Faculty Diversity Impact on Historically Underserved Running Start Students of Color (HUSC) Access Rates at Washington State Community and Technical Colleges

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Wellington-Baker, Kristi
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Nationally and in Washington State, historically underserved students of color (HUSC) continue to lag behind their dominant culture white peers in accessing and attaining high-value credentials through institutions of higher education (Dupree, 2018a; Taylor, 2015). Access to dual- enrollment programs has been identified as an opportunity to decrease college costs and smooth the transitions between high school and college experiences (Burns et al., 2019; Hoffman et al., 2008; Wang et. al, 2015). To further understand the relationship between the faculty diversity of the Washington State Community and Technical Colleges (WSCTC) system and access rates of HUSC in the Running Start dual-enrollment program, the researcher examined the correlation between the diversity score (Stout et al., 2018) assigned to WSCTC's based on the diversity rates of part- and full-time faculty and access rates of HUSC Running Start dual-enrollment students in Washington State. Data for this study were extracted from the WSCTC State Board public dashboards. The researcher employed a linear regression analysis to generate descriptive and inferential statistics which revealed no clear relationship between the change in diversity rates of faculty and HUSC access rates to Running Start in Washington. As a foundation for further research, the influence of minimal changes in faculty diversity rates across the state provides an opening for a larger scale study where the rates of faculty diversity improved more substantially to analyze the relationship as well as the length of time faculty diversity rates have aligned with the community at critical mass allowing for institutional culture, policy, and practice impacts to be borne out in access rates.
faculty diversity
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess