University of Southern California Dissertations and Theses

Creative Advocacy for Racial Equity (CARE) in Education

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Creative Advocacy for Racial Equity (CARE) in Education

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Content 1

Creative Advocacy for Racial Equity (CARE) in Education

By
Teresa J. Lin
A Capstone Project Presented to the
Suzanne Dworak-Peck School of Social Work
University of Southern California
In Partial Fulfillment of the Degree
Doctor of Social Work

December 2020

Contents

Executive Summary .........................................................................................................................2
Conceptual Framework ....................................................................................................................5
Problems of Practice and Innovative Solutions .............................................................................12
Project Structure, Methodology, and Action Components ............................................................19
Conclusions, Actions, and Implications.........................................................................................32
References ......................................................................................................................................38
Appendix A: Logic Model .............................................................................................................50
Appendix B: Organizational Redesign Prototype ..........................................................................51
Appendix C: Website Prototype ....................................................................................................60
Appendix D: Competitive Analysis ...............................................................................................65
Appendix E: Market Comparison ..................................................................................................66
Appendix F: Financial Plan ...........................................................................................................67
Appendix G: Psychological Sense of School Membership (PSSM) scale ....................................68
Appendix H: Coping With Discrimination Scale (CDS) ...............................................................69
Appendix I: College Student Microaggression Measure ...............................................................70
Appendix J: Acceptability of Racial Microaggressions Scale (ARMS) ........................................76
Appendix K: Reliability and Validity of Measurement Tools .......................................................78
Appendix L: GANTT Chart of Implementation Timeline .............................................................79
Appendix M: Infographic ..............................................................................................................80

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Executive Summary
Grand Challenge for Social Work.
Racial inequalities are pervasive throughout this country and result from the persistence
of racism. The theory of racism suggests that it is perpetuated at three levels: cultural,
institutional, and individual. Cultural racism refers to White supremacy, White dominance, and
White privilege; it is passed on intergenerationally and reinforced by institutional racism, which
then conditions individual expressions of racism (Bowser, 2017). The Grand Challenge for
Social Work to Eliminate Racism promotes innovative ways to eradicate racism and White
supremacy from institutions and organizations (Grand Challenges, 2020). Directly addressing
this grand challenge, Creative Advocacy for Racial Equity (CARE) in Education is an innovative
approach to foster racially equitable and inclusive campus environments by interrupting acts of
covert racism in institutions of higher education.
Purpose.
The proposed CARE in Education approach aims to increase the sense of belonging for
Black, Indigenous, and People of Color (BIPOC) college students, increase awareness among the
campus community on the impacts of covert racism, and enact changes to harmful behaviors that
perpetuate racism in higher education. Having a sense of belonging and a culturally engaging
campus environment positively correlates with persistence towards degree completion for all
students (Museus et al., 2018). BIPOC in higher education often experience themes of anti-Black
racism, anti-Asian racism, segregation, claims of reverse discrimination, and racist jokes within
campus environments (Levchak, 2018). These acts of overt and covert racism create
unwelcoming campus environments and negatively affect sense of belonging for BIPOC
students. Scholars have pointed to racism as the underlying cause for persistent racial disparities
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in education for decades but not much has changed. Harmful social norms in higher education
keep covert racism from being interrupted and contribute to the lack of accountability for others
to use anti-racist practices to achieve racial equity. CARE in Education will disrupt these norms
by transforming the way institutions provide support to BIPOC students on campus and the way
professional development is conducted towards eliminating racism.
Problem.
Although institutions of higher education were desegregated in the 1940s, racial
discrimination and exclusion was still ingrained within society; changes in educational policy
was not enough to change discriminatory behaviors. Institutions were still predominantly White
and BIPOC were unwelcomed, socially excluded, and faced racial hatred on college campuses
(Beach, 2011). These racist behaviors are still apparent in institutions of higher education today.
Regardless, BIPOC have been enrolling in higher education at increased rates with the hopes of
upward mobility. Despite increased enrollment, BIPOC students continue to be underrepresented
at every level of education with lower rates of degree attainment; if not addressed, these
disparities will have devastating economic and social consequences on society (Museus et al.,
2015). To address this issue, racism must be dismantled and interrupted at all levels of daily
practices, systemic processes, and overarching policies within institutions of higher education.
Methodology.
CARE in Education is an innovative three-pronged approach that utilizes peer support,
storytelling through creative expression, and accountability of college personnel to meet
measurable outcomes towards eliminating racism on campuses. BIPOC students will be provided
with peer support and advocacy to enhance coping strategies for experiencing racism on campus.
They will also have the opportunity to influence institutional change by using the CARE in
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Education platform to share their stories through creative methods and guide campus
conversations around the impacts of covert racism. Methods of sharing can include pieces of art,
music, media, literature, and other forms of expression. College personnel will be held
accountable to participate in regularly scheduled facilitated conversations and skill-building
workshops on how to interrupt acts of covert racism while using the BIPOC student-created
expressions as a professional development tool.
Project Implementation and Future Action Steps.
Unlike other racial equity initiatives, CARE in Education combines multiple research-
based strategies and is embedded throughout multiple levels of the institution with the intention
of disrupting the social norms that perpetuate the problem. The CARE in Education approach is
not a separate training program; it is a way to lead with racial equity as an institution. All
members of the campus community will be expected to have some level of engagement in the
CARE in Education approach. Therefore, building strong relationships, trust, and safe spaces for
honest discourse throughout all areas on campus will be critical for effectively implementing this
innovation and shifting institutional culture. After receiving approval and support from the
college administration, the pilot campus can proceed in preparing for an organizational redesign
that accommodates the CARE in Education approach within daily practices.
Implications.
Arellano and Vue (2019) suggest that campuses have to engage in more conversations,
purposeful discourse, and provide avenues to listen and hear what BIPOC students are
experiencing in order to move forward in anti-racist efforts. CARE in Education empowers
BIPOC voices and changes the dominant narrative to reveal what is often left unspoken and
helps mobilize the campus community towards change. According to a study, diversity training
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will only succeed in changing the organizational environment if what is learned in the training is
transferred and applied into the work context (Goldstein Hode et al., 2018). The regularly
scheduled facilitated conversations and skill-building workshops will hold college personnel
accountable for translating what they learn into their daily practices, which will be more
effective towards achieving racial equity. After the pilot year undergoes evaluation and revision
of the innovation design, the CARE in Education approach will be expanded to multiple colleges
and universities with the intention of becoming a standard approach used by institutions to
eliminate racism within the system of higher education.
Conceptual Framework
Problem Statement.
Predominantly White institutions of higher education (PWIs) perpetuate racism and
White supremacy through racist behaviors, practices, and campus policies that harm BIPOC.
Black students attending a PWI experienced significantly higher levels of race-related stressors
associated with the campus environment, interpersonal relationships, and racial group conformity
than Black students attending a historically black college or university (Greer & Chwalisz,
2007). Banks and Dohy (2019) explained that BIPOC students are often subjected to
institutional, implicit, and blatant acts of racism in PWIs, which interfere with their sense of
belonging, contribute to feelings of loneliness and disengagement, and serve as a barrier to
retention and graduation. Higher education provides opportunity for upward mobility and
prepares the future workforce. Interrupting racism and pursuing racial equity within PWIs
addresses the Grand Challenge for Social Work of eliminating racism and racial inequalities
throughout society.
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Racial microaggressions are brief and commonplace verbal, behavioral, or environmental
indignities that communicate hostile and negative insults towards BIPOC on a daily basis (Sue et
al., 2007). This subtle and covert form of racism happens frequently in the classroom and is often
unintentional or unknown to the perpetrator, which causes microaggressions to be interpreted
differently, overlooked, or dismissed. Casanova et al. (2018) found that the immediate
consequences of microaggressions for students were visible uneasiness, silence, annoyance,
irritation, or disengagement. Covert racism becomes ingrained in the systems of daily practice
because it is not openly discussed or interrupted and BIPOC do not feel supported enough to
voice their concerns.
Research, Practice, and Environmental Context.
Almost four decades ago, Piliawsky (1984) suggested racism had evolved from overt
individual racism to institutionalized racism to “respectable” racism. This new form of covert
racism was deemed more dangerous as it denies the existence of racial discrimination, appears in
coded words, invalidates the experiences of racial discrimination, and absolves people within the
White community from being responsible for racial disparities within society. The consequences
of covert racism are apparent in the racial disparities seen in higher education today. Enrollment
and graduation rates among historically underserved BIPOC students continue to lag with the
lowest rates among Black students. Public two-year institutions have a 21% gap in degree
completions and public four-year institutions have a 30% gap; in 2016, all full-time faculty were
still predominantly White (80%) even though almost half the undergraduate student population
were BIPOC (45%) (Espinosa et al., 2019).
Much research around retention of students, opportunity gaps, and strategies for
supporting BIPOC in colleges have been gathered for decades. Recognizing that racial disparities
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result from racism, scholars have proposed various solutions to address racial inequity in higher
education. Suggestions include enhancing equity-minded practice, building racial equity skills
through practical tools, holding candid conversations around race, creating student support
services specifically for underrepresented BIPOC students, and having faculty that match the
race and ethnicity of BIPOC students on campus (Fairlie et al., 2014; Kelly & Lugo, 2017;
Malcom-Piqueux & Bensimon, 2017; Pierce, 2018). The problem has been defined and
implications for practice have been shared but racist social norms keep the problem in place.
Critical Race Theory (CRT) was adapted for education with five foundational principles:
(a) race and racism are defining characteristics of society in the United States and are embedded
in the higher education system; (b) CRT challenges the accepted principles of color blindness,
meritocracy, race neutrality, and equal opportunity; (c) CRT is committed to social justice; (d)
experiential knowledge is a strength and counterstories have value; (e) CRT uses an
interdisciplinary perspective (Mertes, 2013). When racism is embedded within the institution,
and society relies on the beliefs of color blindness, meritocracy, and supposed equal opportunity,
covert racism within higher education can be challenging to understand or acknowledge.
The recent murder of George Floyd by a police officer was an overt display of racial
injustice and served as a turning point for society. After the murder was highly publicized, Black
Lives Matter protests surged across the country and academic communities became more
outspoken about their value in dismantling systemic racism. Across the nation, institutions of
higher education, scholarly organizations, and academic journals expressed their solidarity, grief,
and commitment to amplify Black voices (Sobo et al., 2020). Ignited to take action, colleges and
universities are now looking for more effective and sustainable ways to become anti-racist
institutions. Explained by Satell (2017), a sustaining innovation improves existing capabilities
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with a clear understanding of the problem to be solved and the skills needed to solve it. An
innovative approach using research and design thinking is necessary to change the harmful
behaviors and social norms that have perpetuated racism in higher education.
Social Significance.
Individuals with higher levels of education earn higher wages, pay more taxes, are less
reliant on public assistance, live healthier lifestyles, are more involved in their children’s
activities, and have increased civic engagement (Howell, 2019). Due to the connection between
educational attainment and socioeconomic outcomes, racism in the education system has a direct
effect on the racial disparities seen throughout society. Racial equity in higher education is not
only about equal enrollment, retention, and graduation rates. Racial microaggressions have
detrimental consequences for BIPOC by affecting mental health, creating a hostile and
invalidating climate, perpetuating the stereotype threat, creating physical health problems, and
decreasing work productivity and problem-solving abilities (Sue et al., 2009). Even when BIPOC
students persist and graduate, they have to work harder to achieve their goals and still face racial
microaggressions in the workplace and other aspects of life. According to Sedlacek, BIPOC
students devote much of their time and effort developing skills to cope with racism, maintain a
positive sense of self, and foster supportive relationships in order to navigate culturally non-
inclusive environments (as cited in Greene et al., 2008).
Contributing to the problem are the racist social norms seen in PWIs. Acts of covert
racism are not openly discussed or interrupted; racial microaggressions experienced in
classrooms are often deficiency-based and committed by faculty; people deny acts of racism; and
college personnel do not hold each other accountable to use anti-racist practices for racial equity.
Suarez-Orozco et al. (2015) found that microaggressions occurred in nearly 30% of the 60
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observed classrooms across three community colleges; 59% of the microaggressions questioned
the intelligence and competence of BIPOC students; and 88% were committed by faculty. In a
study at a predominantly White university, 39% of the BIPOC students surveyed felt
uncomfortable on campus because of their race; 51% reported being racially stereotyped and at
least 25% of the students felt their contributions were minimized, their way of talking was
treated inferior, and/or they were not taken seriously in class because of their race (Harwood et
al., 2015). Unawareness of the impact covert racism has on BIPOC can lead to blaming
individuals for disengaged behavior rather than recognizing the prevalence of racist behavior.
Dialogues on race are difficult for many White Americans due to the fear of appearing
racist, the fear of realizing their racism, the fear of confronting White Privilege, and the fear of
taking personal responsibility to end racism (Sue & Constantine, 2007). This fear of admitting to
racism leads to denial of the issue and causes avoidance of discussing issues surrounding race.
When campuses remain predominantly White and problems are not attributed to racism, it
culminates into non-inclusive campus environments without accountability for changed
behavior.
Program Theory and Logic Model.
To counter the social norms, an innovative anti-racist institutional approach should
empower BIPOC students, share stories of racial microaggressions committed on campus and the
impact they have on BIPOC, and enhance practices towards interrupting racial microaggressions.
Critical consciousness, the ability to recognize and resist the oppressive social forces shaping
one’s life, can lead to positive outcomes for college students, such as academic achievement,
resilience, political engagement, and career success (Seider et al., 2015). If students are given the
opportunity to resist oppressive forces by expressing their experiences of racism and receiving
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support from others, then they can have a better understanding of the impacts of racism on their
college experience and have an increased sense of belonging.
Counter-storytelling, a valued approach through CRT, is used to share the stories of those
that are often unheard or marginalized to help shatter complacency and challenge the dominant
discourse on race (Chang, 2013). Using the arts for storytelling as a vehicle towards
understanding oppression, social justice artists have used art forms to generate dialogue to raise
social consciousness and social responsibility (Bell & Desai, 2011). Hearing and seeing the
stories of racial microaggressions experienced by BIPOC on campus will create the opportunity
for people to analyze and change their own racist behaviors. Microaggressions between power
hierarchies, such as those between faculty and students, can be the most damaging; BIPOC
students were found to be particularly hurt by racist interactions with faculty and staff due to
having higher standards for their behavior (Moragne-Patterson & Barnett, 2017). To prevent
unnecessary harm, college personnel should be provided with the skills and expected to interrupt
racial microaggressions and acts of covert racism on campus.
College administration approval and institutional support with adequate funding will be
needed to implement the activities of an innovative approach. Necessary resources include
campus spaces for BIPOC students to convene in groups, for peer advocates to meet with
students one-on-one, and for BIPOC students to express, perform, and showcase their
experiences with racism through artistic methods. Art, media, and technology supplies ranging
from drawing tools to digital equipment are needed to create collections of Creative Expressions.
Personnel resources include office space and supplies for a director role to oversee the
innovation, peer advocates to support BIPOC students, and college personnel liaisons to hold
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colleagues accountable for interrupting acts of covert racism. These activities lead to outputs
under three components: Student Equity Advocates, Creative Expressions, and Equity Liaisons.
Outputs include hiring and training four college students as Student Equity Advocates to
support BIPOC students experiencing racism on campus. Creative Expressions will be
accompanied by discussion questions and showcased to the campus community for learning,
discussion, and self-reflection every quarter. Campus discussions around Creative Expressions
will be held once a month. Eight college personnel will be recruited and trained to serve as
Equity Liaisons. They will facilitate ongoing hour-long discourse and skill-building workshops
twice a month for college personnel in each division and department. Immediate outcomes in the
first six months include peer support provided to 20 BIPOC students, 10 items of creative
content contributed to Creative Expressions, an established campus discussion series on Creative
Expressions led by Student Equity Advocates, increased classroom and campus discussions on
covert racism and racial microaggressions, and monthly regularly scheduled facilitated
conversations and skill-building workshops with college personnel on covert racism and
interrupting racial microaggressions for each division and department on campus.
Intermediate outcomes after the first year of full implementation include an increased
Likert scale rating for sense of belonging and increased number of strategies in coping with
racial discrimination for BIPOC students who sought support from Student Equity Advocates.
Another one-year outcome is a 25% increase in interruption of racial microaggressions by
college personnel. After two years, the occurrence of racial microaggressions on campus will
decrease by 25%. After three years, 66% of college personnel will have made changes in daily
practices, processes, or policies towards eliminating covert racism. Long term outcomes include
increased persistence rates towards degree completion for historically underserved BIPOC
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students, decreased racial disparities among all areas related to student success, anti-racist
curriculum and classroom practices campus-wide, and a racially equitable and inclusive campus
environment. The ultimate goal is to end racism in higher education through anti-racist and
culturally inclusive policies, procedures, and daily practices. See Appendix A for a logic model.
Problems of Practice and Innovative Solutions
Proposed Innovation.
Creative Advocacy for Racial Equity (CARE) in Education is a three-pronged approach
for PWIs to eliminate racism. College students are hired, trained, and compensated as Student
Equity Advocates to provide outreach and peer support for fellow BIPOC students experiencing
racism on campus. They also advocate for BIPOC student voices and inform strategies towards
change through Creative Expressions, which are collections of BIPOC-created art, media,
literature, and other forms of expression that reveal the impacts of covert racism specifically
experienced on campus. Creative Expressions will be organized by the advocates, accompanied
by a set of discussion questions, and showcased on campus either physically or in a virtual
format for self-reflection, learning, and discussion among the campus community. Creative
Expressions are also used by Equity Liaisons to supplement professional development strategies
for college personnel. Liaisons are college personnel recruited and trained to facilitate
conversations and lead skill-building workshops on a regular basis with fellow college personnel
to interrupt acts of covert racism, such as racial microaggressions, on campus. To mitigate power
dynamics between students and college personnel, Equity Liaisons will support Student Equity
Advocates and BIPOC students when needed. Advocates and liaisons will be expected to use a
racial equity lens and receive training in relationship and trust building, interpersonal
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communication, racial equity, dismantling racism, interrupting microaggressions, and facilitating
conversations around race.
CARE in Education will help increase a sense of belonging among BIPOC by creating
opportunities to seek support from people with the same cultural understanding, to not be judged
by the color of one’s skin, and to develop new strategies in coping with and resisting against
covert racism. CARE in Education will encourage open discourse and mobilize the campus
community to take action towards ending racism by exposing the pervasiveness of racial
microaggressions on campus and its harmful impacts on BIPOC. Students have the most
interaction with faculty when completing courses and interact with staff when seeking support
services. It is imperative to hold college personnel accountable for analyzing their behaviors and
actively making changes to be racially equitable and inclusive so that BIPOC no longer
experience racism on campus.
Multiple Stakeholder Perspectives.
CARE in Education approaches the problem from multiple angles for the purpose of
engaging three different stakeholders: BIPOC students, other students of the campus community,
and college personnel. BIPOC students attending a PWI will be the main beneficiaries of the
innovation and their perspectives are centered in the innovation design. BIPOC students will
benefit from social support when a racist situation occurs, an inclusive campus environment that
understands the impact of racial microaggressions, and an institution that actively interrupts acts
of covert racism. Students of the campus community are enrolled in college for the purpose of
enhancing skills and knowledge for potential future career opportunities. Engaging in Creative
Expressions and group discussions will better prepare all students to work in diverse
environments and strengthen their abilities to interrupt acts of covert racism within their spheres
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of influence. College personnel are expected to align their job duties with the institution’s
mission, vision, and values. Institutions of higher education are committed to student success and
many emphasize the importance of equity and inclusion. The CARE in Education approach will
provide college personnel with the knowledge and skills to accomplish their goals of enhancing
student success through racially equitable and inclusive practices.
BIPOC students will directly benefit from the availability of peer support from Student
Equity Advocates and the empowerment of Creative Expressions. Regularly experiencing racial
microaggressions often leads to racial battle fatigue, the physiological and psychological strain
of coping with racism, and can be mitigated when students seek social support and develop
problem-focused reflective coping strategies (Hernández & Villodas, 2019, 2020). Producing
creative content and participating in discussions around racial microaggressions allows for
critical reflection on the impacts of racism and opportunity to change the external environment.
Creating an inclusive campus environment requires all students of the campus
community to engage in diversity, racial equity, and inclusion efforts. White students may
express appreciation for diversity but when placed in a diverse situation, there is fear of saying
the wrong thing, feelings of exclusion, and blame towards BIPOC for self-segregation (Hikido &
Murray, 2015). This may mean White students on campus will engage with Creative Expressions
but hesitate to participate in follow-up discussions around covert racism. Creating a space for
safety and trust while honoring honesty around racism can aid in discussions. White students
may also question the need for BIPOC-specific Student Equity Advocates; providing clear
explanations and further reasoning for BIPOC peer support can help with understanding.
College personnel have the power to effect change towards becoming an anti-racist
institution. Diversity and inclusion initiatives within PWIs risk having surface level diversity,
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remaining Whiteness-centered, and failing to increase the sense of belonging for BIPOC students
(Lewis & Shah, 2019). A BIPOC-centered innovation design requires college personnel to put in
more effort, experience discomfort, and prioritize changing their daily practices to specifically
support BIPOC students. The role of Equity Liaisons will assist in overcoming these challenges
and encourage college personnel to participate in the CARE in Education approach.
Building on Existing Evidence.
Based on a study by Dennis et al. (2005), ethnic minority first-generation college students
considered their peers to be better at providing the support they needed to do well in college;
those struggling in academics felt a greater need for someone to provide help, guidance, or
emotional support. Black male students attending PWIs were found to highly value peer support
from someone of the same race and considered it a positive influence on their student success
and experience in college (Harper, 2007). Institutions also need to show support and
commitment to racial equity by providing BIPOC students with social capital. BIPOC students
on campus are often uncompensated for doing racial equity work, their experiential knowledge is
not used to inform policy, and they are not empowered with the social capital to secure positions
of power in PWIs to influence institutional change (Jones & Reddick, 2017). Hiring Student
Equity Advocates to provide peer support and advocacy breaks down barriers and will better
meet the needs of BIPOC students on campus.
The interactive nature of Creative Expressions will be effective in engaging the campus
community to learn about the impacts of covert racism and reflect on their own behaviors. A
study used a classroom activity with college students to visually demonstrate the effects of
microaggressions through the use of marbles dropping on a tin foil-covered mason jar and
collected written reflections afterwards. The majority of students better understood the harm
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caused by the accumulation of racial microaggressions over time and expressed more
commitment to some level of personal change and more openness to having conversations about
racism in the future (Eisen, 2020). This aligns with the idea of playful learning, which is used to
improve learning among adults. The use of playful techniques, such as empathizing with another
character, role playing, storytelling, and public performance, includes natural elements of play
that brings out playfulness among learners (Whitton, 2018). The professional development
opportunities provided through Creative Expressions and facilitated skill-building workshops
with Equity Liaisons aligns with this concept of playful learning.
Showing Up for Racial Justice is a national network of people that actively organizes
White people for racial justice through mobilizing and education (Kirabo, 2016). As expressed
by Kirabo, change cannot happen without people showing up to take action for racial justice;
White people have a tendency to avoid accountability by believing that being a racist is
equivalent to being a bad person. The consequence of this mentality is that when White people
do not believe themselves to be bad, then they believe that they also cannot be racist, which
overlooks the existence of covert racism. Palmer and Louis (2017) found that regularly
conversing with colleagues about race led teachers to overcome their initial fear of being called a
racist and increased their courage to try new racial equity strategies in the classroom. In a PWI,
Equity Liaisons primarily would be holding White college personnel accountable to take action
towards racial equity and will begin by helping them overcome their fear of discussing race.
Opportunities.
The Washington State Board for Community and Technical Colleges (SBCTC) approved
a new vision statement in 2019 to inspire and challenge colleges to lead with racial equity. The
new statement is intended to clarify the expectation for colleges to remove institutional barriers,
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increase a culture of belonging, and advance racial, social, and economic justice for BIPOC
students so that all students may reach their fullest potential (SBCTC, 2019). This system-wide
vision statement acknowledges the existence of institutionalized racism and holds individual
colleges at a standard for making institutional change towards racial justice. Numerous
community colleges in Washington State have already created diversity, equity, and inclusion
divisions on their campuses to better serve underrepresented students.
At Edmonds College, an Idea Lab was recently created to foster innovative solutions for
the college to better serve its community (Edmonds College, 2020). Combining the desire to
address racial equity and to be innovative, a college like Edmonds College would benefit from a
new approach to solving the problem of persistent racial disparities within higher education. This
provides a great opportunity for CARE in Education to be implemented in a community college
that already has awareness and urgency for addressing racial equity and encourages innovation.
Alignment With Logic Model.
Connecting with Student Equity Advocates in a safe and trusting relationship disrupts the
harmful social norm of BIPOC students remaining silent and disengaging when they experience
racial microaggressions on campus. This leads to the outcomes of increased sense of belonging
and increased strategies in coping with racial discrimination, which positively impacts student
success and persistence towards degree completion. Traditionally, racial equity skills training is
more academic with guided lectures from a trained professional. Changing the way professional
development on racial equity is formatted and delivered encourages more people to participate
with increased accessibility, engagement, and motivation. Using experiential, interactive, artistic,
and mediated formats, Student Equity Advocates will engage the campus community in learning
about the impacts of racial microaggressions and covert racism in new ways. A Creative
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Expressions collection is diverse and can include art pieces, dances, a podcast, video stories,
spoken word performances, songs, poems, short stories, blogs, TED-like talks, gamification, role
playing, and other formats. The eventual outcome will be a racially equitable and culturally
inclusive campus that openly talks about issues around race.
The importance of having Equity Liaisons is to ensure college personnel will also engage
in Creative Expressions rather than dismissing it as an activity only for student learning or for
people who have extra time. There will be enough Equity Liaisons to facilitate conversations and
workshops during faculty division meetings and student service staff departmental meetings.
Faculty have impact on curriculum and classroom practices and staff have impact on all other
college processes that students must navigate to succeed. The Equity Liaison component
provides structural support and targeted focus on self-reflection, skill-building, and action-
oriented discussions for all college personnel to interrupt racial microaggressions and covert
racism in their daily interactions with BIPOC. The eventual outcome will be elimination of
racism in higher education.
Likelihood of Success.
The system-wide vision and goal for all Washington community and technical colleges to
lead with racial equity is ambitious and many institutions need guidance in how to proceed. With
racial disparities exacerbated by the Coronavirus Disease 2019 (COVID-19) pandemic and the
recent murder of George Floyd, the country is in a state of racial crisis and civil unrest. Research
shows that racial crises that occur on campus or in society create significant emotional trauma
and college leadership responses are quite inadequate at addressing these emotions (Kezar et al.,
2020). The CARE in Education approach primarily addresses the emotional trauma that results
from acts of racism; now is the opportune time to implement this comprehensive solution for
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institutions of higher education. Institutions also have a vested interest in the success of this
innovation because the expected outcomes of increased sense of belonging for BIPOC and
interruption of covert racism lead to increased persistence, retention, and graduation rates for a
large percentage of the college population.
Providing a detailed implementation plan and prototype alleviates additional effort
needed for innovating and problem-solving, which increases the likelihood of an institution
adopting the CARE in Education approach. Resistance to full implementation may still arise as it
requires increased funding, time spent on conversations around racism, and greater campus
involvement during a time when campuses are more focused on the impacts COVID-19 has on
college operations rather than anti-racism (Edmonds College employee, personal
communication, October 5, 2020). Emphasizing the connection between COVID-19 initiatives
and achieving racial equity can help gain support for implementation. If funding is limited, the
CARE in Education approach can be implemented in stages and duties of CARE in Education
personnel can be allocated to the job duties of existing positions on campus. The workload and
effort is already designed to be spread across campus and multiple departments are involved in
implementation. This allows the opportunity to gather small amounts of funding from each
departmental budget to fulfill the funding needs for the pilot of CARE in Education. Additional
funding can be pursued after the pilot year and when the COVID-19 pandemic has ended.
Project Structure, Methodology, and Action Components
Prototype.
A plan for organizational redesign will serve as a prototype to test whether administrators
of colleges would be receptive to adopting the CARE in Education approach for their institution
(see Appendix B). This plan explains the need for innovation, describes the three components of
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the CARE in Education approach, shares the research behind the design, provides guidelines to
prepare the college for organizational changes, and outlines the steps for implementation. A
prototype of a CARE in Education website provides an interactive visual of how the innovation
would operate within the college and to test user experience (see Appendix C).
Market Analysis.
An institutional framework or program that deliberately addresses racial
microaggressions on college campuses while simultaneously supporting BIPOC students,
increasing campus conversations around race through artistic methods, and holding college
personnel accountable for interrupting acts of covert racism does not currently exist. However,
there are other programs that provide elements of the CARE in Education approach. See
Appendix D for a competitive analysis and Appendix E for a market comparison. The PUENTE
Community College Program provides counseling, mentoring, and English courses with Latino
and other multicultural literature integrated into the curriculum (Puente Project, n.d.). Providing
similar support services, the Umoja Program promotes student success through a curriculum that
is responsive to the legacy of African and African American diasporas (Umoja Community,
n.d.). Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI)
grant-funded programs can provide various services such as learning communities, tutoring,
advising, and mentoring specific to AANAPI communities (Highline College, 2020). Although
these programs help BIPOC students persist in their studies and involve enhanced curriculum for
select courses, they do not directly address racism at a campus-wide level.
Bias response teams (BRTs) are used on campuses to address any conduct, speech, or
expression that is motivated by prejudice; BRTs may not always respond effectively as they are
challenged with balancing the protection of free speech and creating an inclusive campus
21
environment, which often conflicts (Miller et al., 2018). Tunnel of Oppression events are
temporary campus exhibits with video clips, audio segments, posters, and other interactive
elements to create educational experiences on injustice; these were found to increase awareness
of oppression among college students but did not significantly change behavior (Stoyell, 2015).
The National SEED Project (Seeking Educational Equity and Diversity) develops leaders among
schools, organizations, and communities to engage their peers in conversation and self-reflection
to drive change towards social justice (National SEED Project, n.d.). This approach impacts
professional development and leads to changes in teaching and curriculum development but does
not provide direct support services for BIPOC students.
The Creative Reaction Lab has several programs, campaigns, and initiatives aimed at
building a youth-led, community-centered movement that challenges racial and health inequities
among Black and Latinx communities while using an Equity-Centered Community Design
(ECCD) approach (Creative Reaction Lab, n.d.). The Creative Reaction Lab and ECCD approach
have similar components as CARE in Education and could be a potential partner for developing
training curriculum and skill-building workshops.
Implementation Methods, Challenges, Alternative Pathways, and Leadership.
Implementation of CARE in Education uses the four stages of the EPIS model as a
framework: Exploration, Preparation, Implementation, and Sustainment (Aarons et al., 2011).
Specific strategies listed under the following Expert Recommendations for Implementing
Change (ERIC) strategy clusters will be used for implementation: evaluate and iterate, develop
stakeholder interrelationships, train and educate, engage consumers, utilize financial strategies,
and change infrastructure (Kirchner et al., 2017). A needs assessment through data analysis,
consensus discussions, and feedback-gathering from BIPOC on a college campus were
22
completed in the exploration stage. The preparation stage involved developing a blueprint for
implementation, gathering training materials, and identifying measurement tools for evaluation.
After forming a partnership with a college in the greater Seattle area, assessing the institution for
readiness to implement, and obtaining funding, then efforts can proceed to the implementation
stage of piloting CARE in Education. Implementation will begin with gaining support from
college administration and the Equity and Inclusion department on campus, gathering necessary
resources, filling the Director role, and preparing the campus community for an organizational
redesign. The Director will recruit, hire, and train Student Equity Advocates and Equity Liaisons
to implement the three components of the CARE in Education approach.
Limited funding towards salary and compensation for the CARE in Education positions
will be a challenge. The COVID-19 pandemic has impacted institutions of higher education with
shifts to remote learning and low enrollment rates. Unexpected budget expenses related to
COVID-19 and reduced revenue have led many colleges and universities to make financial cuts
by furloughing employees, reducing salaries of senior administrators, and offering early
retirement or voluntary separation (Lederman, 2020). Consequently, there is a high chance the
college will not provide funding for hiring positions. The duties of the CARE in Education
Director position instead may be assigned to current campus personnel to bypass the cost of a
new full-time position. Student Equity Advocates could be established as Work-Study positions
and paid through federal financial aid instead, but this would require only hiring students
approved for federal Work-Study funding and the award amount varies per student (Federal
Student Aid, n.d.). Another alternative is to obtain funding from local grants. If Equity Liaisons
are not able to receive professional development stipends, then another option is to have
23
institutional support for signed agreements with their supervisors to allow allocated time within
their current work hours towards Equity Liaison duties.
The recent Executive Order No. 13,950 (2020) on combating race and sex stereotyping
and scapegoating prohibits federal grant funding to be used for any training that promotes any of
the nine defined divisive concepts around race or sex. The CARE in Education approach is based
on the idea of covert, systemic racism and topics discussed may cause White people to feel
discomfort or guilt, which are two of the divisive concepts prohibited by the executive order.
College personnel involved with federally grant funded programs have already expressed
concern for being in violation of this order if they participate in any activities and training related
to anti-racism (Edmonds College employees, personal communication, October 14, 2020).
Additionally, if Student Equity Advocates are federally funded as Work-Study positions, then
their training content will be limited because many fundamental concepts taught in racial equity
training can be considered prohibited divisive concepts.
To mitigate these challenges, CARE in Education activities will align with section 10 of
Executive Order No. 13,950, which clarifies that the intention of the order does not prevent the
promotion of racial, cultural, or ethnic diversity inclusiveness nor does it prohibit objective
discussion of the divisive concepts as part of a larger course of academic instruction. Any
assigned training material for Student Equity Advocates will focus on promoting inclusiveness
and avoid language that implies the divisive concepts defined by the executive order. Equity
Liaisons will not be limited in their training because they are not restricted by federal funding.
To encourage greater participation of college personnel, emphasis will be placed on facilitated
conversations and skill-building workshops not being the same as anti-racism training and
instead are considered academic discussions for learning and professional development.
24
Racial discourse is shaped by racial conflict and ideologies of racism that are often
changing, contested, and debated in the larger society (Doane, 2006). Disagreement in the
ideology of covert racism may lead to resistance from the campus community and lack of
participation in CARE in Education. To ensure sustainment of the innovation and transformation
of the system, the college administration may need to mandate college personnel to engage in the
conversations and workshops led by Equity Liaisons. Faculty may also be encouraged to
facilitate discussions around Creative Expressions with their students during classes. Achieving
cultural change within the institution requires strategies of executive leadership such as strong
interpersonal and communication skills, maintenance of stakeholder relationships, critical
thinking skills, cross-cultural understanding, advocacy for social justice, and facilitation towards
innovative change (Wimpfheimer et al., 2018). Building relationships and gaining buy-in from
informal and formal campus leaders will encourage campus-wide adoption of the innovation.
Financial Plans.
CARE in Education will be piloted and funded within one community college in the first
year. Estimated total expenses for start-up and the first pilot year will be $163,000. The college
will need start-up funding for a Director position, office furniture and equipment, office supplies,
marketing materials, art and media supplies, and other miscellaneous expenses. The total amount
for start-up costs will be $107,000; personnel expenses will be $70,000 for the Director salary
plus 30% benefits to equal $91,000 and other expenses will be $16,000. After start-up costs, an
additional $56,000 will be needed to fund personnel expenses for four Student Equity Advocates
and eight Equity Liaisons. Other operating expenses in the first pilot year can continue to be
covered by the initial start-up funding.
25
The CARE in Education approach aligns with the institution’s commitment to
eliminating systemic racism and achieving racial equity; the expected revenue source for this
innovation is therefore the institution’s operational budget. If needed, the salary of the Director
position can be adjusted and operating expenses can be reduced by using other resources, such as
free furniture from the college surplus collection and office supplies that are already purchased
through other departmental budgets. Student Equity Advocates may be funded from different
budgets and at different pay rates depending on their designated job classification. Each full-time
staff on campus is offered professional development funding each year and full-time faculty are
contracted to receive professional development funding as well. These funds can be used to pay
for Equity Liaison stipends. A detailed financial plan for start-up and the first year of operations
is attached in Appendix F.
Methods for Assessment.
The services provided by Student Equity Advocates are intended to support BIPOC
students by increasing their sense of belonging and enhancing their strategies for coping with
racial discrimination. In a quasi-experimental, non-equivalent comparison group design with
nonprobability sampling, an adapted version of the Psychological Sense of School Membership
(PSSM) scale for higher education will be used to measure sense of belonging (see Appendix G)
and the Coping With Discrimination Scale (CDS) will be used to measure strategies used for
coping with discrimination (see Appendix H). A demographics questionnaire will supplement the
PSSM and CDS to allow for disaggregation of data and comparison of two groups of students
with similar variables. The questionnaire and measurement tools will be administered across
campus to students online in a pre-test and then a post-test after the first academic year of full
26
implementation. The comparison groups will be 20 BIPOC students who seek support from the
Student Equity Advocates and 20 BIPOC students who did not participate in support services.
To evaluate the impact CARE in Education has in decreasing the occurrence of racial
microaggressions on campus, the College Student Microaggression Measure (see Appendix I)
will be used in a pre-experimental design with a pre-test and post-test after one year and after
two years to determine the change in frequency of microaggressions experienced. The
measurement will be administered to students online and a supplemental demographics
questionnaire will be used to track students for the post-test. The Acceptability of Racial
Microaggressions Scale (ARMS) will be used in a quasi-experimental, non-equivalent
comparison group design with nonprobability sampling to determine how acceptable different
microaggressive statements are to college personnel (see Appendix J for the scale). The
supplemental questionnaire to the ARMS will be used for comparing groups of participants and
have an added question using a 5-point Likert scale of “how likely are you to interrupt a racial
microaggression?” The ARMS will be administered online to college personnel in a pre-test,
post-test after six months of facilitated conversations with Equity Liaisons, and another post-test
after the first full year of implementation. For further details on the reliability and validity of
each measurement tool, see Appendix K.
Stakeholder Involvement.
BIPOC students will be partners in the preparation stage, consultants to implementation
efforts, and providers of feedback on adjustments to all three components of the CARE in
Education approach after implementation. As the main beneficiaries of the innovation, their
continual input on how to improve processes is crucial. With racism and inequity ingrained
within institutional processes, the work of the CARE in Education Director, Student Equity
27
Advocates, and Equity Liaisons may unintentionally perpetuate the problem of covert racism if
the perspectives of BIPOC students are not centered and prioritized. Other students of the
campus community can provide important feedback on whether Creative Expressions are
effective in shifting mindsets and influencing increased discussion on covert racism and
interruption of racial microaggressions. These stakeholders will help by participating in surveys
and focus groups to find a better way of engaging other students if the initial implementation
strategy does not succeed in reaching the intended outcomes.
College personnel are the strongest stakeholders for changing institutional culture and
racist behaviors on campus. Their responses to the innovation will influence how Equity Liaisons
proceed with facilitated conversations and skill-building workshops. College personnel that
support CARE in Education will assist in persuading others to participate in the innovation.
Those that are resistant to the innovation will be asked to provide feedback on how
implementation strategies or innovation design can be changed to gain their buy-in. Based on
previous research, the college president and senior administration may need to be role models to
increase participation of college personnel (Palmer & Louis, 2017).
Communication Plan.
The campus will be informed of this new innovation through emails, a website,
leadership meetings, word-of-mouth, and the college president’s town hall meetings. A timeline
of the implementation process through a GANTT chart will accompany descriptions of the
innovation to highlight the different stages of implementation (see Appendix L). To increase
participation and engagement, a #CAREinEducation marketing campaign will be launched on
campus after Student Equity Advocates and Equity Liaisons are ready to implement activities. It
has been found that the Elaboration Likelihood Model, which explains the two ways people
28
process persuasive information, works differently when it comes to the issue of race; the
message cannot be too extreme, it needs to use a high-quality argument, and pre-existing
opinions on the topic influences processing regardless of whether the topic is relevant to the
receiver (Holt, 2017; Schultz & Maddox, 2013). #CAREinEducation will convey high-quality
information on covert racism and racial equity in approachable ways to help shape the opinions
of people who are still developing their thoughts on racial microaggressions and covert racism.
Current efforts towards achieving racial equity involve collecting data and highlighting
the racial disparities seen within college institutions. Statistics from prior research and actual
numbers from the college campus can be more compelling if presented in a way that is easier to
analyze, relate to, and understand. McCandless (2010) suggests that transforming data sets into
visuals that tell a story is more effective in eliciting patterns and connections to help engage
people in understanding important information. Aligning with this suggestion, infographics and
diagrams showing the prevalence of racial microaggressions in higher education, the disparities
in student success, and the impacts racism has on BIPOC will be used in the #CAREinEducation
campaign to increase understanding of these issues (see Appendix M for infographic). Effective
messaging for increasing awareness of an issue and persuading others towards changing beliefs,
attitudes, or values has evolved from short 30 to 60 second-long advertisements to viral short-
form videos (Cody, n.d.b; n.d.c). Following this trend, easy-to-share short-form videos with
strategically designed messaging around the value of equality that emotionally engages the
audience will be used for the campaign. Successful campaigns are found to involve the
consumer, be enjoyable, have unique elements, convey credible new information that is relevant,
and be branded (Cody, n.d.a). Using thought-provoking videos, informational data visuals, and
storytelling branded with #CAREinEducation to engage members within the campus community
29
will be unique because these strategies are typically reserved for recruiting new students and
seeking donations rather than for an organizational redesign.
Addresses Problems of Practice.
CARE in Education effectively addresses the social norms that perpetuate the problem of
covert racism within PWIs with its three-pronged approach and implementation plan. Access to
peer support provides BIPOC students with an outlet to safely talk about racism with someone
who understands first-hand. Creative Expressions further empower BIPOC students and lift
unheard voices by providing an opportunity to share the realities of covert racism to the campus
through safe, anonymous, and authentic ways. Revealing the existence and impacts of racial
microaggressions to the rest of the campus community disrupts the social norm of not openly
discussing acts of covert racism. Having BIPOC students creatively tell their own stories
humanizes the issue of racism and expands the capacity for the campus community to engage in
self-reflection, learning, critical thinking, and discussion. It is harder to follow the social norm of
denying acts of racism when BIPOC are sharing their personal experiences of racism on campus.
Disrupting another social norm, campus personnel will be held accountable by fellow
colleagues through discussion-based professional development during scheduled departmental
and division meetings instead of the traditional model of attending separate lecture-based equity
trainings. Skill-building workshops will encourage college personnel to actively interrupt racial
microaggressions and acts of covert racism in their daily practices, which disrupts another social
norm. To address the norm of deficiency-based racial microaggressions in the classroom, skill-
building will include using microinterventions: everyday words or deeds that communicate to
receivers of racial microaggressions validation of their experience, value as a person, affirmation
30
of their racial identity, support and encouragement, and reassurance that they are not alone (Sue
et al., 2019).
Additional Considerations for Capstone Components.
The CARE in Education innovation is supported by a well-researched conceptual
framework and uses identified strategies that are effective for successful implementation.
Obstacles and challenges to implementation have been considered with alternative solutions.
Seattle area colleges and universities were among the first to shift to remote learning as a result
of COVID-19 (Burke, 2020). The shift to remote operations will have some impact on the
innovation design but will not hinder implementation. The activities of CARE in Education can
be conducted in a virtual format instead of in-person meetings and the use of physical spaces.
Peer support meetings with Student Equity Advocates and facilitated discussions led by Equity
Liaisons can proceed through video conferencing. Video conference rooms hosted by Student
Equity Advocates with drop-in hours can be provided for BIPOC students to gather and connect
in groups. If needed, technology is available through the college and provided to students upon
request. Creative Expressions can be showcased online; artwork can be photographed and
uploaded in a digital format, written works can be electronic, and any physical performances of
expression can be recorded and uploaded as videos.
CARE in Education centers the voices of BIPOC including students, staff, faculty, and
the surrounding community. Creative Expressions are intended to be created by BIPOC students
because they are the main beneficiaries of the innovation. However, all BIPOC are affected by
covert racism, including college personnel. As the innovation is implemented, adjustments may
be made to also include the creative work and voices of BIPOC college personnel. Factors to
consider include any backlash or activist burnout from doing anti-racist work with colleagues or
31
peers and in conjunction with regular job duties or school. Equity Liaisons will need to be
supported and prepared for backlash as it is a common response and can cause rifts in personal
and work relationships, ostracize people, and jeopardize jobs (Malott et al., 2019). In a PWI,
there is likelihood that the Equity Liaisons may not be BIPOC; it is important to recognize that
activist burnout for BIPOC can occur when stressors become too overwhelming and covert
racism is felt from White activists working alongside them (Gorski & Erakat, 2019).
Ethical Concerns.
As outlined by Araque and Weiss (2019), the five ethical principles for human services
are social justice, benevolence, dignity and respect, cultural proficiency, and competence and
integrity; other elements for consideration are provider competence, privacy, technology
breaching, videoconferencing and telephone interactions, informed consent, supervisory roles,
conflicts of interest, boundaries and dual relationships, social media communications, and
necessary documentation. Although the Director, Student Equity Advocates, and Equity Liaisons
are not human services professionals, they still need to follow ethical guidelines and principles.
CARE in Education serves people, puts people in emotionally vulnerable situations, uses
technology to connect with others, and collects data for evaluation. The innovation design also
needs to incorporate ethical standards to prevent unintended harm and consequences.
Main ethical considerations for Student Equity Advocates are competency in peer
support, upholding appropriate boundaries, and maintaining privacy of issues discussed; they are
not licensed mental health counselors and will need to refer students to professional resources
when needs extend beyond their scope of capability. Creative Expressions content will be kept
anonymous unless the student wants to reveal their identity. This is to protect them from any
potential backlash from opposers or impacts to their academic success. Equity Liaisons will be
32
leading discussions with colleagues that may elicit strong emotions and cause contention.
Ground rules for discussion will need to be established to recognize potential power dynamics in
the room and to protect employees from any negative impacts to collegial relationships or
employment status. Any video conferencing, social media, and other technology used will have
parameters set to protect privacy and prevent exploitation of people’s stories. Upholding the
ethical principles for human services will be foundational for all CARE in Education activities.
Conclusions, Actions, and Implications
Project Plans and Future Actions.
The CARE in Education approach is designed to support BIPOC students directly,
indirectly, and institutionally by involving the whole campus in racial equity efforts at different
levels of engagement. This new approach is a shift from how racial equity efforts have
historically been implemented. Elements may seem familiar to campus members, but the
approach only succeeds when all components work in cohesion of each other and
simultaneously. Racial microaggressions permeate throughout institutions as spatial practices
that hold power over BIPOC in spaces of the social, physical, public, and academic (Harwood et
al., 2018). Empowerment of BIPOC and utilization of counterstorytelling to transform these
spaces into ones that actively interrupt racial microaggressions and use microinterventions is the
anticipated outcome so that racism can be eliminated in higher education.
To ensure this innovation is sustained and meets the intended goals, it is important to
evaluate the effectiveness of the approach. Continuous collection of feedback will be beneficial
to reiterate and refine the CARE in Education approach during the pilot year. The design
thinking process suggests having users experience the prototype, talking through the experience
with them, actively observing how they use it, and following up with questions (Doorley et al.,
33
2018). Verbal debrief sessions with participants and short follow up surveys asking for feedback
for each CARE in Education activity will be gathered and used to inform the iterative process;
the qualitative data collected will also be used as part of the evaluation process. Results of the
pilot year will help determine whether CARE in Education can be a permanently-funded
institutional approach and expanded to additional institutions.
Context and Conflicts of Practice.
Racial microaggressions can be ambiguous and interpreted differently by the perpetrator,
which may impact the success of this innovation. Members of the dominant racial group may
minimize the collective harm that microaggressions have on BIPOC, dismiss the report of a
microaggression as an overreaction, and consider the institution’s response to racial
microaggressions as creating a culture of victimhood (Applebaum, 2019). Consequently, the
CARE in Education approach could inadvertently create a more hostile environment where
BIPOC students are openly being shunned for expressing themselves rather than being
empowered. To prevent this potential conflict, safeguards will need to be put in place; the
Creative Expressions and Equity Liaisons components could first be tested with smaller groups
of the campus community and with creative content from other BIPOC people, not students on
campus, to manage any harmful push back before scaling up to the rest of campus.
Although CARE in Education would be supported by the institution, the intended
implementation of the innovation may be met with restrictions. BIPOC student activism has
sparked changes in higher education by pointing out institutional inequalities, but efforts can
come with an emotional and social cost; challenging existing power hierarchies can be seen as a
threat and lead to reprimand (Jones & Reddick, 2017). The innovation is meant to give power to
BIPOC students and aid them in mobilizing the campus community towards action. Creative
34
Expressions content has the potential to make people feel uncomfortable and defensive if it is
blatant in pointing out the racism that exists on campus. The institution may prefer to avoid
disruption to the campus climate, uphold codes of conduct, and restrict what kind of content can
be shared by BIPOC. This would conflict with the intention of CARE in Education, which is to
provide a platform for BIPOC students to safely raise their voice and share their truth. To
prevent further oppressive actions on BIPOC, the codes of conduct should be reviewed and
adjusted so that BIPOC students will be protected and free to express themselves. The institution
also needs to prepare for disruption of the status quo and stand in solidarity with BIPOC so that
CARE in Education can be implemented as designed.
Implications.
The CARE in Education approach is intended to transform the culture of PWIs and create
campus environments that are truly racially equitable and inclusive. To accomplish this, the
CARE in Education approach should be implemented in all institutions of higher education. The
pilot will be implemented at one out of 34 community colleges in Washington state. The
anticipated pilot college is part of a Five Star Consortium, which includes five neighboring
community and technical colleges north of Seattle that have agreed to join together in
maximizing efficiencies and promoting institutional collaboration and coordination (Cascadia
College et al., 2010). The city of Seattle has one large public university, four smaller private
universities, as well as its own district of three community colleges. The plan would be to expand
CARE in Education to these other PWIs in the next five years. Expanding to multiple institutions
and sustaining the approach at the pilot college requires more funding from either large grants or
state-allocated funding.
35
Evidence showing effectiveness of the CARE in Education approach towards achieving
the measurable outcomes of increasing the sense of belonging for BIPOC on campus, creating an
inclusive campus environment, and enhancing the skills of college personnel towards racial
equity will be necessary to support funding requests. If evaluation results suggest that the
innovation is not succeeding in reaching its intended outcomes, then adjustments should continue
to be made within the pilot college before expanding to neighboring colleges and universities.
Adjustments to personnel costs will also need to be considered. The proposed number of Student
Equity Advocates and Equity Liaisons was based on piloting in a medium-sized community
college. The number of positions will be adjusted for the size of future institutions; and, after the
pilot, compensation will be adjusted accordingly to match the actual time commitment and
amount of work needed of Student Equity Advocates and Equity Liaisons to complete adequate
training and implement CARE in Education activities.
Limitations and Risks.
The design of this innovation is primarily aligned with the mission and goals of the pilot
college and the state-wide vision of leading with racial equity for community and technical
colleges. The assumption is that neighboring community colleges are following similar goals and
that the university setting is also conducive to the CARE in Education approach. This innovation
also assumes that BIPOC students and college personnel will want to participate in peer support
and colleague-led discussions, rather than support from trained professionals in the field. The
anticipated outcomes are based on theory and may change as the CARE in Education approach is
put into practice. People of varying backgrounds and opinions on racism can influence the
success of implementation efforts. As explained by Museus et al. (2015), the majority of White
people still believe in the color-blind ideology and will blame BIPOC for causing their own
36
problems and downplay systemic racism in society. Increased resistance to the CARE in
Education approach from the campus community can delay implementation efforts and require
more from CARE in Education positions to carry out activities.
Equity-mindedness requires a knowledge base and a lot of practice that many
practitioners in higher education have not had yet, and those who have had some training still do
and say things that are characteristic of someone new to practicing with equity (McNair et al.
2020). There is the risk that Student Equity Advocates and Equity Liaisons are put in situations
where they are expected to be experts in racial equity but in reality are also still learning. These
positions will be expected to be adequately trained, ethically meet the needs of BIPOC, and have
the ability to facilitate tough conversations while still maintaining professional boundaries. This
could be an idealistic request and ongoing training may be required to mitigate this risk.
Prototype Readiness.
The CARE in Education organizational redesign and implementation plan is ready to
present to the Vice President of Equity and Inclusion at the anticipated pilot college. The plan
includes all the necessary elements for a college to consider adopting the innovation.
Recognizing that college operating budgets have been impacted by the COVID-19 pandemic, the
current financial estimate may be unrealistic and will require further negotiation and problem-
solving to proceed. A mock website has also been created to help visualize the three components
of the innovation and can be used as a template for the actual website to be developed using the
college’s website management system during implementation.
The discussion with the Vice President is meant to test the feasibility of the current
proposal and to apply the proposed implementation steps to actual actions on campus based on
the current campus climate. It is anticipated that the financial estimate will need to be reduced.
37
The CARE in Education implementation plan will also have to be paired with the measurable
outcomes of the college’s comprehensive plan, which interweaves racial equity goals throughout
each campus goal. After supplementing the implementation plan and website prototypes with a
detailed outline that applies the CARE in Education approach to the specific college, then all
items can be presented to the college president for final approval. Upon approval and funding,
the college can move forward with the immediate next steps for implementation, which are to
gather resources, fill the director role, prepare the campus community for implementation, and
develop training curriculum for Student Equity Advocates and Equity Liaisons.
Plan for Next Steps.
The next year will be spent on piloting CARE in Education at the chosen community
college. Initial implementation efforts will include the launch of the #CAREinEducation
campaign and strengthening partnerships with key stakeholders. After Student Equity Advocates
and Equity Liaisons have been hired and trained, and are ready to proceed, then the first full year
of implementation can begin. Based on results of the evaluation process, adjustments will be
made to the design and implemented in the second year. By the third year, the modified approach
will be shared with the Five Star Consortium to implement within their colleges.
The CARE in Education approach will operate within the public sector of higher
education but be established as a product of a private nonprofit 501c3 organization under the
auspices of a Board of Directors in the next five years. This allows CARE in Education to
maintain fidelity and expand more easily to different educational systems such as universities
and K-12 schools. Aligning with the plans for the Grand Challenge to Eliminate Racism, the
nonprofit organization will continue to develop more innovative products and services to
eradicate racism at the individual, community, organizational, and societal levels.
38
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Appendix A 50
Creative Advocacy for Racial Equity (CARE) in Education Logic Model
• Provide peer
support to
Black,
Indigenous, and
People of Color
(BIPOC)
students who
experience
racism on
campus
• Produce creative
content for
Creative
Expressions as
forms of
professional
development for
the campus
community
• Regularly
engage college
personnel in
discourse and
skill-building on
how to interrupt
covert racism
• College
administration
approval
• Institutional
support
• Funding
• Director
• Student Equity
Advocates
• Equity
Liaisons
• Campus spaces
for students to
convene
• Art studio and
performance
spaces
• Art and media
tools and
equipment
• Office space
and supplies
for personnel
• Four college
students are hired
and trained as
Student Equity
Advocates
• Creative
Expressions are
created and
showcased to
campus once a
quarter
• Advocate-led
campus
discussions
around Creative
Expressions are
held once a month
• Eight college
personnel are
recruited and
trained as Equity
Liaisons
• Hour-long
facilitated
conversations and
skill-building
workshops with
college personnel
are held twice a
month for each
division/dept.
• Student Equity
Advocates provide peer
support to 20 BIPOC
students
• 10 items of BIPOC
student-created content
contributed to the
Creative Expressions
collection
• Established Creative
Expressions campus
discussion series
• Increased classroom and
campus discussions on
covert racism and racial
microaggressions
• Regularly scheduled
conversations on covert
racism with college
personnel in each
division/dept. on campus
each month
• Regularly scheduled
skill-building workshops
on interrupting racial
microaggressions with
college personnel in
each division/dept. on
campus each month
• BIPOC students
meeting with Student
Equity Advocates have
an increased Likert
scale rating for sense of
belonging
• BIPOC students
meeting with Student
Equity Advocates have
an increased number of
strategies for coping
with discrimination
• 25% increase in
interruption of racial
microaggressions by
college personnel after
one year
• 25% decrease in
occurrence of racial
microaggressions on
campus after two years
• 66% of college
personnel change daily
practices, processes, or
policies towards
eliminating covert
racism after three years
• Increased persistence
rates towards degree
completion for
historically underserved
BIPOC students
• Decreased racial
disparities among all
areas related to student
success
• Antiracist and
culturally inclusive
curriculum and
classroom practices
campus-wide
• A racially equitable and
inclusive campus
environment
• Anti-racist and
culturally inclusive
policies, procedures,
and practices
throughout the
institution
• Elimination of racism
in higher education
Inputs/
Resources
Activities Outputs
Immediate
Outcomes (in
the first six
months)
Intermediate
Outcomes
(after one-
three years)
Long Term
Outcomes
(beyond three
years)
Appendix B 51
Organizational Redesign Prototype

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
Creative Advocacy for Racial Equity (CARE) in Education
An institutional approach to eliminate covert racism in higher education

What is CARE in Education? | Research and Innovation | Implementation | Finances
Introduction
What is the purpose of CARE in Education?
To support Black, Indigenous, and People of Color (BIPOC) student success, increase awareness
on the impacts of covert racism, and change problematic behaviors that perpetuate racism in
higher education.

Why is this important for colleges?
Despite numerous initiatives and efforts towards closing gaps in enrollment and graduation rates,
completion rates among historically underserved BIPOC students continue to lag with the lowest
rates among Black students. Nationally, public two-year institutions have six-year outcomes of
up to a 21% gap in degree completions (Espinosa et al., 2019). We know that higher education
provides opportunity for upward mobility and prepares the future workforce. Community
colleges in particular serve many low-income, immigrant, first-generation, and BIPOC students
(Bailey et al., 2015).

For decades, scholars have pointed to racism as the underlying cause for persistent racial
disparities in education, yet not much has changed. Research has shown that BIPOC students are
often subjected to institutional, implicit, and blatant acts of racism in predominantly White
institutions, which interfere with their sense of belonging, contribute to feelings of loneliness and
disengagement, and serve as a barrier to retention and graduation (Banks & Dohy, 2019). It is
imperative for community colleges to interrupt covert racism and pursue racial equity in order to
best serve their community and align with the college’s mission and goals.

What is meant by covert racism?
Racial microaggressions are brief and commonplace verbal, behavioral, or environmental
indignities that communicate hostile and negative insults towards BIPOC on a daily basis (Sue et
al., 2007). This subtle and covert form of racism happens frequently in the classroom and is often
unintentional or unknown to the perpetrator, which causes microaggressions to be interpreted
differently, overlooked, or dismissed. In addition to verbal and physical behaviors,
environmental indignities can include racial identity invalidation through the absence of BIPOC
representation on campus and course curriculum. Racially non-inclusive and non-equitable
policies, processes, and practices that negatively impact BIPOC are also forms of covert racism.
52

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
What is the CARE in Education approach?
CARE in Education is an innovative three-pronged approach that changes the way the institution
supports BIPOC students and the way it conducts professional development in racial equity.
➔ Peer Advocacy: Students are hired and trained as Student Equity Advocates to perform
outreach and provide support for BIPOC students experiencing racism on campus. This
component aims to increase the sense of belonging for BIPOC, provide a safe space to
discuss racism, and increase coping strategies to alleviate the additional emotional burden
BIPOC feel when facing racial discrimination, exclusion, and inequity.
➔ Creative Expressions: This component empowers BIPOC voices by revealing the
impacts of racial microaggressions and covert racism experienced on campus. Creative
Expressions is an ongoing collection of art, music, media, literature, and other forms of
expression created by BIPOC students that is showcased on campus for self-reflection,
learning, and discussion by the campus community.
➔ Accountability: Using Creative Expressions to supplement professional development
strategies, Equity Liaisons will regularly facilitate conversations around racial equity and
lead skill-building workshops for college personnel to interrupt racial microaggressions
and acts of covert racism on campus. Equity Liaisons are recruited and trained from staff
and faculty on campus to mitigate power dynamics between students and college
personnel, and to hold fellow colleagues accountable for changing problematic behavior
that perpetuates racism on campus.

Research and Innovation
Racial microaggressions are harmful and often not discussed or interrupted
Racial microaggressions have detrimental consequences for BIPOC by affecting mental health,
creating a hostile and invalidating climate, perpetuating the stereotype threat, creating physical
health problems, and decreasing work productivity and problem-solving abilities (Sue et al.,
2009). Microaggressions between power hierarchies, such as those between faculty and students,
can be the most damaging; BIPOC students were found to be particularly hurt by racist
interactions with faculty and staff due to having higher standards for their behavior (Moragne-
Patterson & Barnett, 2017).

Suarez-Orozco et al. (2015) found that microaggressions occurred in nearly 30% of 60 observed
classrooms across three community colleges; 59% of the microaggressions questioned the
intelligence and competence of BIPOC students and 88% were committed by faculty. In a study
at a predominantly White university, 39% of the BIPOC students surveyed felt uncomfortable on
campus because of their race; 51% reported being racially stereotyped and at least 25% of the
students felt their contributions were minimized, their way of talking was treated inferior, and/or
53

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
they were not taken seriously in class because of their race (Harwood et al., 2015). Deficiency-
based racial microaggressions can lead BIPOC to feel as though they do not belong in higher
education or are not welcomed on campus.

Casanova et al. (2018) found that the immediate consequences of microaggressions for students
were visible uneasiness, silence, annoyance, irritation, or disengagement. Unawareness of the
impact covert racism has on BIPOC can lead to blaming individuals for their disengaged
behavior rather than recognizing the prevalence of racist behavior perpetrated by others. To
prevent unnecessary harm, college personnel should be provided with the skills and expected to
interrupt racial microaggressions and acts of covert racism on campus.

Peer support improves student success
Based on a study by Dennis et al. (2005), ethnic minority first-generation college students
considered their peers to be better at providing the support they needed to do well in college;
furthermore, those who were experiencing problems in academics felt a greater need for
someone to provide help, guidance, or emotional support. Another study with Black males
attending predominantly White institutions also found that students highly valued peer support,
especially of the same race, and considered it a positive influence on their student success and
quality of experience in college (Harper, 2007). If students are given the opportunity to discuss
their experiences of racism and receive support from others they trust, then they can have an
increased sense of belonging and decreased emotional strain caused by experiencing racism.

Empowerment and lifting other voices leads to positive change
Critical consciousness, the ability to recognize and resist the oppressive social forces shaping
one’s life, can lead to positive outcomes for college students, such as academic achievement,
resilience, political engagement, and career success (Seider et al., 2015). Peer support and an
outlet for creative expression would give BIPOC students the opportunity to better understand
the impacts of racism on their college experience and success.

Counter-storytelling, a valued approach through Critical Race Theory, is used to share the stories
of those that are often unheard or marginalized to help shatter complacency and challenge the
dominant discourse on race (Chang, 2013). Hearing and seeing the stories of racial
microaggressions experienced by BIPOC on campus will create the opportunity for people to
analyze and change their own racist behaviors.

Accountability is necessary to have lasting change
As expressed by Kirabo (2016), change cannot happen without people showing up to take action
for racial justice; White people have a tendency to avoid accountability by believing that being a
racist is equivalent to being a bad person. The consequence of this mentality is that when White
54

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
people do not believe themselves to be bad, then they believe that they also cannot be racist,
which overlooks the existence of institutional and covert racism. Following this philosophy and
approach, CARE in Education primarily holds college personnel accountable to take action
towards racial equity on predominantly White college campuses.

What makes CARE in Education innovative?
Much research around retention of students, opportunity gaps, and strategies for supporting
BIPOC in colleges have been gathered for decades. Suggestions include enhancing equity-
minded practice, building racial equity skills through practical tools, holding candid
conversations around race, creating student support services specifically for underrepresented
BIPOC students, and having faculty that match the race and ethnicity of BIPOC students on
campus (Fairlie et al., 2014; Kelly & Lugo, 2017; Malcom-Piqueux & Bensimon, 2017; Pierce,
2018). Although the suggested solutions are useful and should be used to address racism in
higher education, these strategies have not created lasting change yet.

Institutions face resistance to addressing racism and it is difficult to change behaviors that have
become social norms within the college. Effective innovation involves disrupting the social
norms that keep a problem in place, such as the following:
● Covert racism is not discussed or interrupted
● Racial microaggressions are often deficiency-based and committed in the classroom
● People deny acts of racism
● College personnel do not hold each other accountable for interrupting covert racism
Unlike other equity initiatives, CARE in Education combines multiple research-based strategies
and is embedded throughout multiple levels of the institution with the intention of disrupting
these social norms. This approach is not a separate training program; it is a way to lead with
racial equity as an institution.

Guidelines and Steps for Implementation
1) Gather resources and funding
a) College administration approval and institutional support
b) Space for BIPOC students to convene (for peer support and advocacy)
c) Art, media, supplies, equipment, and showcase space (for Creative Expressions)
d) Marketing material and tools (for recruitment, outreach, and campaign)
e) Office space, equipment, and supplies for Director role
f) Additional funding for salary and compensation for CARE in Education positions
55

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
2) Prepare the campus community for CARE in Education
a) Partner with the campus Equity and Inclusion department and other racial equity-related
campus groups for support and assistance with implementation
b) Hire and/or fill the Director role
○ Oversees and manages CARE in Education implementation and evaluation
○ Builds trusting relationships across campus to gain buy-in
○ Hires, trains, and supervises Student Equity Advocates
○ Recruits, trains, and advises Equity Liaisons
○ Must have knowledge and skills in racial equity, inclusion, and dismantling racism
c) Set up, furnish, and/or designate a space for Student Equity Advocates to meet with
BIPOC students. Partner with the campus student diversity center
d) Partner with art, music, theatre, and dance departments to assist in providing work space
and materials, inspiring creativity, and designing Creative Expressions with students
e) Collaborate with instructional and student service leadership, such as Vice Presidents,
Deans, and Directors, to hold space and allocate time during the work day for facilitated
conversations around racial equity for all college personnel
○ Participate in annual schedule development and calendar planning to align CARE in
Education efforts with scheduled division meetings and campus-wide professional
development events
f) Partner with informal leaders on campus to help influence adoption of the innovation
g) Create a website for CARE in Education
3) Partnerships and roles for implementation
a) Vice President of Equity and Inclusion: liaison to the President’s Leadership Team and
represents institutional support for the innovation
○ Assists with resources and gaining campus-wide buy-in for CARE in Education
b) Diversity, Equity, and Inclusion Council: representation from various divisions and
departments across campus and advises on institutional changes
○ Members may serve as Equity Liaisons or recommend other colleagues
○ Support and help spread the word on CARE in Education
c) Real Talk committee: hosts courageous campus conversations around race
○ Members may serve as Equity Liaisons or recommend other colleagues
○ Collaborate with hosting discussions around Creative Expressions
○ Support and help spread the word on CARE in Education
d) Faculty Senate Equity subcommittee: focuses on equitable practices in teaching
○ Members may serve as Equity Liaisons or recommend other colleagues
56

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
○ Encourage faculty to participate in CARE in Education to enhance teaching practices
and to increase use of Creative Expressions as a classroom activity
○ Help spread the word to BIPOC students about Student Equity Advocates and
contributing to Creative Expressions
e) Center for Student Cultural Diversity & Inclusion: a component of Student Life
○ Share space, rooms, technology, and resources for Student Equity Advocates
○ Help spread the word to BIPOC students about peer support and Creative Expressions
f) Black Box Theatre: performance and theater space on campus
○ Reserve the space for campus discussions and performance events
○ Collaborate with Director to coach BIPOC students with creating Creative
Expressions if desired, such as acting out a scene on racial microaggressions
g) Art, Visual Communications, and Music faculty: have access to tools and equipment
○ Share art, media, and music tools, materials, equipment, and space
○ Collaborate with faculty to provide guidance, support, and inspiration for BIPOC
students creating content for Creative Expressions
h) Vice President for Instruction: oversees all instructional divisions, deans, and faculty
○ Support the Equity Liaisons component of CARE in Education
i) Vice President for Student Services: oversees all student support services
○ Support the Equity Liaisons component of CARE in Education
○ Help spread the word to BIPOC students about Student Equity Advocates and
Creative Expressions
j) Marketing and Information Technology departments
○ Assist in developing marketing materials, a website, and providing necessary
technology for CARE in Education activities
4) Recruit and hire additional CARE in Education positions
a) Student Equity Advocates (minimum of four students representing diverse backgrounds):
○ Provide peer support and outreach to BIPOC students
○ Lead the creation and showcase of Creative Expressions
○ Partner with Equity Liaisons to enhance facilitated conversations and workshops
○ Preferred to have some understanding of racial equity and lived experience in
combating racism
b) Equity Liaisons (minimum of eight staff and faculty from across campus):
○ Facilitate conversations around achieving racial equity
○ Lead skill-building workshops on interrupting racial microaggressions and acts of
covert racism
○ Collaborate with Student Equity Advocates and provide support when needed
○ Preferred to have some prior training in racial equity and inclusion
57

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
5) Train Student Equity Advocates and Equity Liaisons
a) Training content will depend on the needs of the college and will be gathered and
conducted by the CARE in Education Director role
b) Utilize existing training materials and approaches to develop skills in interpersonal
communication, relationship and trust building, understanding racial equity, dismantling
racism, interrupting microaggressions, and facilitating conversations around race
c) Examples for equity training and tools (this is not an exhaustive list):
○ Equity Mindedness and the Equity Scorecard (Center for Urban Education, n.d.)
○ Resources and curricula from the Racial Equity Tools website
○ Resources from The Center for Transformation and Change website
○ R.A.V.E.N. Approach for addressing microaggressions (Wood & Harris, 2020)
○ Resources from the Teaching Tolerance website
○ Storytelling Project Model (Bell, 2019)
6) Launch a #CAREinEducation marketing and awareness campaign on campus
a) Uses emails, the website, leadership meetings, word-of-mouth, President Town Halls to
disseminate information within the campus community
b) Information with high-quality, non-extreme messaging around covert racism and racial
equity will be presented through short-form videos, infographics, diagrams, and other
storytelling methods
7) Implementation elements of the Student Equity Advocates component
a) Peer support and advocacy is available year-round, following the academic calendar
b) Meetings with students can be drop-in or scheduled; format of meetings can be in-person,
through video calls, or phone calls
c) Student Equity Advocates will coordinate schedules so that at least one peer advocate is
available during day and evening drop-in hours to accommodate for all students
d) Student Equity Advocates may plan group events for BIPOC students for further
connection with others and relationship-building
e) Evaluation measurements for assessment (Pre-test, post-test):
○ Demographics questionnaire
○ Psychological Sense of School Membership - to measure sense of belonging
○ Coping With Discrimination Scale - to measure strategies for coping with
discrimination
f) Expected outcomes:
○ Immediate: BIPOC students can seek support from peers with similar cultural
understanding to talk about experiencing racism on campus
58

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
○ Intermediate: increased sense of belonging for BIPOC students and increased
strategies for coping with discrimination
○ Long term: increased persistence rate towards degree completion for historically
underserved BIPOC students
8) Implementation elements of the Creative Expressions component
a) Led by Student Equity Advocates, created by BIPOC students on campus
b) Collect art, media, literature, and other forms of expression that reveal the impacts of
covert racism specifically experienced on campus
○ Examples: art pieces, songs, dances, a podcast, video stories, spoken word
performances, poems, short stories, blogs, letters, TED-like talks, gamification, role
playing, and other formats
c) Showcased in a physical space on campus and/or in a virtual and digital format
d) Digital pieces are showcased to the campus community through email, the website, and
social media
e) New collections will be released once a quarter and remain on display
f) Discussion questions will accompany the showcase to help the campus community start
conversations and for self-reflection
g) Organized campus discussions led by Student Equity Advocates will take place once a
month. Creative Expressions may be used by faculty as a class activity/discussion
h) Evaluation measurements for assessment (Pre-test, post-test):
○ Demographics questionnaire
○ College Student Microaggression Measure - to measure frequency of
microaggressions experienced
i) Expected outcomes:
○ Immediate: increased exposure and conversation around existing racial
microaggressions and covert racism experienced on campus
○ Intermediate: a campus environment that openly and comfortably discusses issues
around race with decreased occurrence of racial microaggressions
○ Long term: an anti-racist, racially equitable, and inclusive campus environment
9) Implementation elements of the Equity Liaisons component
a) Equity Liaisons facilitate hour-long conversations and skill-building workshops with
colleagues a minimum of two times a month for each division throughout the year
○ The duration and number of conversations and workshops can be extended if
approved by leadership
59

Created by Teresa J. Lin, MSW, DSW(c). University of Southern California. October 2020.
b) Will use Creative Expressions as conversation starters
c) Facilitated conversations focus on self-reflection and learning about the impacts of covert
racism on BIPOC
d) Skill-building workshops focus on interrupting racial microaggressions and changing
behaviors towards racial equity within each college personnel’s sphere of influence
e) Evaluation measurements for assessment (Pre-test, post-test):
○ Demographics questionnaire with an added question using a 5-point Likert scale of
“how likely are you to interrupt a racial microaggression?”
○ Acceptability of Racial Microaggressions Scale
f) Expected outcomes:
○ Immediate: regularly scheduled facilitated conversations and workshops around
interrupting covert racism
○ Intermediate: increased interruption of racial microaggressions by college personnel
○ Long term: changes to institutional policies, procedures, and daily practices that end
racism in higher education

Financial Estimate
*All expense amounts can be adjusted to align with the needs of the college
How much money will be needed to pilot this innovation for a year?
Start-up: $107,000 for the Director salary and operating expenses
● Director salary: $70,000 + 30% benefits = $91,000
● Other operating expenses = $16,000
○ Furniture/office equipment = $6,000
○ Marketing/recruitment = $3,000
○ Office supplies = $1,000
○ Art/media materials (including technology/equipment) = $5,000
○ Miscellaneous = $1,000

Full year of implementation: $163,000 for all personnel and operating expenses
● Director salary: $70,000 + 30% benefits = $91,000
● Other operating expenses = $16,000
● Student Equity Advocates: $15.50/hr; 16 hours/wk; for 50 weeks (x4) = $49,600
● Equity Liaisons: $800 of professional development stipends (x8) = $6,400

Jump back to top
Appendix C 60
Website Prototype

61

62

63

64

Appendix D 65
Competitive Analysis

Appendix E 66
Market Comparison

Puente
Project
Umoja
Community
ANNAPISI
programs
Bias
Response
Teams
Tunnels of
Oppression
National
SEED
Project
Creative
Reaction
Lab
CARE in
Education
Peer advocacy for BIPOC students

Mentoring for BIPOC students

Counseling for BIPOC students

Expression through artistic
methods

Facilitated conversations and skill-
building for college personnel

Increases racially inclusive course
curriculum

Directly focuses on addressing
racism

Appendix F 67
CARE in Education Financial Plan

Category ------------ Amount ------------ ---------------- Comments ---------------
REVENUE
Host College Contribution $163,000 Operating budget/In-Kind contributions
Total REVENUE $163,000 May pursue alternative funding if needed
START-UP EXPENSES
Personnel Exp
Wages/Salaries
CARE in Education Director $70,000 Full-time, exempt employee w/ Benefits
Sub-Total $70,000
Benefits (@ 30%) $21,000 @ 30% of salary
Total Pers. Exp $91,000
Other Operating Exp
Furniture/Office Equip. $6,000 Director/Student Equity Advocates/student spaces
Marketing/Recruitment $3,000
Office Supplies $1,000
Art/Media Materials $5,000 Tools, supplies, technology, equipment
Miscellaneous $1,000 Food, community building activities
Total Other Op Exp $16,000
Total Start-Up Expenses $107,000
(Continuation of Start-Up Expenses for the first year of implementation)
Personnel Exp
Wages/Salaries
Student Equity Advocates $49,600 4 @$15.50/hr;16 hrs/wk; 50 wks.
Equity Liaisons $6,400 8 @$800 prof. dev.
Sub-Total $56,000
Benefits (@ 30%) $0 Only Director position receives benefits
Total Pers. Exp $56,000
Total Additional Full Implementation Expenses $56,000
Director salary and all other operating expenses should be
carried over from Start-Up
Total First-Full-Year EXPENSES $163,000
SURPLUS/DEFICIT $0
FULL IMPLEMENTATION EXPENSES
Appendix G 68
Psychological Sense of School Membership (PSSM) scale – Higher education

The version below was used in a study with high school students. The adapted version for higher education asked the same 18 items listed but
used different words to indicate a college setting with professors (Pittman & Richmond, 2007).

Source: You, S., Ritchey, K. M., Furlong, M. J., Shochet, I., & Boman, P. (2011). Examination of the latent structure of the Psychological Sense
of School Membership Scale. Journal of Psychoeducational Assessment, 29(3), 225–237. https://doi-
org.libproxy1.usc.edu/10.1177/0734282910379968
Appendix H 69
Coping With Discrimination Scale (CDS)

Source: Wei, M., Alvarez, A. N., Ku, T.-Y., Russell, D. W., & Bonett, D. G. (2010).
Development and validation of a Coping with Discrimination Scale: Factor structure,
reliability, and validity. Journal of Counseling Psychology, 57(3), 328-344.
https://dx.doi.org/10.1037/a0019969
Appendix I 70
College Student Microaggression Measure

71

72

73

74

75

Source: Blume, A. W., Lovato, L. V., Thyken, B. N., & Denny, N. (2012). The relationship of
microaggressions with alcohol use and anxiety among ethnic minority college students in
a historically White institution. Cultural Diversity and Ethnic Minority Psychology,
18(1), 45-54. https://dx.doi.org/10.1037/a0025457

Appendix J 76
Acceptability of Racial Microaggressions Scale (ARMS)

77

Source: Mekawi, Y., & Todd, N. R. (2018). Okay to say?: Initial validation of the Acceptability
of Racial Microaggressions Scale. Cultural Diversity and Ethnic Minority Psychology,
24(3), 346-362. https://dx.doi.org/10.1037/cdp0000201

Appendix K 78
Reliability and Validity of Measurement Tools

Appendix L 79
GANTT Chart for Procedure and Implementation Timeline

Appendix M 80
Infographic

Abstract (if available)

Abstract Racial inequalities are pervasive throughout this country and result from the persistence of racism. The theory of racism suggests that it is perpetuated at three levels: cultural, institutional, and individual. Cultural racism refers to White supremacy, White dominance, and White privilege

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Asset Metadata

Creator Lin, Teresa Jing (author)

Core Title Creative Advocacy for Racial Equity (CARE) in Education

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 03/18/2021

Defense Date 11/20/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag advocacy,community college,diversity,equity,Higher education,inclusion,microaggressions,OAI-PMH Harvest,peer support,racial equity,Racism,sense of belonging

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Araque, Juan Carlos (committee chair)

Creator Email teresajing.lin@gmail.com,tjlin@alumni.usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-429136

Unique identifier UC11667438

Identifier etd-LinTeresaJ-9329.pdf (filename),usctheses-c89-429136 (legacy record id)

Legacy Identifier etd-LinTeresaJ-9329.pdf

Dmrecord 429136

Document Type Capstone project

Rights Lin, Teresa Jing

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA