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Based on your reading of the Pima Diversity, Equity and Inclusion Plan and on Unit Four readings on diversity,

Case Study 4.1 Unit Four – Diversity: From Planning to Action


NOTE: As author of all the Case Studies in this course, the instructor has selected
words such as “activist, people of color, and “died” in an effort to maintain objectivity
and neutrality when presenting information that may be considered controversial and
emotionally-charged. In discussing this Case Study, students may express their own
views and agree or disagree with others, and the instructor expects civil discourse at
all the time. Denouncing others’ views, personal attacks and hate speech will not be
tolerated, and the instructor reserves the right to delete posts on this Case that do
not reflect civility and respectfulness.
During the summer of 2020 as the US was overtaken by pandemic-related health
and economic crises, activists took to the streets in cities large and small across the
nation and around the world in the wake of multiple incidents in which people of color
died while in police custody. These events coincided with renewed emphasis on
diversity, equity and inclusion in institutions of higher education. Many colleges and
universities began reviewing (or in some cases, developing) their diversity plans and
evaluating their performance in relation to the goals and objectives outlined in those
plans.
The Pima Community College District Diversity, Equity and Inclusion Plan is offered
as an example for this Case Study because it was recently developed and was the
first in the history of that District.
The Pima Plan includes Six Strategic Goals:
1. Establish a sustainable diversity, equity and inclusion infrastructure
2. Improve recruitment and retention of employees from underrepresented
populations
3. Build diversity and inclusion competencies for employees
4. Establish and/or strengthen partnerships with community organizations that
provide services to underrepresented populations in Pima County
5. Increase and enhance students’ diversity and inclusion
6. Prepare students, faculty and staff to adapt and succeed in a diverse,
global, multicultural, multi-ethnic society


Questions
1. Based on your reading of the Pima Diversity, Equity and Inclusion Plan and on
Unit Four readings on diversity, equity and inclusion, which of the Strategic
Goals 2 through 6 above (excluding Goal 1) do you think should receive the
greatest emphasis and why?


2. What are several defining characteristics of community colleges within the US
higher education system that pose unique challenges in creating and
implementing diversity, equity and inclusion plans? (Hint: Review a diversity,
equity and inclusion plan from a four-year college or university and share some
of the differences you observe compared to Pima’s plan)