Recommendations

While the Wisconsin Technical College System Office and the 16 technical colleges have progressed in advancing equity and inclusion, there are more opportunities for further advancement. To this end, the proposed recommendations are suggested:

(1) Adaption of a theoretical framework/philosophy that elevates equity, inclusion and justice

(2) Meaningful support and collaboration with WTCS and the 16 technical colleges

(3) Development of a DEI Leadership Academy for WTCS technical college presidents, Board of Trustees and administrators

As this project and research is emerging, the aforementioned recommendations are not exhaustive, but a beginning to the incredible work taking place in the Wisconsin technical colleges. Further recommendations may be added as the project continues.

Adaption of a Theoretical Framework/Philosophy that Advances Equity, Inclusion, and Justice

A theoretical framework rooted in social justice is essential to bridge efforts of equity and inclusion with visible and measurable outcomes. According to the work of Coch​ran-Smith, "Social justice-oriented approaches in education refer to standpoints and scholarly traditions that actively address the dynamics of oppression, privilege, and isms, recognizing that society is the product of historically rooted, institutionally sanctioned stratification along socially constructed group lines that include race, class, gender, sexual orientation, and ability. Working for social justice in education means guiding students in critical self-reflection of their socialization into this matrix of unequal relationships and its implications, analysis of the mechanisms of oppression, and the ability to challenge these hierarchies" (in Sensoy & DiAngelo, 2009, p. 350). To this end, through the analysis of the language embedded in the WTCS Five Commitments to Progress, the mission, vision, and values of the 16 technical colleges and the goals of the WTCS Diversity, Equity and Inclusion Committee, two frameworks recommended are:

• Equity-mindedness (Bensimon, 2006; University of Southern California - Center for Urban Education)

  1. 1. Evidence-based

     2. Systemically aware

     3. Institutionally focused

     4. Equity advancing

     5. Race conscious

• Servigness (Garcia, Núñez, and Sansone, 2019)

Servingness is a multidimensional and conceptual way to understand what it means to move from simply enrolling students to actually serving them.

Institutions that embody servigness will

• 1. 1. Produce equitable academic and non-academic outcomes for underrepresented students;

     2. Foster positive campus experiences that connect to students’ and employees’ cultural identities and promote a sense of belonging;

     3. Integrate culturally responsive practices, policies, decision-making processes, programs, and curricula into the organizational structure; and

        • Culturally enhancing approach - experiences that are validating and positively influence the sense of belonging

     4. Connect with external entities, such as national organizations and government offices, to advocate for policies and funding that will support historically marginalized students

Meaningful Support and Collaboration with WTCS and the 16 Technical Colleges

Over the course of several years, the WTCS has partnered with the 16 technical colleges in task forces, workgroups and committees for the advancement of under-represented students. While noted progress has been yielded, a more intentional approach was taken in 2019 leading to further advancements such as:

• Development of the Wisconsin Conference on Race and Ethnicity (inspired by the 2019 NCORE participation)

• Institutional Equity Reports

• Allocated Equity Grant funds

Despite the progress made, there is plenty of growth opportunity. In conducting the research for this project, it was made clear that some institutions are further along in the work than others. To achieve the vision of equity and inclusion through the advancements of the WTCS Five Commitments to Progress, it is recommended that the WTCS Office aids through meaningful support as a consultant and/or offer institutions with the resources beyond monetary to advance this work.

Development of a DEI Leadership Academy for WTCS Technical College Presidents, Board of Trustees and Administrators

The work of Alverez (2019) asserts the connection that leadership has with social justice in stating, "social justice is about distributing resources fairly and treating all students equitably so that they feel safe and secure--physically and psychologically" (para. 1). Certainly, tensions can become abound deflecting from the true mission of technical colleges for one that is status quo and superficial at the expense of student outcomes and comfort zone maintenance. To this end, it is imperative that decision-makers engage in not only understanding equity and inclusion but become socially just practitioners. This requires intensive learning opportunities that engage decision-makers in profound awareness and action.