Equity Sense in Rural Community Colleges: A Multiple Case Study Analysis

• In Event: Power and Possibilities in the Community College Context

Abstract

Using data from 156 participants across four rural community colleges in North Carolina, this paper seeks to operationally define equity. By applying Ching’s (2023) equity sense as our conceptual framework, we examined how students, faculty, staff, and senior leaders made sense of their definitions of equity. Findings highlight a range of espoused definitions of equity; urgency for dialogue for change spurred by women presidents leading the four colleges; and that even with the positive strategies to advance equity, changes to practice and student outcomes were not evident. Based on these definitions, we offer research-to-practice implications to support community college students with multiple marginalized identities in rural settings.

Authors

• Jorge Burmicky, Howard University

• Roshaunda L. Breeden, North Carolina State University

• Pamela L. Eddy, William & Mary

• Micara Lewis-Sessoms, Durham Technical Community College