To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

This chapter details the perspectives of LGBTQ collegians and faculty/staff allies at 2‐year institutions.

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A Primer on LGBTQ Students at Community Colleges: Considerations for Research and Practice Eboni M. Zamani-Gallaher, Dibya Devika ChoudhuriFor over a century, community colleges have provided pathways for postsecondary educational attainment for the masses, not just the elite members of the dominant culture. According to the American Association of Community Colleges (AACC), 43 percent of all undergraduate students enrolled in higher education attend a community college (AACC, 2009). With over 12 million students, community colleges are frequently the institutions of choice or the only postsecondary opportunity for students from underrepresented, marginalized groups. In fact, 45 percent of African American, 45 percent of Asian American, and over half of all Hispanic and Native American students in postsecondary education are at community colleges. Hence, two-year institutions have been commonly referred to as 4

This chapter provides an overview of the literature on proprietary schools; the diverse students they serve, their distinctive educational characteristics, and an agenda for institutional researchers.

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Higher education institutions as microcosms of larger society are experiencing a changing face. According to the U.S. Department of Education (2015), changes in college attendance by race and ethnicity in college enrollment rates for 1990 in contrast to 2014 were as follows: Whites-44% versus 35%; Blacks-25% versus 37%; and Hispanics-16% versus 39%. Coupled with demographic shifts by race/ethnicity, the gender composition of postsecondary attendees has changed over the last 25 years.In 1990, 6 in 10 graduating female high school students enrolled in college without any lag time. At present, nearly three fourths of female high school completers (i.e., 73%) immediately enroll in college compared to 64% of males at 2-and 4-year colleges (Kena et al., 2016). The rate for male high school completers in 2014 has remained roughly the same as it was in 1990. Women currently represent 57% of college attendees, a rate that has been stable since 2003 (U.S. Department of Education, 2016a). These data underscore that a higher percentage of women collegians participate in higher education in contrast to the number of females in the general population. Gender and Student DiversityWhen looking closely at 2-year college enrollment by gender, similar trends emerge, but differences exist when looking at race/ethnicity. Among all undergraduates, 62% of American Indian, 57% of Hispanic, 52% of Black, NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 179, Fall 2017