PHASE TWO
Defining the Problem
Disaggregated data is key to this process: it spotlights where racial equity gaps exist, offers a sense of the magnitude of those gaps, and provides a baseline from which progress can be measured. The tools in this phase help practitioners begin measure their efforts by applying a critical race perspective to disaggregated data, which we call “vital signs.”
In this phase, you will:
Learn why disaggregating data by race and ethnicity is critical to increasing equity
Learn how to interpret data showing differences in outcomes by race/ethnicity as indicators of racialized institutional performance
Avoid “data paralysis” by narrowing the scope to the level of the division, department, program, course, or practitioner
Deploy data sense-making strategies and set goals
This work is licensed under a Creative Commons License.
Tool Overview
DATA TOOLS
Learn how disaggregated student outcomes data can be an effective tool for addressing racial equity, deploy strategies to identify racial equity gaps, and discuss actions to close those gaps. The PDF includes a brief reading plus four activities with formulas and worksheets that help make data actionable:
Identifying Vital Signs
Measuring Racial Equity
Making Sense of Racial Equity Gaps
Setting Racial Equity Goals
VIDEO: DATA STORYTELLING
Hear from faculty in Colorado and CUE team members about the impact of equity-minded data assessment.
ASSET MAPPING
College campuses have abundant resources, but they are not always leveraged on behalf of racial equity. With these two activities, borrowed from an Equity Scorecard workbook that CUE used to deploy, you’ll identify a focal effort then list and prioritize associated assets, posing the question: “Do minoritized students experience these as enablers or inhibitors of success?” What inquiry should we conduct using CUE’s Racial Equity Tools to help answer this question?
“I didn't realize that there was this problem until I ran my data, and then I could see that there was an equity gap in my classes. And then as soon as I saw [that] I wanted to fix it right away.”
A reflection on engaging with the tools
in this phase from a white female instructor
with 20+ years teaching experience
