UCLA

This study expanded the understanding of the experiences and perspectives of faculty of color within the community college system. Through a qualitative research design, the study drew insights from interviews with 14 self-identified faculty of color and a review of institutional documents from a single community college. A framework that integrated institutional logics, critical race theory, and resistance theory guided data analysis. Findings revealed that while these faculty members are deeply committed to enacting equity and resonate with the open-access mission of community colleges, their efforts are often voluntary, unpaid, and occasionally overlooked by their peers and administration. The themes that emerged include the misalignment of institutional equity directives, undervalued equity-related labor, and a disparity between the college’s public image and the actual experiences of faculty of color. Findings also highlighted the profound commitment of these faculty to promoting equity; they not only connected deeply with students, fostering an understanding of their unique characteristics, but also aligned their roles with community colleges’ democratic mission by proactively offering opportunities and services. Moreover, faculty members perceived equity as a tool to address disparities, striving to level the educational playing field by employing strategies such as adopting open educational resources (OER), mentoring, spearheading initiatives, and advocating for their adjunct and nontenured peers. However, many of these equity-driven efforts were not recognized in their official job roles, leading faculty members to assume these responsibilities voluntarily, often without due compensation. The findings also highlighted a potential misalignment between the college’s publicized equity directives and their on-ground implementation. Further, the labor associated with these equity-driven initiatives was often undervalued and dismissed, creating a chasm between the public portrayal of WCC and the lived experiences of its faculty of color. Addressing challenges and promoting equity, faculty members employed strategies such as forming support networks for mutual assistance and actively setting boundaries to preserve their well-being. Participants voiced a distinct desire for better recognition from the college’s administrators, emphasizing the importance of resources and compensation for their labor. Through participants’ narratives, they sought to communicate their value, possibly in contexts they felt unable to directly convey to the college’s leadership. The research highlighted the evolving nature of ‘equity’ as a concept, emphasizing the importance of ongoing dialogue, acknowledging faculty concerns, and promoting a cohesive and effective equity approach at the college. The study underscored the need for acknowledgment, compensation, and consistent messaging regarding equity practices at community colleges.