We have developed an interactive virtual session that supports community college leaders in assessing their institution's readiness for equity-oriented change. Amid increased resistance and pushback to DEI efforts, we share insight from our research and practice on specific strategies to advancing racial equity efforts across community colleges. Specifically, we offer a model focused on two dimensions: (1) the level of organizational support and (2) shared responsibility to enact racial equity. From these dimensions, we describe four quadrants (Convergence, Performative, Collective, and Burdened) with distinct organizational conditions that shape how community college leaders design, build, and sustain equity efforts. The ability to identify organizational conditions that either cultivate or abate equity efforts is critical to disrupt, innovate, and transform our institutions. Our model is one way for equity advocates to decipher their own organizational archetype and leverage that information to mobilize their racial equity efforts.

According to the U.S. Department of Justice, 1 in 5 Black women are survivors of sexual assault. However, their numbers are lower as it pertains to prosecuted cases. Why is this? It is because Black women and girls have historically been dehumanized, considered unrapeable, and left without legal recourse, therefore they become easier targets for sexual violence and are more reluctant to come forward. In addition negative stereotypes and structural biases have had devastating consequences for Black women. Their trauma and victimization are often misunderstood, mislabeled or dismissed by systems (i.e. criminal justice, healthcare etc..) and even by their own culture.

How do you get students to care about ending sexual violence and increase your program reach and impact? Learn creative tools for connecting your students to the issue of sexual violence and motivating them to take action.

Through this interactive workshop, we will put on our “UndocuLens,” a conceptual framework that will provide action steps, grounded in evidence-based best practices of educational institutions across the country, that members can implement to bolster support for undocumented students. Additionally, we will demonstrate how different forms of advocacy can collectively help bring institutional and state-level change for undocumented students.

The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a two-year Predominantly White Institution (PWI). The pressing issue is that PWI colleges erroneously assume that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible.

“Neurodiversity” is both a biological and a cultural phenomenon. Learning about the culture of neurodiversity will widen your perspective for those whose brains function in ways different from the neurotypical mainstream. This strengths-based, positive approach will alter your view of "outside-the-box" thinkers. Learn how proper niche construction can mold the future for neurodivergent students and how you can provide a community of acceptance for your campus.

In this NASPA live briefing, the presenter shares new thinking around the Leadership for Liberation framework—notably, embedding theories of madness and ideas around speculative practices. The presenter also extends the Leadership for Liberation framework for higher education/student affairs professionals in an effort to better prepare them for collective action toward liberation and all the meanings and feelings that come with it.

This program focuses on spiritual wellbeing--an often forgotten, yet extraordinarily important, area for college students.

This program helps participants strategize on how to engage campus partners around the intersectionality of alcohol and racial justice. More importantly, participants will learn how to best to respond in ways that are centered in the plurality of student of color communities, recognizing the ways prevention services on college campus have historically and traditionally addressed student drinking are with White students in mind. How do we as staff help students of color thrive in these spaces?