Racial Equity in Online Environments – How to Express Care with a Focus on Racial Equity

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To navigate to a specific part of the video, simply click on the timestamp links below. Each timestamp corresponds to a different section of the video, allowing you to jump to the parts that interest you the most easily.

Disclaimer: The information provided in the resource link, “Recommended by College of the Canyon: Equity Minded Practitioners: Focus on Systemic, Historical, and Institutional Racism Resources

00:00:00 In this section, the speaker introduces the webinar “Expressing Care with a Focus on Racial Equity” and acknowledges the organizers of the virtual platform, Community College Chancellor Eloy Oakley and Q founding director Stella Ben Simone. The speaker also introduces the other panelists, Dr. Eicher Lowe and Dr. J Luke Wood, and encourages viewers to check out the other five webinars in the series.

00:05:00 In this section, Dr. Harris introduces the objectives of the webinar, which are to highlight the connection between equity, authentic care, and student success and share equity-minded practices for conveying authentic care during COVID-19 can also be applied to physical campus locations. Additionally, Dr. Lowe shares her thoughts about Maslow’s hierarchy of needs and how academic achievement falls within esteem needs. She emphasizes the importance of meeting the students’ need for love and belonging before they achieve academic success. She believes that the topic of the webinar, demonstrating authentic care for students, is relevant and impactful, especially in the context of recent racial violence in the US.

00:10:00 In this section, the speakers emphasize the importance of creating a sense of acceptance and belonging for students, particularly those from minoritized backgrounds. This involves ensuring “identity safety” by creating a self-affirming internal narrative for students and accepting every element of themselves, including their racial identity. Research shows that a strong sense of belonging leads to higher academic achievement and helps mitigate the impact of challenges and stereotype threat. The speakers also note that being an equity-minded educator requires deep personal care for students’ well-being and success, especially in the context of COVID-19 and digital equity. They acknowledge that some educators may not fully understand why racial equity matters, but emphasize that growing racial tensions have personal and social effects, leading to racialized traumas.

00:15:00 In this section, the presenters discuss the concept of “racial battle fatigue,” which refers to the chronic stress that people of color face in environments where racist behaviors and attitudes are present. They explain that students of color are consistently exposed to racial microaggressions and that educators need to focus on authentic care in order to combat this chronic racism. The concept of authentic care is defined as a shared or vested interest between the educator and the student in the student’s success. The presenters discuss research findings indicating that this type of care is correlated with faculty members knowing about their students’ academic and career goals, aspirations, and names.

00:20:00 In this section, the video discussed the importance of educators and staff members expressing care towards students, particularly students of color. The presenters outlined specific ways in which educators and staff members can express care, including knowing the student’s name and important information about their personal life. Additionally, the video presented a cluster analysis of 7,000 students of color, showing that there are five different groups of students with different ways of engaging with educators. The video stresses that considering these differences is crucial in providing equitable education to all students. Lastly, the video shows that a lack of care can have negative effects, as only 68% of un cared for students are on track to achieve their goals.

00:25:00 In this section of the video, the speaker discusses the impact of care on student success and service use. Data shows that higher levels of care lead to increased usage of services such as academic advising and tutoring, while students who feel staff members don’t care are less likely to use those services. The slide also highlights the differences in experiences with care among various populations, with Latino and Latina students experiencing the most significant differences. The data for African-American students showed that, although they generally scored higher in care, they were more likely to experience both the highest levels of care and uncare.

00:30:00 In this section, Frank and Luke discuss the importance of conveying care to students and how it relates to the concept of healing in the nursing literature. They introduce the Culture of Care Theory and how it applies to education, highlighting the traditional paradigm of student success that emphasizes rigor and integrity over care. They then discuss the Social Ecological Outcomes Model and specifically the campus ethos domain, where they have the most control over shaping students’ experiences in community college. They outline seven strategies for conveying care, including being relational, conveying care in the curriculum and feedback, being intrusive, compassionate, and flexible, and building learning communities online, which are especially important in the context of COVID-19.

00:35:00 In this section, the strategies for expressing care with a focus on racial equity include engaging with students informally by learning about their personal lives and experiences, creating a class ethos where care is the norm, starting every class session with a check-in and acknowledging significant events, encouraging and modeling self-care, using collaborative learning as a way to build cultural care and community, and telling our stories as educators to create a sense of connection and understanding with our students. These strategies are important for building positive relationships with our students and supporting them academically and personally, especially in COVID-19 and ongoing racial unrest.

00:40:00 In this section focuses on conveying care in the online learning environment by humanizing oneself as an instructor and connecting with students on a personal level. It is important to share personal stories and experiences to let students see the instructors as real people they can relate to. Centering and engaging students’ racial identities and lived experiences in the course curriculum is necessary to provide a culture-affirming learning experience. The language used in the syllabus must convey care, and it should be mindful of the fact that for minoritized students, it is crucial that they feel valued and cared for. The syllabus sets the tone for the entire course and establishes the context of relationships between students and the faculty member.

00:45:00 In this section, the speaker discusses how conveying care and feedback to students can improve student success and equity. The speaker suggests that feedback should be used to validate effort, abilities, and novel ideas, rather than solely focusing on areas where students may have fallen short. Additionally, the speaker emphasizes the importance of being proactive and intrusive in providing support to students and modeling approaches to success, such as note-taking and providing study guides. The speaker also stresses the need for flexibility and compassion in these uncertain times.

00:50:00 In this section, the speakers discuss the idea of contract grading, which allows students to demonstrate their understanding of course outcomes. Rather than placing emphasis on individual assignments and letter grades, students are given options to choose how they are assessed, such as through presentations or written assignments. Final letter grades are determined based on a self-assessment done by the students at the end of the term, allowing them to reflect on their learning. Additionally, the presenters discuss the data collected on faculty and staff care using the Community College Success Measure instrument, primarily from a large California sample, and address questions regarding the lack of disaggregated data for Native Americans.

00:55:00 In this section, the speakers discuss the need for intervention in regards to the lack of staff care for Native Americans in online environments, as they fall below the mean in this area. They also address the challenge of gaining faculty buy-in for strategies to promote equity, suggesting the identification of allies and critical mass as important starting points, and highlighting the need to relate these conversations to important initiatives that resistors may value. The question is raised about whether data may be collected from asynchronous online courses to understand what contributes to authentic caring for minoritized students.
01:00:00 In this section of the transcript, the speakers address the question of how to implement strategies for racial equity in large online classes of 70 or more students. They suggest focusing on two to three strategies at a time and adapting them to the specific context of the course and students. One of the speakers also shares their personal experience transitioning to asynchronous teaching and finding creative ways to connect with students individually and as a group. The speakers highlight the importance of flexibility and agency in applying strategies for racial equity in online education.

01:05:00 In this section of the video, the speakers discuss the importance of collecting data and gathering student input, especially focusing on racial equity. They suggest methods such as reaching out to students through calls and texts, using surveys (but keeping them short and to the point), embedding this within courses, and utilizing social sites. However, they emphasize the need to be thoughtful about the information needed and making sure to reach students in a way that allows them to respond. The speakers also address the concern some black students may have about dealing with racial equity content in non-social science classes, suggesting the need to provide care for these students who may feel overwhelmed and exhausted from constantly discussing these issues while still keeping the material.

01:10:00 In this section, the speakers discuss the importance of centering race in education and how it can be done in a way that benefits all students, not just minoritized students. They emphasize the need to make connections to students and explain the learning purpose behind discussions on equity issues. The speakers also address the issue of building trust and authenticity in relationships with students of color as a white administrator, highlighting the importance of being open and tearing down any perceived barriers.

01:15:00 In this section, the speakers discuss ways to build connections and develop rapport with students to create a comfortable environment where students can be open and honest. They also address how to employ techniques among adjuncts who teach the majority of their courses and the importance of investing in adjuncts and valuing what they do. The speakers answer a question about the best ways to be intrusive with students who are missing in action and emphasize the need to be persistent and use different modes of communication to reach out to students.

01:20:00 In this section, the presenters emphasize the importance of reaching out to students who may be struggling or have disappeared from online environments. They suggest an intentional process that is both thoughtful and intrusive but always coming from a place of care. The presenters encourage faculty and administrators to get past the fear of rejection and proceed forward with messages that humanize themselves and express concern for the student’s well-being. They suggest that emotional intelligence goes a long way in creating an authentic connection with students and that vulnerability on their part is appreciated. Finally, they thank the audience for joining and encourage them to continue the conversation on Twitter and social media.

01:25:00 In this section, the speakers emphasize the importance of actions and intentional steps to demonstrate care towards students’ racial equity in online environments rather than just using words. They point out that the perception of not caring must translate into meaningful and intentional relationships, words, and actions. Structural changes in policies are necessary to move the needle on equity. The speakers thank the Chancellor’s office for sponsoring the series and encourage participants to share the recordings and implement the strategies in their institutions to continue the dialogue on racial equity.

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