 67%
  • Target: Meet National Norm of 75% during next implementation.
  • Objective: Continue to provide a culturally positive climate.

Impact Goal I

Increase cultural diversity learning opportunities for faculty, staff and students. (Pathway II: Progression through College and Pathway IV: Enhance College Capacity)

Goal I Strategies

Create greater opportunities for student engagement and encouraging increased faculty, staff, and student involvement. (Pathway Strategy II, Outcome 2) [PIIS2]

• Provide opportunities for culturally diverse learning, such as speakers, using the Diversity Committee to plan and coordinate activities for students, faculty, staff, and the community.
• Encourage faculty members to include culturally diverse themes in existing curriculum.

Engage employees to enhance a positive culture and promote a responsive campus atmosphere. (Pathway Strategy IV, Outcome 7) [PIVS7]

• Provide culturally diverse educational information/sessions at the annual All College Meeting and Staff Professional Development Conference.

Impact Goal II

Continue to provide a culturally positive climate for faculty, staff and students. (Pathway IV: Enhance College Capacity)

Goal II Strategies

Conduct systematic evaluations of programs and services reflecting use of assessment data.  (Pathway IV, Outcome 2) [PIVS2]

• Conduct a series of two question surveys to assess environment.
• Conduct two student focus groups per year to discuss climate.
• Charge the Campus Environment Team with the ability to address any issues noted in the survey.

Impact Goal III

Increase the racial and ethnic diversity of faculty and staff. (Pathway IV: Enhance College Capacity)

Goal III Strategies

Engage employees to enhance a positive culture and promote a responsive campus atmosphere. Engage employees to enhance a positive culture and promote a responsive campus atmosphere. (Pathway Strategy IV, Outcome 7) [PIVS7]

• Utilize nationally recognized educational publications and diverse publications, including the Chronicle for Higher Education, Indeed, the American Baptist Newspaper, and the Louisville Defender, to assist in recruiting for faculty and executive management vacancies.
• Include cultural competency in search committee training.
• Include culturally diverse employees on search committees.

 

The focus of this plan is to improve outcomes related to underrepresented minorities. The goals and strategies described in the Opportunity, Success, and Impact sections of this document are intended to increase our desired outcomes.

Proposed Outcomes 

• Enrollment (Opportunity): Student body diversity, at minimum, mirrors the diversity of its service area.
  • Baseline (Fall 2015)
    
    • 1.36% (37) African-American
    • 0.92% (25) Hispanic/Latino
    • 0.29% (8) American Indian/Alaska Native
    • 4.25% (116) URM
  • Annual Target
    
    • 1.60% African-American based on Census Projections
    • 1.4% (2017), 1.5% (2018, 2019), and 1.6% (2020) Hispanic/Latino based on census projections
    • 0.21% Native American
    • 4.5% (2017) to 4.8% (2020) based on URM census projections
  • Objective: Increase student body diversity equal or greater than census data projections annually.
• Retention - URM Definition: Fall-to-fall retention rates of first-time, credential-seeking students by Under-Represented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races).
  
  • Baseline: 47.1%
  • Target by 2020-2021: 52.1%
  • Objective: Reach identified yearly targets.
• Graduation Rate - URM Definition: Cohort of full-time, first-time degree/credential- seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS, limited to Under-Represented Minorities.
  
  • Baseline: 13.3%
  • Target by 2020-2021: 17.5%
  • Objective: Reach identified yearly targets.
• Faculty/Staff Diversity (Impact):  Provide a diverse faculty/staff that mirrors U.S. Census.
  
  • Faculty Baseline: 0.9% URM
  • Staff Baseline: 4.95% URM
  • Management Occupations Baseline: 7.7% URM
  • Annual Target: Maintain/increase faculty, staff, and management diversity annually.
    
    • Faculty -- 1.96% (2017) to 3.0% (2018-2020)
    • Staff – 6.0% (2018) to 7.0% (2020)
    • Management – 12.5%
  • Objective: Maintain/increase staff, faculty, and management diversity annually.
• Culture/Equity (Impact): Student ethnic and cultural diversity are import at this institution.
  
  • Baseline: Personal Assessment of the College Environment (PACE) question 18 under student focus with responses of “satisfied” and “very satisfied” 2015 results of 67%.
  • Target: Meet National Norm of 75% during next implementation.
  • Objective: Continue to provide a culturally positive climate.

Proposed Methodology of Assessment 

The diversity plan will be assessed using current ACTC practices. Each strategy for each goal will be tracked using the institutional effectiveness planning form. This form allows the strategy leader to document assessment results over multiple assessment cycles that align the college’s 2016-2022 strategic planning years.

As can be seen below, the form identifies the goals and the strategies to be assessed. The form provides a space to include expected results, rationale, the implementation steps with a timeline, and where the funding will come from to implement the strategy. This form has all the specifics of each strategy.

The second part of the form is the assessment component. During the spring semester, results are documented for that assessment period. In April, changes based on the results will be considered and become ready to implement the following academic year. This cycle continues annually as long as a specific strategy is being utilized. ACTC monitors its strategies regularly, and changes are made as needed to assure the most positive results for any strategy being implemented.

The Appendix below documents the institutional effectiveness planning form for each of the strategies for this plan.

To summarize, the purpose of assessment is to review, monitor, and make changes to the plan and a continual bases. Assessment and subsequent changes will occur regardless if the goals of the plan are met or not met. Goals may fall short of meeting the intended outcomes, but ACTC will continue to work diligently to improve the achievement gap, percent of diverse enrollment, retention, and completion of URM students. In addition, ACTC will continue, regardless of the results of this plan, to strive to enhance the percentage of URM individuals in staff, faculty and administrators.

The Director of Cultural Diversity is the college administrator responsible for developing and implementing the college’s diversity plan. This responsibility includes leading discussions in defining cultural diversity issues, developing action plans, evaluating and analyzing results, and reporting institutional findings to the college family, KCTCS, and the CPE, as appropriate.

Recognizing that cultural diversity is integrated throughout the institution, the college’s diversity plan includes key personnel who serve as leads. These area leads are identified below:

• Opportunity lead is the Registrar/Director of Admissions (Robin Lewis).
  
• Success leads are the Deans of Academic Affairs and Student Success and Enrollment Services (Dr. Nicole Griffith-Green, Dr. Keith Brammell and Steve Woodburn).
  
• Impact lead is the Director of Human Resources (Kellie Allen).

The responsibility of these leads is to ensure the implementation of the strategies, outcomes, and action items in their area and to complete the Institutional Effectiveness Planning Form. This process is an efficient way to assess and improve ACTC strategies and outcomes, and is consistent with current ACTC institutional effectiveness processes. Although the personnel listed above are the leaders of the implementation of this plan, the participation of the entire campus community is essential to continue to enhance the culture of ACTC. Thus, all faculty, staff, and students will be encouraged to participate in the training and events designed to promote a culturally diverse climate on campus.

ACTC works diligently to improve diversity and to create an environment that is safe and satisfactory to all students, faculty, staff, and community members. The College has an Office of Cultural Diversity, with its own budget, and a diversity committee whose focus is to address concerns and to engage students with activities that will increase their cultural competency. Recently, the college implemented a diversity planning committee, responsible for creating goals and strategies for this diversity plan. This planning committee will also be essential in the implementation and assessment of the plan.

There are barriers that can hinder reaching some of our goals, perhaps preventing ACTC from moving towards an environment which we all desire. One area of concern is our geographic location. The counties served by ACTC are, according to the U.S. Census, 2010, 96.47% Caucasian. The college is currently working with and seeking leaders and role models in the URM community. Unfortunately, another challenge due to the small diverse population we serve, is the small number of URM leaders/role models in the community which ACTC can partner with. Despite this demographic, the college tends to somewhat mirror the community with its student and staff/faculty URM ratio. However, opportunities exist to improve in the area of recruiting minority students and staff/faculty. The ACTC leadership and campus community are dedicated to enhancing our diversity, evidenced by this diversity plan and focus of the strategic plan.

This diversity plan is designed with goals and strategies to meet specific outcomes. The outcomes are:

• Enrollment (Opportunity): Student body diversity, at minimum, mirrors the diversity of its service area.
  • Baseline (Fall 2015)
    • 1.36% (37) African-American
    • 0.92% (25) Hispanic/Latino
    • 0.29% (8) American Indian/Alaska Native
    • 4.25% (116) URM
  • Annual Target
    • 1.60% African-American based on census projections.
    • 1.4% (2017), 1.5% (2018, 2019), and 1.6% (2020) Hispanic/Latino based on census projections.
    • 0.21% Native American
    • 4.5% (2017) to 4.8% (2020) based on URM census projections
  • Objective: Increase student body diversity equal or greater than census data projections annually.
• Retention - URM Definition: Fall-to-fall retention rates of first-time, credential-seeking students by Under-Represented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races).
  
  • Baseline: 47.1%
  • Target by 2020-2021: 52.1%
  • Objective: Reach identified yearly targets.
• Graduation Rate - URM Definition: Cohort of full-time, first-time degree/credential- seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS, limited to Under-Represented Minorities.
  
  • Baseline: 13.3%
  • Target by 2020-2021: 17.5%
  • Objective: Reach identified yearly targets.
• Faculty/Staff Diversity (Impact): Provide a diverse faculty/staff that mirrors U.S. Census.
  
  • Faculty Baseline: 0.9% URM
  • Staff Baseline: 4.95% URM
  • Management Occupations Baseline: 7.7% URM
  • Annual Target: Maintain/increase faculty, staff, and management diversity annually.
    
    • Faculty - 1.96% (2017) to 3.0% (2018-2020)
    • Staff - 6.0% (2018) to 7.0% (2020)
    • Management - 12.5%
  • Objective: Maintain/increase staff, faculty, and management diversity annually.
• Culture/Equity (Impact): Student ethnic and cultural diversity are important at this institution.
  
  • Baseline: Personal Assessment of the College Environment (PACE) question 18 under student focus with responses of “satisfied” and “very satisfied” 2015 results of 67%
  • Target: Meet National Norm of 75% during next implementation.
  • Objective: Continue to provide a culturally positive climate.

Under the leadership of Dr. Adkins, there is confidence that the goals and strategies listed above will enhance the educational experience of all the constituents at ACTC, but specifically URM students, staff, faculty, and community members.

 

A.

Acculturation: Cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture; a merging of cultures as a result of prolonged contact. It should be noted that individuals from culturally diverse groups may desire varying degrees of acculturation into the dominant culture.  

Assimilation: To assume the cultural traditions of a given people or group; the cultural absorption of a minority group into the main cultural body

Ableism (n.): Discrimination against persons with mental and/or physical disabilities and/or social structures that favor able‐bodied individuals.

Achievement Gap (n.): A term used to describe a persistent trend in the U.S. educational system in which white students achieve greater academic success than students of color. This term can also refer to the gap between girls’ and boys’ academic achievement.

Acculturation (n.): The process of learning and incorporating the language, values, beliefs, and behaviors that make up a distinct culture. This concept is not to be confused with assimilation, where an individual, family, or group may give up certain aspects of its culture in order to adapt to that of their new host country.

Affinity Group (n): Also known as employee networks, or employee‐resource groups, affinity groups are groups of people who share a common interest. These entities can support organizational and business objectives by serving as liaisons between a company and the community.

Affirmative Action (n): Proactive measures for remedying the effect of past discrimination and ensuring the implementation of equal employment and educational opportunities. Affirmative action is undertaken only for certain protected groups of individuals: Females, blacks, Latinos/Hispanics, Asians, American Indians, people with disabilities, and covered veterans.

African American (n): Of or related to African Americans. The U.S. Census Bureau defines black or African American as “people having origins in any of the black racial groups of Africa. It includes people who indicated their race or races as ‘black, African American, or Negro’ or wrote in entries such as ‘African American,’ ‘Afro American,’ ‘Nigerian,’ or ‘Haitian.’ According to Census 2000, African Americans make up approximately 12.3% of the total U.S. population, and 12.9% including persons of mixed race.

Ageism (n): Discrimination against individuals because of their age; often based on stereotypes (e.g. senior citizens are not able to perform tasks such as driving, or that all young people are irresponsible).

American Indian Movement (AIM) (n.): AIM was founded in 1968 by Dennis Banks, Clyde Bellecourt, and George Miller, three American Indian activists who brought together other activists in their communities to combat issues such as police brutality, slum housing, high unemployment, the neglect of Indian education, discrimination and the government treatment of Indian affairs and relations. The Movement also focused on the importance of protecting treaty rights and preserving the spirituality and culture of Natives peoples.

Alaska Natives (n.): Aboriginal peoples of Alaska, including American Indians, Eskimo, and Aluet peoples. Eskimo people, also called Inuit, are racially distinct from American Indians and are more closely related to peoples of East Asia.

Alien (n.): The United States Bureau of Citizenship and Immigration Services define an alien as “any person not a citizen or national of the United States.” However, many people take offense at the use of this term because it places emphasis on difference. Preferable terms might be “immigrant” or “refugee,” and for those who have entered the United States illegally, “undocumented workers” as opposed to “illegal aliens.”

Amerasian (n.): A term that refers to individuals born in Asian countries whose biological father is a U.S. citizen. The Amerasian Act of 1982 granted permission to certain Amerasian individuals to immigrate to the United States. Those who qualified had to have been born in Cambodia, Korea, Laos, Thailand, or Vietnam after December 31, 1950, and fathered by a U.S. citizen. Family members such as children, spouses or parents, and guardians of the individual were also granted entry. Amerasian is not synonymous to Asian American or Eurasian.

American (n., adj.): Of or related to the Americas (North, Central, and South America). This term is commonly misused as a synonym for U.S. citizens and residents, as well as their values, beliefs, and behaviors.

American Indian (n., adj.): Of or related to American Indians. The U.S. Census Bureau defines “American Indians” as “people having origins in any of the original peoples of North and South America (including Central America), and who maintain tribal affiliation or community attachment. According to Census 2000, American Indians and Alaska Natives are approximately 0.9 percent of the total U.S. population, and 1.5% including persons of more than one race.

Americans with Disabilities Act (ADA) (n.): On July 26, 1990, President George H. W. Bush signed into law the most sweeping legislation in the history of disability rights, the Americans with Disabilities Act (ADA), prohibiting discrimination against, and mandating equal opportunity for, persons with disabilities, in “state and local government services, public accommodations, commercial facilities, and transportation.” The ADA defines a person with a disability as someone with a physical or mental impairment that substantially limits a major life activity, who has a record of such an impairment.

Anglo or Anglo‐Saxon (adj.): Of or related to the descendants of Germanic peoples (Angles, Saxons, and Jutes) who reigned in Britain until the Norman conquest in 1066. Often refers to white English‐speaking persons of European descent in England or North America, not of Hispanic or French origin.

Anti‐Semitism (n.): Hatred of or prejudice against Jews and Judaism. The Anti‐Defamation League divides anti‐Semitic incidents into two categories: “harassment, including threats and assaults directed at individuals and institutions; and vandalism, such as property damage, cemetery desecration or anti‐Semitic graffiti.”

Apartheid (n.): Institutional system of racial segregation and subjugation in which whites exercise political, economic, and legal discrimination on racial/ethnic minority groups. Although racial segregation had been enforced for decades prior, the official policy of apartheid was practiced in the Republic of South Africa from 1948 until 1994, when black South Africans were first given the opportunity to partake in a democratic vote, resulting in the election of Nelson Mandela, a social activist and political leader who had been imprisoned for 27 years.

Appreciative Inquiry (n.): Appreciative Inquiry is a way of thinking, seeing and acting for powerful, purposeful change. It operates on the assumptions that whatever one wants… already exists. Appreciative Inquiry generates images that affirm the forces that give life and energy.

Arab (n., adj.): Of or relating to the cultures or people that have ethnic roots in the following Arabic‐ speaking lands: Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, the United Arab Emirates, and Yemen. “Arab” is not synonymous with “Muslim.” Arabs practice many religions, including Islam, Christianity, Judaism, and others.

Asian American: Of or related to Asian Americans. The U.S. Census Bureau defines “Asian” as “people having origins in any of the original peoples of Asia or the Indian subcontinent. It includes people who indicated their race or races as ‘Asian,’ ‘Indian,’ ‘Chinese,’ ‘Filipino,’ ‘Korean,’ ‘Japanese,’ ‘Vietnamese,’ or ‘Other Asian.’ Asian Americans are approximately 3.6 percent of the total U.S. population, and 4.2% including persons of mixed race.

Assimilation (n.): The process whereby an individual of a minority group gradually adopts characteristics of the majority culture. This adoption results in the loss of characteristics of one’s native culture, such as language, culinary tastes, interpersonal communication, gender roles, and style of dress. Some individuals of immigrant communities take offense to the notion that all immigrants should “assimilate” to U.S. culture, because it implies that they must give up some of who they are to become “Americans.” Instead, many immigrant communities assert the notion of biculturalism, which enables them to acculturate to the U.S. culture while maintaining characteristics of their native culture.
Asylum (n.): Protection sought in another country for fear of persecution in an individual’s race, religion, nationality, political opinion or membership of a particular social group.

B.

Baby Boomers (n.): Term used to describe the generation born during the two decades following World War II, from the 1940’s through the ‘60’s, when the United States experienced a significant rise in birth rates.

Barrio (n.): The Spanish word for “neighborhood” that can also refer to a predominately Latino/Hispanic area of a neighborhood, city or town. In some contexts, “barrio” may refer to the inner‐city or street culture.

Bias: implies a mental leaning in favor of or against someone or something. 

Bicultural (adj.): Of or related to an individual who possesses the languages, values, beliefs, and behaviors of two distinct racial or ethnic groups. Bicultural individuals may also be bilingual and/or biracial.

Bigotry (n.): Intolerance of cultures, religions, races, ethnicities, or political beliefs that differ from one’s own.

Bilingual (adj.): Of or related to proficiency in two distinct languages.

Biracial (adj.): Of or related to more than one race. Biracial individuals may choose to identify with only one race, especially if they find that they are readily accepted by one group than another. Historically, biracial individuals who had one black parent and one white parent were considered black and were not acknowledged by the white community.

Bisexual (n., adj.): The term “bisexual” is most often used to describe a person whose sexual orientation is to persons of either sex. This term can also be used to describe a person who has both reproductive organs, known as “hermaphrodites.”

Black (n., adj.): Of or related to persons having ethnic origins in the African continent; persons belonging to the African Diaspora. Some individuals have adopted the term to represent all people around the world who are not of white European descent, although this usage is not common. “Black” is often used interchangeably with “African American” in the United States.

Bobo (n.): Bourgeois bohemian is a recent term used to refer to the upper‐middle and upper class sector of “Generation X” (children of the baby‐boomers). Bobos are characterized as a highly educated, politically active, environmentally responsible, art friendly, well‐traveled, and technology savvy group that has merged the pre‐1950’s concepts of “bourgeois” with a new 1990’s “bohemian.”

Brown (n., adj.): A term most often used to refer to people of Latino/Hispanic descent, or of the Latin American Diaspora (Mexico, Central and South America, Puerto Rico, the Dominican Republic, Cuba, as well as Latinos/Hispanics in the United States and Canada). Some individuals may use the word to refer to all people of color.

C.

Culture: An integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting, roles, relationships and expected behaviors of a racial, ethnic, religious or social group; the ability to transmit the above to succeeding generations; culture is always changing.  

Culturally Appropriate: Exhibiting sensitivity to cultural differences and similarities, and demonstrating effectiveness in translating that sensitivity to action through organizational mission statements, communication strategies, and services to diverse cultures. 

Cultural Awareness: Recognition of the nuances of one's own and other cultures.  

Cultural Competence: The ability of individuals to use academic, experiential, and interpersonal skills to increase their understanding and appreciation of cultural differences and similarities within, among, and between groups. Cultural competency implies a state of mastery that can be achieved when it comes to understanding culture.    Encompasses individuals' desire, willingness, and ability to improve systems by drawing on diverse values, traditions, and customs, and working closely with knowledgeable persons from the community to develop interventions and services that affirm and reflect the value of different cultures. 

Cultural Diversity: Differences in race, ethnicity, nationality, religion, gender, sexual identity, socioeconomic status, physical ability, language, beliefs, values, behavior patterns, or customs among various groups within a community, organization, or nation.  

Cultural humility: is a life long process of self-reflection and self-critique. Cultural humility does not require mastery of lists of “different” or peculiar beliefs and behaviors supposedly pertaining to different cultures, rather it encourages to develop a respectful attitude toward diverse points of view.  

Cultural sensitivity: Understanding the needs and emotions of your own culture and the culture of others. 

D.

Daily Indignity (n.): Refers to the experiences of individuals and groups brought about by behaviors of members of the majority or dominant culture who may willingly or inadvertently assert their unearned privilege or power in a manner that offends, discriminates against, or subjugates another individual.

Deportation (n.): Forced removal of an individual who is not a citizen of the United States when that individual has been found to violate immigration law.

Discrimination (n.): Unfavorable or unfair treatment towards an individual or group based on their race, sex, color, religion, national origin, age, physical/mental abilities, or sexual orientation.

Diversity: a quality, state, fact, or instance of being different or dissimilar; difference; variety. 

Diversity Council (n.): An internal organizational structure whose purpose is to support and direct an organization’s diversity initiative. A diversity council can be made up of individuals who represent a cross section of the community or organization involved and are committed to the initiative. Also, instrumental in building support for a diversity initiative and implementing it successfully.

E.

Ethnic: Of or relating to large groups of people classed according to common racial, national, tribal, religious, linguistic, or cultural origin or background. 

Ethnicity:  how one sees oneself and how one is “seen by others as part of a group on the basis of presumed ancestry and sharing a common destiny …” Common threads that may tie one to an ethnic group include skin color, religion, language, customs, ancestry, and occupational or regional features. In addition, persons belonging to the same ethnic group share a unique history different from that of other ethnic groups. Usually a combination of these features identifies an ethnic group. For example, physical appearance alone does not consistently identify one as belonging to a particular ethnic group.  

Emigrant (n.): A person who voluntarily and or legally migrates from one country to another. Emigrant and emigration refer to the country from which the migration is made. An Irishman who migrates to the U.S. is an emigrant of Ireland and an immigrant to the U.S.

ESL (n.): (E)nglish as a (S)econd (L)anguage. A term used to describe language learning programs in the U.S. for individuals for whom English is not their first or native language.

Environmental Racism (n.): The concept that members of certain groups are deliberately located in less‐desirable geographic areas or that undesirable businesses, activities are deliberately located in range of or within neighborhoods of certain groups, particularly racial minorities and the urban poor.

Essentialism (n.): The practice of categorizing an entire group based on assumptions about what constitutes the “essence” of that group (e.g., assuming that women are better nurturers due to something that is innate in their being). Essentialism prevents individuals from remaining open to individual differences within groups.

Ethnic (adj.): Of or related to a particular race, nationality, language, religion or cultural heritage. “Ethnic” in the context of the U.S., has also come to represent concepts, characteristics or cultural values and norms that are not typical of persons of white/European ancestry.

Ethnocentrism (n.): The practice of using a particular ethnic group as a frame of reference, basis of judgment, or standard criteria from which to view the world. Ethnocentrism favors one ethnic group’s cultural norms and excludes the realities and experiences of other ethnic groups.

Equal Employment Opportunity (EEO) (n.): Title VII of the Civil Rights Act of 1964 (Title VII) prohibits employment discrimination based on an individual’s race, color, religion, sex, or national origin.

Equity (n.): Fairness and justice, especially pertaining to rights and protection under the law.

Eurocentrism (n.): The practice of using Europe and European culture as a frame of reference or standard criteria from which to view the world. Eurocentrism favors European cultural norms and excludes the realities and experiences of other cultural groups.

F.

Fanatic (n.): A person filled with excessive and single-minded zeal, especially for an extreme religious or political cause.

Feminism (n.): Theory and practice that advocates for educational and occupational equity between men and women and undermines traditional cultural practices that support the subjugation of women by men and the devaluation of women’s contributions to society.

FOB (n.): A derogatory term used to refer to recent immigrants to the U.S., meaning “fresh off the boat.
Furries: Furries are people who have an active interest in animal characters with human characteristics. These characters are often created by the community members themselves, who take them on as a “fursona” (an alternate persona) who interacts with other ‘fursonas’ in the community via roleplaying and art.

G.

Gay (n., adj.): A homosexual. This term was said to originate in Paris during the 1930’s and referred to the male homosexual underground community. The term was reclaimed during the Gay Liberation Movement as a source of pride. “Gay” is commonly used only to refer to homosexual men and not women.

Gay Bashing (v.): Term used to describe forms of harassment and hate crimes directed towards homosexuals, such as verbal and physical threats and assault and vandalism.

Gay Liberation Movement (n.): The Gay Liberation Movement is generally understood to have begun at the start of the 1969 Stonewall riots in Greenwich Village of New York City. The catalyst for the riots was a police raid of a gay bar on Christopher Street, near the Stonewall Inn. The patrons decided to fight back and were quickly joined by others who supported “Gay Power.” Word and wake of the riot rippled through the gay, lesbian, bisexual, and transgender (GLBT) community and some individuals came together to form the Gay Liberation Front (GLF), which was politically aligned with gay rights and the anti‐imperialist struggle overseas.

Gender (n.): Sexual classification based on the social construction of the categories of “men” and “women.” Gender differs from one’s biological sex (male or female) in that one can assume a gender that is different from one’s biological sex.

Gender Identity (n.): A term used to describe “a person’s internal sense of being male or female.”

Gentrification (n.): The process whereby a given urban area or neighborhood undergoes a socioeconomic transition from a previously low‐income, working class neighborhood to a middle‐class or affluent neighborhood.

Ghetto (n., adj.): Part of a city inhabited predominantly by members of an ethnic or other minority group, often as a result of social or economic restrictions, pressures, or hardships.

Glass Ceiling (n.): Term used to describe the “unseen” barrier that prevents women and people of color from being hired or promoted beyond a certain level of responsibility, prestige, or seniority in the workplace.

GLBT (LGBT) (adj.): acronym for “Gay Lesbian Bisexual Transgender.”

Green Card (n.): Official documentation obtained by immigrants from the United States government that grants legal permission to work within the country.

Gringo (n., adj.): A derogatory term used in Latin American countries to refer to a foreigner, particularly one of (North) American or English descent.

H.

Harassment (n.): Unwelcome, intimidating, or hostile behavior.

Hazing (v.): Verbal and physical testing, often of newcomers into a society or group, that may range from practical joking to tests of physical and mental endurance. This behavior is common among some U.S. fraternities and sororities.

Hispanic (n., adj.): The U.S. Census Bureau defines Hispanics as “those people who classified themselves in one of the specific Spanish, Hispanic, or Latino categories listed on the Census 2000 questionnaire (Mexican, Mexican American, Chicano, Puerto Rican, or Cuban.

Homophobia (n.): A fear of individuals who are not heterosexual. Homophobia often results in people distancing themselves from and/or psychologically/physically harming people who are gay, lesbian, bisexual, or transgendered. The literal meaning of the word is “fear of same.”

Human Rights (n.): A set of inalienable rights, as declared by the thirty articles of the Universal Declaration of Human Rights of 1948, that all human beings possess and are protected by law.

I.

Identity Group (n.): A particular group, culture, or community with which an individual identifies or shares a sense of belonging.

Ideology (n.): The way in which a given society “talks and thinks about itself.” Ideology can also be thought of as a shared belief system in which the knowledge shared is considered unquestionable “common sense,” knowledge that seems “obvious and natural” regardless of societal reality.

Illegal Alien (n.): The official term used by the United States Federal Government to refer to citizens of foreign countries whose entry into the United States is prohibited by law, or those who reside in the United States without evidence of legal documentation where permission for entrance has been granted.
Implicit Bias:  

Immigrant (n.): A person who voluntarily and/or legally re‐locates to a country different from that in which he or she was born. Ex: An Irishman who migrates to the United States is an emigrant of Ireland and an immigrant to the U.S.

Inclusive Language (n.): Words or phrases that include both women and men if applicable. Inclusive language does not assume or connote the absence of women. Ex: Use of word “police officers instead of “policemen” or “humankind” instead of “mankind.”

Inuit (n. or adj.): Eskimo people who are distinct form American Indians and are more closely related to peoples of East Asia.

J.

Jew (n.): A member of the people and cultural community whose traditional religion is Judaism and who trace their origins through the ancient Hebrew people of Israel to Abraham.

K.

KKK (n.): The Ku Klux Klan was an organization originally founded in Pulaski, Tennessee in 1866 that functioned as a “secret society organized in the South after the Civil War to reassert white supremacy by means of terrorism.”

L.

LGBTQIA: lesbian, gay, bisexual, transgender, queer, questioning (one's sexual or gender identity), intersex, and asexual/aromantic/agender

Linguistic Isolation (n.): May be used to describe the experience of feeling confused or alienated when one is unfamiliar with the language spoken by those around them.

Linguistic Profiling (v.): The practice of making assumptions or value judgments about an individual based on the way he or she speaks and/or the language he or she uses, and then discriminating against that individual because of these factors.

M.

Mainstream (n., adj.): Refers to the dominant cultural norms of a given society. In the United States, the “mainstream” culture encompasses the language, values, beliefs, and behaviors of the white/European population.

Marginalization (n.): The placement of minority groups and cultures outside mainstream society. All that varies from the norm of the mainstream is devalued and at timesperceived as deviant and regressive.

Microaggression (n): A statement, action, or incident regarded as an instance of indirect, subtle, or unintentional discrimination against members of a marginalized group such as a racial or ethnic minority.

Miscegenation (n.): The mixing of races.

Multicultural (adj.): Of or pertaining to more than one culture.

Multiculturalism (n.): Theory and practice that promotes the peaceful coexistence of multiple races, ethnicities, and cultures in a given society, celebrating and sustaining language diversity, religious diversity, and social equity.

Muslim (n.): People who follow or practice Islam, a monotheistic Abrahamic religion. Muslims consider the Quran, their holy book, to be the verbatim word of God as revealed to the Islamic prophet and messenger Muhammad.

N.

Naturalization (v.): The U.S. Bureau of Citizenship and Immigration Services define naturalization as “the conferring, by any means, of citizenship upon a person after birth.
Neo-Nazism comprises the post–World War II militant, social, and political movements that seek to revive and reinstate Nazi ideology.

Nuyorican (n.): Of or related to a person born in New York City of Puerto Rican ancestry.

O.

Oppression (n.): Severe exercise of power and subjugation that works to privilege one group and disadvantage another.

Orishas (n.): The various gods and goddesses of Caribbean and Latin American religion of Santeria, a spiritual practice originating from blended religious aspects of African cultures as well as the Roman Catholic Church.

P.

Pacific Islander (n.): The term “Pacific Islander” refers to persons whose origins are of the following nations: Polynesian, Melanesia, Micronesia, or any of the Pacific Islands.

Paddy (n.): A derogatory term for persons of Irish descent.

Pagan (n.): 1. An adherent of a religion other than Judaism, Christianity, or Islam which are monotheistic. Polytheism is the worship of or belief in multiple deities, which are usually assembled into a pantheon of gods and goddesses, along with their own religions and rituals. 2. A member of a religious, spiritual, or cultural community based on the worship of nature or the earth.

Polack (n.): Derogatory term for persons of Polish descent.

Power: the ability to control others; authority, sway, influence; a person or thing having great influence, force, or authority. 

Prejudice: implies a preconceived and unreasonable judgment, or opinion, usually an unfavorable one marked by suspicion, fear, or hatred. 

Pro‐choice (adj.): Of or related to the belief that it is a woman’s right to choose whether or not to give birth or to have an abortion once impregnated.

Pro‐Life (adj.): Of or related to the belief in an un‐born child’s right to life. Pro‐life advocates believe that a human life is formed at the moment of conception and support statutory restrictions on abortion.

Q.

Quaker (n.): A member of the Society of Friends, a Christian sect founded by George Fox in the 1600s. Quakers historically have been outspoken critics of slavery and violence.

Queer (n., adj.): Term used to refer to people or culture of the gay, lesbian, bisexual, and transgender (GLBT) community. A term once perceived as derogatory is now embraced by some members of the GLBT community.

Quota (n.): A number or percentage particularly of people designated as a targeted minimum for a particular group or organization. A term often used in reference to admission to colleges and universities and organizational hiring practices.

R.

Race: There is an array of different beliefs about the definition of race and what race means within social, political and biological contexts. The following definitions are representative of these perspectives:  

• A tribe, people or nation belonging to the same stock; a division of humankind possessing traits that are transmissible by descent and sufficient to characterize it as a distinctive human type; 
• Race is a social construct used to separate the world’s peoples. There is only one race, the human race, comprised of individuals with characteristics that are more or less similar to others; 
• Evidence from the Human Genome project indicates that the genetic code for all human beings is 99.9% identical; there are more differences within groups (or races) than across groups. 
• The IOM (Haynes & Smedley, eds., 1999) states that in all instances race is a social and cultural construct. Specifically a “construct of human variability based on perceived differences in biology, physical appearance, and behavior”. The IOM states that the traditional conception of race rests on the false premise that natural distinctions grounded in significant biological and behavioral differences can be drawn between groups.  

Race (n.): A grouping of human beings based on a shared geographic dispersion, common history, nationality, ethnicity, or genealogical lineage. Race is also defined as a grouping of human beings determined by distinct physical characteristics that are genetically transmitted.

Racism (n.): Racism can be understood as individual and institutional practices and policies based on the belief that a particular race is superior to others. This often results in depriving certain individuals and groups of certain civil liberties, rights, and resources, hindering opportunities for social, educational, and political advancement.

Reverse Discrimination (n.): A term used by opponents to affirmative action who believe that these policies are causing members of traditionally dominant groups to be discriminated against.

S.

Safe Space (n.): A space in which an individual or group may remain free of blame, ridicule and persecution, and are in no danger of coming to mental or physical harm.
Segregation: the policy or practice of compelling racial groups to live apart from each other, go to separate schools, use separate social facilities, etc. 

Semitic (adj.): Of or related to the language and culture of Semites. Semitic languages are characterized as Afro‐Asiatic languages that include Arabic, Hebrew, Amharic, and Aramaic.
Sexism: discrimination against people on the basis of sex; specifically discrimination against, and prejudicial stereotyping of, women. 

Sexual Harassment (n): The Equal Employment Opportunity Commission defines sexual harassment as “a form of sex discrimination that violates Title VII of the Civil Rights Act of 1964.”

Sexual Orientation (n.): Term used to refer to an individual’s sexuality and/or sexual attraction to others.

Stereotype (n.): A positive or negative set of beliefs held by an individual about the characteristics of a certain group.

Supremacist: a person who believes in or promotes the supremacy of a particular group, race, etc.

T.

Terrorism (n.): The use or threat to use, unlawful acts of force or violence to intimidate or coerce another person, group, or government, often for ideological, religious, or political reasons. The U.S. Department of State defines terrorism as “premeditated, politically motivated violence perpetrated against noncombatant targets by sub‐national groups or clandestine agents, usually intended to influence an audience.”

Tokenism (n.): The policy of making only a perfunctory effort or symbolic gesture toward the accomplishment of a goal, such as racial integration; the practice of hiring or appointing a token number of people from underrepresented groups in order to deflect criticism or comply with affirmative action rules.

Tolerance (n.): Recognition and respect of values, beliefs, and behaviors that differ from one’s own.

Transgender (adj.): This term is often used to describe persons whose gender identity “differs from conventional expectations for their physical sex.” “Transgender” is a term that can be used to refer to “transsexuals, masculine women, feminine men, drag queens/kings, cross‐dressers, butches, etc.” Transgender persons can be heterosexual, homosexual, or bisexual.

Transracial Adoption (n.): The adoption of a child of a race different than that of the parent or guardian.

Transsexual (n.): A term used to describe a person whose gender identity differs from that of their physical/biological sex. Transsexuals can be heterosexual, homosexual, or bisexual.

U.

Undocumented Workers (n.): A term used to describe the populations of laborers in the United States who do not possess legal documentation of residence and/or who did not receive proper authorization to enter into the country.

Unconscious or Implicit Bias: a bias or prejudice that is present but not consciously held or recognized. These terms mean the samething.

Unearned Privilege (n): Privileges accorded to some individuals because they possess or demonstrate certain characteristics associated with the dominant culture in society, such as being heterosexual, white, or male. These privileges are deeply ingrained into U.S. culture.

W.

WASP (n.): The acronym translates to (W)hite (A)nglo (S)axon (P)rotestant, a term used in the United States to refer to the demographic of people who are of this ancestry.

Welfare, former term for Transitional Assistance (n.):   Economic assistance provided by the government to empower low-income individuals and families to meet their basic needs, improve their quality of life, and achieve long-term economic self-sufficiency.

White Nationalist:  one of a group of militant white people who espouse white supremacy and advocate enforced racial segregation

White Supremacy: the belief that the white race is inherently superior to other races and that white people should have control over people of other races

Worldview (n.): The way in which an individual view the outside world, influenced by his or her beliefs, values and behaviors, and determined by his or her unique experiences.

X. 

Xenophobia: fear and hatred of strangers or foreigners or of anything that is strange or foreign

Y.

Yellow (n.): A term used to refer to people of the Asian Diaspora. Although the use of this word finds its roots as derogatory slang birthed in the era of exploration and colonialism, it has recently become more prevalent in academia and among Asian communities in the U.S. who use the word to embrace their ethnic origins and express pride in their identity.

Yuppie (n.): “yuppie” is commonly used to refer to an 1980’s and early 1990’s term for financially secure, upper‐middle class young people in their 20’s and early 30’s. It translates to “(y)oung (u)pwardly –mobile (p)rofessionals” of the baby‐boomer generation.

Z.

Zealot (n.): A person who is fanatical and uncompromising in pursuit of their religious, political, or other ideals.

References

• National Institute of Environmental Health Sciences
• Labor Occupational Health Program (LOHP) - Glossary of Key Terms
• Quinsigamond Community College - Glossary of Diversity Terms
• Merriam-Webster.com