For the past five years, Kimberly Ann Beatty,
an English professor at Cypress College, has
been the coordinator of the Black Studies Learning
Community (BSLC), a program designed to increase
the retention, success, and transfer rates of
underrepresented populations. The BSLC is an
interdisciplinary program that includes English,
counseling, ethnic studies, speech, and library
courses rooted in basic skills and draws from
the African American experience, though the enrollees
are a culturally and racially diverse group.
Beatty has developed, secured grant funding for,
implemented, and promoted the program, exhibiting
proactive leadership in furthering equity and
diversity and assembling a team of faculty and
support staff to assist her in furthering these
goals. The fact that BSLC students have shown
an impressive 91% success rate to date is evidence
that her efforts are venerable and worthwhile.
In addition to her efforts for the BSLC, Beatty
was also active in writing Cypress College s
Student Equity Plan and has served on a variety
of committees to advocate for principles of diversity
in recruiting, such as her campus s Diversity
Committee and her district s Diversity
and Equity Committee. She has developed and teaches
curriculum for African American literature courses
and brings her devotion to openness and equity
to bear on her contributions to curriculum planning
and implementation in other areas, such as athletics
and Freshman Experience. Beatty is the advisor
to the Black Student Union, and she frequently
organizes social and academic activities geared
toward increasing the college community s
awareness of diversity issues. For example, she
has put on African American fashion shows, and
she often recruits nationally-acclaimed speakers
to give presentations at her school encouraging
under-represented populations to feel and be
more involved with campus life. As one student
representative put it, Beatty uses a variety
of methods to approach her students as well as
her colleagues, thus succeeding in exposing
us to many different cultures within our own
community. Additionally, Beatty is the
co-founder of Cypress College s African
American Faculty and Staff Association (AAFSA),
and has volunteered to train part-time employees
for full-time positions in the school s Hire
Me workshop, thus demonstrating that her
commitment to promoting diversity and equity
extends beyond the student populace to her colleagues
and peers.
Overall, Beatty is a mentor and role model to
students, faculty, and staff. Her spirit of inclusion
and openness is in excellent keeping with her
role as a champion of equity and diversity.
Keith Tatsuo Muraki, Sacramento City
College
Keith Tatsuo Muraki was significantly affected
by the Japanese-American internment during World
War II through intimate family members who had
experienced it first hand. Learning of the debilitating
divisions within a community plagued by racism,
segregation, and discrimination, he reacted by
focusing his work on assisting others whose loyalty
and entitlement may be in question, and who have
no public voice. As a counselor at Sacramento
City College for the past 15 years, Muraki has
given specific attention to those on academic
probation. Seventy percent of the 3500 Sacramento
City College students who go on academic probation
each semester are students of color, most of
whom are low-income, are the first generation
of their families to attend college, are underprepared,
are graduates from low-performing high schools,
and/or struggle with undiagnosed learning disabilities.
Because Muraki s perspective is that a
student s sense of connection with and
belonging to the college campus community is
the greatest factor in his/her academic success
and retention, he set about creating a program
that would create a campus-wide familia in which
these at-risk students would be fostered. The
result is RISE Respect, Integrity, and
Success through Education. RISE incorporates
peer tutors, mentors, counselors, college staff
and community leaders to provide personalized
counseling and tutorial services and educational
enrichment activities, such as regular university
tours, campus volunteer projects, and a cultural
lecture series. RISE collaborates with myriad
other groups, including EOP&S, the Polynesian
Connection Club, African Scholars Alliance, MEChA,
Puente, and Mesa, creating an international and
eclectic, inclusive campus dynamic.
All seem eager to attest to the success of the
RISE program in drawing countless imperiled students
into the fold of the college community and inspiring
them to greater academic and personal goals.
RISE students have a 70% success rate; they increase
their GPAs and remove themselves from academic
probation within three semesters; more than half
of these go on to earn their Associate degrees,
to transfer, or both. Additionally, last year
at Sacramento City College, the only two African
American students and the only two Polynesian
students to transfer to UCs were all RISE participants.
Especially hopeful is the fact that many RISE
students are also returning to their neighborhoods
with newly-developed skills and confidence, and
actively contributing to a brighter future within
them.
As some of Muraki s students put it it
takes a talented conductor to synchronize so
many different instruments and create an ensemble
of students in tune with themselves and their
goals for the future. Such statements
from Muraki s colleagues and students make
it apparent that those who know of Muraki recognize
him as a guardian of marginalized and minority
groups of all kinds and a passionate proponent
of a progressive campus climate.
History
In Spring 1998, the Plenary Body adopted a resolution (3.03 S98) to create
a diversity award to recognize faculty in California community colleges who
work to promote the success of our diverse student population. The Stanback-Stroud
Award was developed to acknowledge the work of faculty making special contributions
in the area of student success for diverse students. Each college may nominate
one faculty member to receive this prestigious honor that includes a cash
award of $500. All faculty, both inside and outside of the classroom, are
eligible for consideration. Four recipients, one from each area of the state,
will be chosen and honored at the Spring Plenary Session.
Each college academic senate
may forward one faculty nominee for the Academic
Senate for California Community Colleges Diversity
Award, sponsored by the Foundation for California
Community Colleges. The following are guidelines
to be used in making the final selection of one
nominee from each of the four Academic Senate
areas (see college directory for designation
of areas).
1. The candidate must have
contributed to the creation of a campus environment
friendly to student of diverse backgrounds and
interests.
2. The candidate must have
demonstrated success in addressing diverse learning
styles.
3. The candidate must demonstrate
assistance to students from underrepresented
groups to encourage their retention and success
in classes as they move toward their goals, whether
they be occupational, transfer, or other.
Criteria
1. Demonstrated sensitivity to diverse learning styles as shown by specific
examples
2. Demonstrated help to students to encourage retention and success in classes
3. Demonstrated help to students to reach their goals, whether they be occupational,
transfer, or other
4. Demonstrated encouragement of students in encouraging them to become part
of campus life and activities
5. Demonstrated sensitivity to create a campus climate and environment friendly
to students of diverse backgrounds and interests
Regina
Stanback-Stroud
The award was named after the past president of the Academic Senate for California
Community Colleges Regina Stanback-Stroud. In her many roles she has originated,
advanced, and implemented many programs and policies that have significantly
increased the ability of the California community colleges to serve the diverse
population of the state, including student equity and affirmative action in
faculty hiring.
