Building Inclusive Infrastructure to Support the Success of BIPOC Adult Learners at Community Colleges - Strategies and Guiding Questions

Oct 15, 2026

Uploaded by Sarah

Building inclusive infrastructure in community colleges to improve success for BIPOC adult learners, outlining guiding questions, evidence-based context, and practical strategies. The work highlights how culturally responsive and sustaining practices shape curriculum and student support services, and why belonging and supportive environments help adult learners persist through setbacks. It also addresses remaining gaps in institutional and infrastructural support, critiques siloed information sharing, and proposes a sustainable, equity-supporting mandate informed by specific learner needs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Guiding Questions

Strategies

Raising consciousness-level of faculty, administrators, and staff

Examples of Building Sustainable Inclusive Infrastructure

Final Thoughts

References

Building Inclusive Infrastructure to Support the Success of BIPOC Adult Learners at Community Colleges Dr. Michael Baston, Equity Champion Consultant New York Dr. Mara Lazda, Equity Champion Consultant New York TABLE OF CONTENTS 3 Guiding Questions 4 Strategies 5 Examples of Building Sustainable Inclusive Infrastructure 5 Final Thoughts 6 References 1 Acknowledgements: This material and work is supported by Lumina Foundation, Grant No. 2102-1113647. Any opinions, findings, conclusions, and/or recommendations do not necessarily reflect the views of Lumina Foundation. Comments or inquiries about this publication or the REACH Collaborative are welcomed and should [be directed to](be directed to info@reachcollab.org)[ info@reachcollab.org](be directed to info@reachcollab.org). This material and work is supported by Lumina Foundation, Grant No. 2102-1113647. Any opinions, findings, conclusions, and/or recommendations do not necessarily reflect the views of Lumina Foundation. Comments or inquiries about this publication or the REACH Collaborative are welcomed and should [be directed to info@reachcollab.org](be directed to info@reachcollab.org). Should you want to learn more about the REACH Collaborative and its partners ( Education Strategy Group (ESG), the Office of Community College Research and Leadership (OCCRL) at the University of Illinois, University of Pittsburgh School of Education, and evaluation consulting firm DVPPRAXIS LTD), please visit [reachcollab.org](reachcollab.org). 2 Guiding questions: What infrastructure do community colleges in New York have to support BIPOC adult learners? What are best practices for anti-racist and equity-supporting infrastructure? According to the American Association of Community Colleges (2021): “In 2020, more than half (52%) of both Hispanic and American Indian/Alaska Native undergraduates were enrolled in public two-year colleges” nation-wide; the number for students from Black communities was 40% . These numbers are reflected in the percentage of BIPOC students representing the total population of students enrolled at public two-year colleges nation-wide in 2020, which was just over 50%, according to the same study. On the state level in New York, BIPOC students represent approximately 30% of the total student population enrolled in The State University of New York’s community college system of 30 campuses. Over 20% of the population are adult learners over the age of 25, with 8.4% between the ages of 25 and 29 (SUNY, 2021) . Scholars have conducted studies across the nation and found a common link between antiracist, culturally responsive practice in community college programs and student success. These findings are especially true for community college students of color. (Owens, 2018; Wilson, 2021) . In addition to helping shape curriculum, culturally responsive practices have informed student support services. Integrating culturally responsive practices into supports outside the classroom For adult learners, a feeling of belonging and support can overcome academic setbacks... creates the foundation for a culturally sustaining infrastructure. The positive impact of culturally sustaining practices embedded throughout the student experience is particularly evident for adult learners. Kachur and Barcinas (2020) argue that, for adult learners, a feeling of belonging and support can overcome academic setbacks because “when the environment is positive, but the academics are negative, the adult learner will be more likely to persist because support is in place to guide completion” (p. 107) . While there is overwhelming evidence of the positive impact of culturally responsive and equitable practices for adult learners and students of color, there is a remaining lack of infrastructural and institutional support for culturally sustaining work. Much anti-racist work has relied on individual dedication, grant-specific funding,

FAQs

What infrastructure challenges do community colleges need to address for BIPOC adult learners?

The document asks what community colleges in New York have to support BIPOC adult learners and stresses that information about support services is not always shared equally. It also notes campus divisions often operate in separate silos, limiting coordinated access for staff and students.

Which anti-racist and equity practices are presented as best practice?

It emphasizes culturally responsive and culturally sustaining practices embedded across the student experience. The text highlights that belonging and support can help adult learners persist when academic experiences are difficult.

Why does the document argue for sustainable, institutional infrastructure rather than short-term programs?

It states that much anti-racist work has relied on individual dedication, grant-specific funding, and short-term programs. While standalone efforts can help participants, the greatest potential is systemic change supported by an institutional mandate that addresses the specific needs of BIPOC adult learners.

Oct 15, 2026

Uploaded by Sarah