The decentralization of race: tracing the dilution of racial equity in educational policy

Felix, Eric R.; Trinidad, Adrián

doi:10.1080/09518398.2019.1681538

Cited by 41 publications

(40 citation statements)

References 68 publications

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“…Education policies seeking to ameliorate racial disparities in community colleges need not only strong mandates, but also race-conscious and equity-minded implementers (Sampson & Bertrand, 2020). Implementers that see opportunities for transformation within policy and imagine ways reforms can address long-standing barriers to student success (Felix & Trinidad, 2020). This article explored how leaders within one community college took advantage of a state policy to explicitly address Latinx transfer disparities.…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, equity-oriented reforms have been crafted, passed, and implemented with the hopes of addressing long-standing barriers in education and mitigating the inequities faced by low-income, first-generation, and racially minoritized students (Martinez-Aleman et al, 2015). State policymakers use these reforms in attempts to improve the quality of education for minoritized students and mitigate outcome disparities have increased (Felix & Trinidad, 2020;McNair et al, 2020;Sampson & Bertrand, 2020). Reforms seeking to change the conditions for historically marginalized students include: detracking (Oakes et al, 2005), desegregation (Bell, 2004;Gil et al, 2017;Mattheis, 2016) and finance reform (Allbright et al, 2019).…”

Section: Seeing Policy As An Opportunity To Achieve Educational Equitymentioning

confidence: 99%

“…More recently, policy researchers include the role of identity, power, and social context when studying the processes that shape policy implementation (Felix & Trinidad, 2020;Rodela & Rodriquez-Mojica, 2019). Scholars first ask, who these institutional actors are, what context they are embedded in, and how does identity and social position influence what power they have as implementers?…”

Section: The Role Of the Individual Implementer In The Policy Processmentioning

confidence: 99%

“…We have limited research that explores how race, gender, social status on campus, or personal educational experiences influence an implementer's ability to lead reform efforts. Recent scholars (Felix & Trinidad, 2020;Mavrogordato & White, 2019) exploring policy implementation as a lever for social justice advocate for understanding the differential experiences of implementers based on their social identities (Hankivsky & Cormier, 2011). For example, would the experiences of implementing policy changes in community college be the same for a Black, femme, pre-tenure faculty to that of a White, male, long-time faculty member?…”

Section: Humanizing the Implementer: Their Social Identity Prior Knowledge And Experiencesmentioning

confidence: 99%

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For Latinx, by Latinx: Race-conscious leadership in policy implementation

Felix

2021

EPAA

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Policy implementation research tends to document the failures of reform, describing the myriad ways implementers miss the mark in translating intent into impact; or in the words of Derrick Bell, policy scholars are left with examining the “unfilled hopes of racial reform” (2004, p. 185). In contrast, this article presents an intrinsic case study where campus leaders took a race-conscious approach to implementing a state-wide reform known as the Student Equity Policy. I constructed the TrenzaPolicy Implementation Framework to center the experience, knowledge, and assets of Latinx leaders in community college that oversee and implement policy reform. The framework highlights the raced-gendered perspectives of Latinx leaders in community college to understand their motivations to implement policy in race-conscious ways (Delgado Bernal, 2002). I conducted in-depth and sustained fieldwork to learn how implementers understood and responded to state-level reform in race-conscious ways and used the policy to target and address one of the most pressing issues in higher education, the inequitable rates of transfer for Latinx students. I share how the salience of racialized-gendered identity, cultural intuition, social context, and enacting agency allowed leaders to envision more race-conscious possibilities for policy reform and its implementation on campus.

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Section: Discussionmentioning

confidence: 99%

Section: Seeing Policy As An Opportunity To Achieve Educational Equitymentioning

confidence: 99%

Section: The Role Of the Individual Implementer In The Policy Processmentioning

confidence: 99%

Section: Humanizing the Implementer: Their Social Identity Prior Knowledge And Experiencesmentioning

confidence: 99%

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For Latinx, by Latinx: Race-conscious leadership in policy implementation

Felix

2021

EPAA

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“…Symbolism matters. For example, symbolism plays a role in how education policy is conceptualized and implemented (e.g., Felix & Trinidad, 2019). Renaming a building that was originally named after a racist can signal a progressive step toward racial inclusivity to the campus community.…”

Section: Understanding Racial Symbols In Educationmentioning

confidence: 99%

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Tichavakunda

2020

Educational Policy

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More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus.

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Using policy to build equitable Latinx transfer pathways

Felix

Galán

Palomino

et al. 2022

New Drctns Community Coll

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This article describes the change process at East Los Angeles College (ELAC) to address the unique barriers that Latinx students face in transferring to 4‐year institutions. Since 2014, California Community Colleges have had an unprecedented opportunity to target disparities in academic outcomes through the Student Equity Policy (SEP) and its requirement to examine inequity faced by minoritized groups, such as racial/ethnic students, in various academic areas like transfer and degree completion. Through the implementation of this policy, ELAC has made improvements to the conditions and experiences of Latinx students, resulting in improved Latinx transfer success. As scholar‐practitioners, the purpose of our study is to share the process that unfolded at ELAC. In doing so, we focus on understanding how: (a) ELAC developed and implemented these Latinx specific transfer initiatives, (b) the impact and results from these new efforts for Latinx students, and then (c) highlight takeaways for community college practitioners.

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The decentralization of race: tracing the dilution of racial equity in educational policy

Cited by 41 publications

References 68 publications

For Latinx, by Latinx: Race-conscious leadership in policy implementation

For Latinx, by Latinx: Race-conscious leadership in policy implementation

A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Using policy to build equitable Latinx transfer pathways

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