Highline Community College 1

HIGHLINE COMMUNITY COLLEGE
Highline Community College: Access, Equity, and Diversity

Kira Glynn
Jake Hartz
Luisa Lora
Seattle University
SDAD 559: The American Community College
Professor Erica K. Yamamura, Ph.D.
March 18, 2014
Cover Page: List of Responsibilities

Name
Section
Luisa
Campus Profile
Jake
On-Site and Interview Synthesis
Kira
Recommendations
Executive Summary
This report provides an investigation of Highline Community College (Highline) and its
furthering of issues relating to educational access, equity, and diversity. Prior to the report,
research was done on community colleges in general and their relation to these issues, which was
then applied to our observations and interview, found in the appendices. Four themes emerged
throughout this process: (a) transfer, (b) student services visibility, (c) diversity, and (d) campus
partnerships, which all influenced our perception of Highline and its impact on educational
access, equity, and diversity.
Given that Highline utilizes the open door policy for student enrollment, the colleges
only restrictions for enrollment are that students must be over the age of 18 and/or have
completed a high school degree. Highlines student population is influenced by the open door
policy as 92% of enrolled students are from surrounding communities. Additionally, programs
such as TRIO provides outreach and support to disadvantaged students in the application and
college processes, extending access to include different community types. Equity at Highline
was seen in a more negative light as the majority of faculty on campus are White, which does not
reflect the enrolled student populations. Additionally, Highline does not have an LGBTQ center
on campus, demonstrating a lack of support for individuals identifying outside of traditional
binaries. Highline is the most racially diverse community colleges in the area, in terms of
enrolled students, with nearly 66% being students of color. With a median student age of 23,
Highline is a relatively young campus that demonstrates transferability to 2- or 4-year
institutions as its highest function.
Some recommendations for Highline to influence its educational access, equity, and
diversity are stronger recruitment of faculty of color, stronger recruitment of students of color,
and increased support for marginalized populations.

Campus Profile
History
Highline Community College (Highline) is an accredited public institution that was
founded in 1961 as the first community college in King County. The college operates on a
quarters system and serves approximately 17,200 students, and has an alumni network of over
350,000. 92% of students attending Highline are from King County, 6% from Pierce County and
1% from outside counties (Communications, 2014).
Located in Des Moines, Washington, Highlines main campus overlooks the Puget Sound
and Olympic Mountains. Highline is one of 34 community and technical colleges in Washington
State. The current campus was built in 1964 and with the addition of several buildings to meet
both the admissions need and the students needs; the current campus sits on an 80-acre lot
(Communications, 2014).
Mission
Highlines mission statement highlights the colleges commitment to engaged learning,
achievement, diversity, and global education (Mission, 2014). Staying true to the mission and
vision of community colleges, it promotes its dedication to serving its community and the
students from those communities. Additionally, Highline strives to practice sustainability in
human resources, operations, and student learning (Mission, 2014).
Organizational Chart
Highline is led by President Jack Bermingham, Ph. D., and governed by a five-member
board of trustees. Additionally, Faculty members are actively involved in campus governance.
Within the student services department, immediately below the command of the President is a
Vice President for Student Services, which oversees seven Director or Associate Deans
(Communications,2014). Student services offices include Enrollment Services and Financial
Aid, Educational Planning and Advising, Center for Leadership, Assessment and Engagement,
Athletics, Womens Programs and Work-First Services, Counseling and Judicial Affairs, and
TRIO and Student Retention. Each department is managed by three to five administrators that
are led by the dean or director (Student Services, 2014).
Academics
Highline offers Associate degrees (AA) along with Associate of Applied Science (AAS)
degrees and/or certificates in approximately 40 professional-technical education programs.
Highline also offers pre-college, basic education, short-term training programs, and continuing
education. Student reasons for enrollment are vast at Highline, with 31% of student enrolling
with the intention to transfer to a 4-year institution, 29% for basic skills training, 23% for workrelated courses (both current and intended employment,) 14% for undeclared or other
educational objectives, 2% for personal enrichment, and 1% for high school completion
programs (Communications, 2014).
Of the students who transferred to a public 4-year institution from Highline in 2011-2012,
48% transferred to Central Washington University (all campuses), 40% to University of
Washington (all campuses), 9% to Washington State University (all campuses), 7% to Eastern
Washington University or The Evergreen State College, and 5% to Western Washington
University (Communications, 2014).
For the Fall quarter of the 2013-2014 academic year, students attending Highline paid the
following per one credit: Washington residents: $106.84, Non-Resident and eligible for waiver:
$119.84, and Non-resident and International: $278.84 (Tuition and Fees, 2013). Of the students
enrolled at Highline, 11,187 or 65% are credit students, meaning they are working towards a
degree (Communications, 2014). Upon successfully completing their course of study, Highline
promotes the following learning outcomes for students: Think Critically, Reason Quantitatively,
Communicate Effectively, Demonstrate Civic Responsibility in Diverse and Multifaceted
Environments, and Develop Information and Visual Literacy (Registration, 2014).
Student Involvement
Highline offers students the opportunity to get involved on campus through their Center
for Leadership and Service. The Center offers 14 certified clubs and 33 recognized clubs (Center
for Leadership and Service, 2014). Certified clubs range from the Creative Acting &
Performance Ensemble (C.A.P.E.), Highline Business Club, to the Jesus Club. Recognized clubs
include the Archery Club, Dads United, Film Appreciation Society, and The Technology Club.
Additionally there are several clubs, both certified and recognized that promote diversity by
representing various student identities. These clubs include the Queer-Straight Alliance, United
Latino Association (ULA), Vietnamese Student Association (VSA), Black Student Union (BSU),
ESL Club, Muslim Students Association, and the Social Justice Club (Center for Leadership and
Service, 2014).
In addition to clubs, Highline Community College offers student-athletes an opportunity
to compete in 10 Division 3 sports including Men and Womens Basketball, Cross-Country,
Soccer, Mens Wrestling, and Womens Softball and Volleyball. The colleges athletic teams
compete in the Northwest Athletic Association of Community Colleges, and are led by their
mascot the Thunderbird (Athletics, 2014). In addition to athletics, Highline offers various
intramural sports for students not wanting to compete in an association, and has a fitness center,
as well as a women's center to promote health and wellness.
Student Demographics
Highline Community College boasts a commitment to diversity, and their student
demographics support that pledge. The following are student percentages by race: 32% White,
21% Asian, 20% Hispanic/Latino, 19%African American, 6% Other, Foreign National/Multiracial, 1% Native American or Alaskan Native, 1%Native Hawaiian/Pacific Islander. By gender,
58% of Highline students identify as Female and 42% as Male, and the median age of students is
23 (Communications, 2014).
Highline students are also diverse by city. Students report the following cities as their
hometown: Federal Way (21.6 %,) Kent (17 %,) SeaTac (13.4%) Des Moines (12.4,) Auburn (8
%,) Burien (17.1 %,) Seattle Metro (4.1 %,) Renton (3.6 %,) Tacoma Metro (3.6 %,) Tukwila
(2.6 %,) and Covington (1.2 %) (Communications, 2013). Additionally, there are 724
International Students and 1203 Running Start students that attend Highline, which only adds to
the diversity on campus (Communications, 2014).
Faculty Demographics
Staff diversity at Highline is not easily measured due to fluctuation year to year. Among
the four major units, Student Services and Administration have the greatest percentages of staff
of color. Their percentages are 35% and 46%, respectively. However, there was a significant
drop in staff numbers from 2008 to 2009, which are the last reported years for this data. In 2008,
there were 26 people of color working in student services and 17 in 2009, a drop of 9 staff of
color (Diversity, 2014).
The number of Faculty of color is also not representative of the diversity Highline strives
to have. In 2008, 70% of Tenure-Track applicants were White, with other races/ethnicities
representing less than 10% of applicants (Diversity, 2014). When compared to surrounding
community colleges, Highline ranks among the lowest in Full-Time Faculty of Color. Among
these colleges, in 2009 the highest percentage of Faculty of Color was 40% and Highline
reporting only 22.7% (Diversity, 2014).
On-Site and Interview Synthesis
The Highline campus visit and staff member interview yielded varying information and
instigated many questions revolving around Highlines perceived and actual functions and
values. Initially our group headed into each task with set expectations, stemming from previous
research. However, the more time we spent on-campus and after the interview, the more we
understood that our preconceived notions of Highline and its academic functions were not
entirely accurate. While we were not completely wrong in our assumptions, the information
gathered shifted our perspectives of not only Highline, but also the traditional college student.
Four salient themes emerged from the on-site observations and interview. Two diverging themes
from the on-site observations and interview are: (a) transfer perception and (b) student services
visibility, while two converging themes are: (c) campus diversity and (d) campus partnerships.
Transfer Perception
The on-site observations revealed Highline to be very transfer-centered. Almost
immediately after stepping onto the campus, we noticed flyers posted on bulletin boards and
sandwich boards, with the main message that there is adequate support for students who are
hoping to transfer out of Highline. The bright flyers advertised workshops and events around
various requirements needed to transfer. Additionally, Highlines website has a wealth of online
resources available to educate students about transferring information and events including:
workshops, transfer fairs, degree planning, tips on transferring in- and out-of-state, and an
extensive list of various institutions. At first glance, it seems Highline is more than equipped to
serve its transfer student population, with 31% of Highlines students transferring to four-year
institutions (HCC Fact Sheet, September, 2009). However, the interview unveiled different
information about the ability to assist students in transferring.
While speaking with Jessica, the Director of the Transfer Center at Highline Community
College, information arose that challenged our perceptions of Highlines ability to serve their
transfer student population. Jessica expressed the Transfer Centers low campus visibility. To
begin, Highlines Transfer Center is relatively hidden. The center is tucked away in the corner of
the Student Services building, with little signage to point students in the centers direction. This
was surprising to hear given the vast amount of transfer-oriented flyers scattered across campus.
It was assumed that the center would be one of the more prominent offices on Highlines
campus. However, the more Jessica spoke about the center and her work, the more our initial
perceptions seemed to disintegrate.
While the Transfer Center does offer workshops and events aiming to educate students
about transferring, the office itself is extremely short-staffed. Jessica stated, I dont know who
these students are, and I am limited in my staff. I am the only person running the transfer center
right now. I am running all of the workshops, getting together all of the fairs, meeting with
students one-on-one (personal communication, February 20, 2014). Although the campus
seems to have a high-level of outreach to transfer students, the Transfer Center seems to be both
underutilized by students and overwhelmed by the students who do need individual help
transferring. The lack of resources and staff in the Transfer Center definitely challenges the
observable, transfer-friendly aid the campus depicts.
Student Services Visibility
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Although Highlines Student Services Center is highly visible, given the center itself is a
large, multi-story building in the center of campus, the offices within are not easily identifiable.
The Student Services Center houses a wide range of student service offices from financial aid to
academic advising. However, none of the offices are labeled or identified through direction
signs. This was surprising given the campus emphasis on student-run programs and workshops.
Highline seems to offer a multitude of student-centered activities that aim to foster
community on-campus and establish school pride. Many of the offices that offer such events are
located within the Student Services Center. Similar to the Transfer Center, the offices offering
events were extremely flyer-heavy without being very visible on campus. However, from our
observations, most students knew exactly where to go and were able to offer guidance when
asked where certain offices were. At the same time, first-year students might have a difficult
time navigating the campus to find desired resources.
Without clear direction and labeling, the campus was very difficult to navigate as a firsttime visitor. Initially, we assumed the campus to offer clear direction and offices to support their
students, given the sense of school pride felt on campus, yet further observations identified
otherwise. It seems the low-visibility expressed by Jessica and the Transfer Center is a shared
trait on Highlines campus, even within such a large, distinguishable building.
Diversity
The on-site observation revealed a relatively diverse student body. From our
observations, we concluded that our perceptions of the student populations racial breakdown
appeared to be dominated by White and Asian students. After visiting the Enrollment Services
office, we saw that the 2012-2013 data distinguished approximately 30% of the community
identified as White, 20% identified as Asian, 15% identified as African American, 15% identified
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as Latino/a, 15% identified as Multi-Racial, 1% identified as Native American and 1% identified

as Pacific Islander (HCC Fact Sheet, September 2012-2013). These demographics are fairly
representative of the community Highline seeks to serve.
We did not see a LGBTQ office anywhere on campus, nor signs directing students
towards one. While the campus boasts racial diversity, sexual and gender identities do not seem
to be stressed as much, creating inequity for students that identify outside of the traditional
sexual and gender constructs. However, we did observe child-care options and although this
space was visited for a brief moment, we saw both men and women working in the center. This
showed that Highline values children being cared for by men and women, rather than solely
women and flexibility for parents attending Highline. Conversely, Koala changing stations
seemed to only be present in the womens restrooms, perpetuating the notion that women are the
primary caretakers of children. This continues to stratify parenting and gender roles along with
excluding gender identities outside of the gender binary.
The interview with Jessica revealed Highlines intentional efforts to diversify its campus.
Jessica states diversity is ingrained in the highest level of administration, which works to
advance diversity and equity issues by striving to hire staff and faculty that reflect the student
population (personal communication, February 20, 2014). Additionally, Highline offers various
workshops and opportunities for both its students and staff around issues of diversity and equity.
Jessica mentioned some notable efforts are Highlines Diversity Week, Martin Luther King
Celebration, and Whites-on-Whites conference put on through the Multicultural office (personal
communication, February 20, 2014). The campus seems to make every effort to educate and
celebrate marginalized populations and to ensure a progressive view of campus community.
Jessica spoke about Highlines recruitment efforts to extend information to communities that
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might not be receiving information about college access. Programs like TRIO work to reach out
to and support students coming from disadvantaged backgrounds, an effort that aims to enrich
the campus climate with diverse perspective.
Campus Partnership
Many of Highlines offices advertised similar programs and opportunities. The on-site
visit created a feeling that Highline supported partnerships between departments and offices on
campus. For instance, many offices had flyers promoting transfer and club events that were not
necessarily associated with the office advertising. Many of the offices within the Student
Services Center shared walls with other offices, allowing for flyers to be easily passed across
offices. Essentially, it appeared that Highline had a strong sense of community in that everyone
seems to support each other, with the common goal of advancing student success, in whatever
form that may be.
Jessica supported this observation by stating how much of her visibility and support
comes from other departments referring students who are hoping to transition to her Transfer
Center. Jessica expressed that she does work very well with people on campus different
departments the office of multicultural, we have an honors program, we have faculty on
campus - and they know me also, and I think they do refer students to me, which strengthens the
observation of a network of support across campus (personal communication, February 20,
2014). A specific partnership that has certainly helped Jessica and her efforts in the Transfer
Center is one with Highlines TRIO program. The partnership allows Jessica to be immediately
introduced to students coming from disadvantaged backgrounds and allows her to work more
closely with students who might need additional help navigating college and the transfer process.
Recommendations for Advancing Educational Equity at a Community College
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Recruit Faculty of Color

Within community colleges there is a high level of racial inequality and access. This not
only is perpetrated through higher education access for students of color, but it also is affected by
faculty and staff representation in community colleges. Community colleges are growing in their
numbers of underrepresented students and yet, the faculty demographics do not reflect this
growth (Zamani-Gallaher, 2007). Community colleges historically mirror the communities
where it is located, however there is a clear disconnect between student representation and
faculty representation, especially at Highline Community College. In a study conducted by
Malcolm (2013) it was identified that faculty of color were underrepresented in institutions that
primarily support minority students (as cited in Levin, Walker, Jackson, 2007). It is clear that
efforts need to be concentrated on hiring racially and ethnically diverse faculty to support
students attending community colleges, as there are a large number of underrepresented students
who would benefit from having faculty that represent the communities they come from.
Another positive factor of hiring diverse faculty is student retention. Student retention is
a critical element of higher education, and diversity of faculty is important to ensure retention
among underrepresented students. Zamani-Gallaher (2007) suggests that cultural congruence
between students and faculty help with student retention. This cultural congruence also
influences a students identity development, especially in connection to Chickerings theory of
identity development (Heer, 2008). Cultural congruence not only benefits students academically,
but it also helps students move towards developing integrity in which individuals develop a
strong sense of values (Heer, 2008). Having faculty of many identities representing the student
population as a whole, supports student efforts to be successful by seeing someone sharing their
identity with a member of the faculty. Although studies show that underrepresented students
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benefit from a diverse faculty, student involvement and engagement with diverse others improve
overall educational outcomes of students and can benefit the entire institution (Jones, 2013).
In addition to student retention, hiring a diverse faculty and staff has also been shown to
impact student success. Hagedorn et al. (2007) noted Latino/a faculty had a positive impact on
student success. These faculty members not only created a racial role model for students, but it
also showed the colleges commitment to valuing diversity. This need for a diverse faculty and
staff not only creates a more positive campus climate, but it also explicitly shows a community
colleges dedication to valuing all students experiences and identities.
Recruit Students of Color
In addition to hiring a diverse faculty and staff, community colleges must recruit students
of color to create more equity and access to higher education. Jones (2013) asserts that student
services on community colleges must enroll a racially heterogeneous study body to not only
create a safe climate, but to also increase student learning. This not only shows the importance of
having a racially diverse community for students, but also the need to create an equitable racial
diversity.
Several studies looked at Latino/as access to higher education through community
colleges. These studies claim Latino/a students are more likely to attend two-year institutions
rather than four-year institutions, and that community colleges are an important pathway to
higher education for these students (OConnor, 2009; Zarate & Burciaga, 2010). Based on
critical mass theory, having several students who share similar racial identities creates a
community for Hispanic students on campus. For many Hispanic students, critical mass is an
important predictor in attending community colleges because it creates a safer and more
welcoming environment (Hagedorn, Chi, Cepeda, & McLain, 2007).
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Building upon Yossos (2005) cultural community wealth model, it is evident that
students of color bring several forms of capital with them to college. In recruiting a racially
diverse student body, community colleges explicitly show they value the many forms of capital a
student brings with them, from navigational capital to aspirational capital. These several forms
of capital aid a students success and increases student learning for all students (Luna &
Martinez, 2013).
Additionally, recruiting students of color increases multicultural awareness, knowledge
and skills. While simply enrolling a diverse student body is not enough, recruiting a diverse
student body is important in a students college experience (Pope, Reynolds, & Mueller, 2004).
By intentionally recruiting a diverse student body, institutions affirm students values and
identities, as well as expose students to other forms of multicultural competence. This not only
helps create a safer climate for students, but it also begins to address issues of institutional
racism (Hurtado, Milem, Clayton-Pederson, & Allen, 1998).
Based on numerous studies, it is evident that community colleges must recruit a racially
diverse student body. Recruiting students of color explicitly shows a community colleges
dedication to furthering equity, diversity and access at the institution. Not only will it create a
safer more welcoming environment, but it will ultimately lead to a students success.
Increase Support for Underrepresented Populations
In addition to recruiting faculty of color and a racially diverse student body, student
services at community colleges need to support diverse student populations. Given the amount
of diversity at a community college, including age, race, ethnicity, religion, reason for attending
a community college, schedule, and values, this support is multifaceted. This support includes
but is not limited to online services, academic integration, and financial support.
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One of the most vital student services in todays age is online student support. Given
many students today are not only familiar but comfortable using technology in academia, it is
vital for community colleges to not only build upon these skills but use these skills to further
develop and support all students (Floyd, & Casey-Powell, 2004). Hornack, Akweks, & Jeffs
(2010) argue that online services benefit the community college experience for all students. In
particular the authors argue that online resources benefit students who prefer help online, as well
as students who have infrequently accessed on campus resources, for reasons like stigma in
asking for help, inaccessibility to business hours, and numerous other reasons (Hornack et al.,
2010). This not only shows that online resources are beneficial for those who are comfortable
with technology but that other students have a need for online student support services.
In addition to online services, student services at a community college must support
students by integrating academics and social involvement. Building upon Astins (1984) student
involvement theory, student services can understand the importance of student involvement on
college campuses. This not only helps students feel more connected to an institution, but it also
increases student academic success (Astin, 1984). Barbatis (2010) found Astins involvement
theory to also benefit community college students in their academic endeavors. This not only
shows a need for student involvement on a community college campus, but it also helps students
feel connected to their community and campus, which fosters student development.
Finally, student services at a community college must support students financially. Pluhta
& Pennys (2013) study on South Seattle Community College and an agreement with a
neighboring urban high school found that when all high school seniors were offered a college
scholarship, the Promise Scholarship, funded through the Rising Star program and the District of
Columbia Assistance Grant program, 153 of 252 students applied for college compared to 20 of
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323 in the previous year. Pluhta & Penny (2013) also found that with increased financial aid to
students, retention rates increased from 70% to 90% (p. 731). Along with the cost of education
and the need for financial aid, more information about college pathways and preparation needs to
be implemented in high school programs.
Based on this, it is evident that student services must support underrepresented
populations. Through increasing student support in online formats, integrating academics with
social involvement, and increasing financial access, community colleges will create more equity,
diversity and access. Underrepresented students will not only feel supported by the institution,
but they will also have the financial means to do so, which can be a large barrier to higher
education (Pluhta & Penny, 2013).
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Appendix A
Interview Transcription: Highline Community College, Jessica

February 20, 2014, 10:00am 10:30am
Jake: First question: Would you mind telling me a little bit about your office and your current
position?
Jessica: Yeah, I run the Transfer Center here at Highline. Ive been running the center here for
about 10 years now, however we just moved to a new location o this floor for two quarters
almost two quarters not starting this Fall. The office mainly deals with students who are
transferring from Highline to a 4-year university. However starting this Fall quarter we are also
helping students who are going on to the 2-year university, like transferring from Highline to
Greenriver, maybe for the Physical Therapy Assistance Program or Nursing Program. We are
helping pretty much anyone who is getting out of Highline to a different institution.
Jake: When you say you are helping, how does that necessarily look?
Jessica: So theyll come to me and ask me what do I need to transfer, so do I need transcripts,
when do I apply, how do I apply for financial aid, and the deadlines, what kind of GPA do I need.
So those, whether academic or documents, they need to get together. How do I write a personal
statement for my transfer application, is another example. A lot of them would come and ask me
how do I transfer, they dont know how the steps to transfer, so those are some questions that I
get.
Jake: So Jessica, how did you get here, why did you choose community colleges?
Jessica: It was actually by accident, I moved from Yakima to Federal Way, and I was kind of
looking around for a part-time job, you know? I saw the job in the paper, this was way back
23
-over 25 years ago, believe it or not. And I said well, this looks kind of interesting. I took the
bus, believe it or not. I didnt drive at that time, so I took the bus. And I told the bus driver Drop
me off at Highline Community College. And then he dropped me off and I said Where do I
go? and he said Well, its right behind the gas station. So I went across the street, and I
interviewed for the position actually, as the Programs Assistant for Multicultural Student
Services. Thats how I got started here at Highline.
Jake: So you started here in that position and moved your way toward the Transfer Student
Center?
Jessica: Yeah, I worked in different positions before I got to the Transfer actually. So really it
was by accident, I did not know what multicultural meant at the time. I didnt know what the
Office of Minority Affairs, as we were called at that time, what we did. So it was more like a hit
and miss thing. I just got lucky I would say, lets put it that way.
Jake: Wow, interesting! Can you tell me a little bit about the strengths and unique opportunities
on your campus regarding access, diversity, and educational equity?
Jessica: You know, when I first came to Highline over 20 years ago, it was predominantly a
Caucasian campus, it was a White campus. And we didnt really have a lot of services for
multicultural students and we didnt really deal too much with the concept of diversity and
equity, I think. We had one office, it was a corner office, and anyone with an ethnic last name
would go to that office. We were more like service oriented, like any problems with like maybe
an instructor or to do with race issues they come to our office. Really, the big difference between
now and then is that at the time, we were kind of small in terms of the number of faculty, staff,
and students of color. But today we are really diverse, I would say. We have a lot more outreach
for diversity and to recruit diverse populations to work at Highline. HR office is really active and
24
we also have groups on campus that deal with diversity equity and they would actively and
aggressively be recruiting people of color to work here at Highline. Also, we have a great
outreach office that deals with recruiting diverse students, and all of us I think, the big difference
between then and now, is that all of us see that as part of our job to be aware of any
discrimination on campus and to be proactive about diversity issues. We have workshops here
through diversity week, Martin Luther King celebration, during the whole year we are focused
on diverse issues and equity issues. So it has been infused into all of our different departments I
guess, it is not just the responsibility of just one department.
Jake: So you mentioned you had workshops, what did the attendance look like?
Jessica: Very good! We emailed to everyone on campus and they announce in the classrooms,
and they would talk to different groups throughout class and organizations about attending our
workshops. So we have workshops like: Whites on Whites, on White privilege, and we also have
different ones like Asian Pacific Islander month around May. So we have workshops that deal
with diverse issues. So at Highline, I would say we dont work in silos. We are very much we
all have the same thinking I would say, it is very important to be diverse for a variety of reasons I
would say, and I think Highline does a pretty good job.
Jake: So I think you just covered my second question, but I guess I can ask, what does diversity
look like on your campus? You kind of already touched on this but maybe you can speak more to
this?
Jessica: Yeah, so diversity well, a long time ago, many many years ago, when I first came it
had mainly to do with race race and ethnicity the African Americans, the Latinos, the Asian,
and the Native Americans. But today it really has broaden the definition of diversity. We have
LGBTQIA I think, I try to remember that whole acronym we have really expanded what
25
diversity is and it also has to do with age, socio-economic backgrounds, disability, we include
everyone that have different disability issues. So diversity is broad and encompasses everybody
because we are all diverse in many ways, you know? Its not just this race, not just this age, but
really different perspectives just on life itself. Thats the beauty of community college versus a
4-year school because we are an open campus. You know, 18 and over, you are accepted here at
Highline, just for admission. We dont say Oh well, you dont meet the math requirements so
we cannot accept you here at Highline. That is what our mission is to be working in our
community and to be open to our community. So, for me I think diversity is really a very broad
term and the definitions are really encompass everyone I would say, thats the beauty of diversity
its not just some group.
Jake: You touched on how you have the open door policy, how do you think that impacts the
academic integrity on this campus, especially in regards on trying to transfer?
Jessica: Well first of all, we do go through accreditation every year, so our programs and
services we want to make sure they are up to par, I think. We have visitors here every few years
to look at our campus to make sure what we say we are doing in our catalog is actually what
were doing in real life. We just finished one of our accreditations last year, and we had some
really good accolades on that one, a lot of accommodations and only one suggestion on change,
you know? So I would say that we do take that seriously. In terms of transferring - so like
myself, Im the lead advisor for transfer issues here in student services, and my role, I think, is to
make sure what were telling students is the right thing. When students come, its really hard to
keep track on requirements for transferring and programs keeping us updated. Were supposed to
know all the programs from all the universities, not just in the state, but out of state, and thats a
big job. So Im trying to keep updated by going to workshops and conferences and getting
26
updated information. So it is really important when I tell students something that is has to be the
right thing, that it is updated. If I do not know the answer I will tell them you need to look on
the website. The important thing for me I guess that I do empower students to say that here is
the contact information, here is the website to check it our yourself, you need to attend
information session at 4-year universities to make sure youre getting the right info. Because we
advisors here at Highline can only do so much, cause were not going to know everything, and
thats the honest truth. If you want to go to Seattle University, you need to contact Seattle
University, to make sure youre on track, that you have the right GPA, you need to contact the
admissions office to make sure you have the right documents.
Jake: So it is a lot of personal outreach for students?
Jessica: Yeah, and that is how we empower students, I think. Cause one of our goals is to
actually tell students that you need to feel empowered to do your own research, because you
might find out something else about the school that you didnt know about, rather than me telling
you what you need to do.
Jake: So is that one of your biggest challenges trying to make students feel empowered to kind
of do their own research?
Jessica: I think so. Depending on the students some students are more self-sufficient I think
and they are more savvy perhaps because maybe their parents went to college and they are just
sophisticated in terms of telling themselves Well, I need to do my search. And I need to be
responsible for my own education. But there are a lot of students, especially first generation
college students or international students, who need more hand holding I think because they need
a lot more. They come to this country and they think there is one person who they need to go to
for everything, so, they do expect you to help them every step of the way. They might be anxious
27
about calling up a school and not being able to articulate in a fluid way, I guess, on what they
need. So they say, Well, can you call for me because theyll know what you mean, because they
may not know what Im talking about because English is not my first language. So just trying to
encourage students to take that step I guess, to feel empowered, because I think it is good for
them in the long-term.
Jake: So what other challenges does your campus, or your office, or even your position face in
furthering access, diversity, and educational equity, aside from that international population?
Jessica: Yeah, I think its sometimes being able to reach out to everybody I guess. We have a lot
of students, its a big campus, we have part-time students, full-time students, day, evening, and
online students, and sometimes you dont know where the students are and how to reach them.
Of course, you might have a database of students at Highline so you can always send them an
email, but how many students actually read the email, its an issue. And not everybody can be on
campus, just to socialize, or to join a club or organization because they have a job. They have a
family to take care of. So I think my challenge what I would like to do if the world was a
perfect place, is to be able to reach out to every student who tells me, Yes, I am going to transfer
to a 4-year school. To make sure they have the right advisor assigned to them, taking the right
classes, the right GPA, know where they are going, and that for every student to give them the
personal attention, so that is my challenge. I dont know who these students are, and I am limited
in my staff. I am the only person running the transfer center right now. I am running all of the
workshops, getting together all of the fairs, meeting with students one-on-one. So that is what is
happening right now, it is a bit more challenging. I do have a team of general advisors who meet
with students also, on a drop-in basis. But sometimes students find out we have a transfer center
here and come, expecting to have a high level of service here, or say Im making an
28
appointment with you and I can do that later on, but I can not do that right now because I just
opened up the center and I cannot make the appointment and be in the center for all of these
hours. So you can come and see me in the center while I am there for drop-in. So I think the
challenge is reaching out and that is where the equity issue comes in and its like, I want to be
able to reach out to everybody but I am not able to because I can only reach out to the people
who come into the center or contact me so if they find me. But if not, then they may not know
who I am. So that is the challenge. I do work with trio, because trio works with first generation,
low income students, or students with disabilities, so that is another way I can access their
students also they know who I am, and that helps with some equity issues I would say. So I do
work very well with people on campus different departments the office of multicultural, we
have an honors program, we have faculty on campus - and they know me also, and I think they
do refer students to me, so thats how I reach out to the majority of our students.
Jake: So it sounds like student outreach is through a network?
Jessica: Exactly, it is through a network of folks and that is really important to me.
Jake: Oh okay. So, what is one of your stronger programs within the transfer student population,
you mentioned you put on programs for transfer students in regard to access, diversity, and
educational equity?
Jessica: I would say, Im trying to think, that might be a good issue for you to ask ______.Are
you going to meet with her?
Jake: Unfortunately, I am not.
Jessica: ________ is the director of multicultural affairs, and she is great for that. So we have so
many programs that I dont know which is the strongest, so I would hate to speculate. It is better
29
for you to contact __________. And I can certainly give you her contact information. But I
would say, and here is the most important thing, when we put out workshops on equity and
diversity, they do bring classes to those workshops. For example, during Martin Luther King, we
had attended a session with this lady, I do not remember her name, and just talked about her days
in the South, and how we can get past our feelings about inequity, what we can do about it and
how we can move forward in a positive way. She was really great. They might have one on hiphop, to help students learn more about that. Whites-on-whites. And we are sending a lot of
students to the Whites-on-Whites conference in Wisconsin this year, so we do offer
opportunities, our administration is very serious about diversty and its been that way for any
years. And we have awards, I do not remember the name of the award we got, we were also
nominated for something this year. But ______ can tell you more about that. You can email her,
and shed be happy to fill you in, we just have too many to mention.
Jake: So students that go to the Whites-on-Whites conference, how is that funded?
Jessica: It is a program through the school. The Whites-on-Whites has to do more with faculty
and staff. But students themselves go to a students of color conference in April, but ______ can
tell you about the students apart of the Whites-on-Whites, because I do not have the details. It is
funded through the college, or sometimes if a student are involved through the activities budget,
the services and activities budget that students pay when they pay their tuition, but that is more
for student participation. The other one involving staff comes through the school, I do not know
what budget, but we do have professional development funds, and they are very good about
supporting staff and faculty I think. I dont know if you read this, but Highline has been a good
place to work for, we have been on the news, we are very proud of that.
Jake: What made that shift occur? How did Highline become so supportive of this goal?
30
Jessica: I think we became very diverse with our student population and we happen to have
administration of the highest level, starting with our president, and we have a great vice president
for students, Tony Castro, she started off here at Highline as the Director of Multicultural Student
Services, and its really important to her I think that we are always advancing toward diversity
and equity issues. So she will look for ways to support us and make sure who we hire reflects our
student population, its really important. She is really into equity and making sure we are
supported in our professional development by putting on workshops and making sure that our
students go on conferences, she is really great at that.
Jake: Do you have any idea of the faculty and staff demographics?
Jessica: I do not. It is something our HR would publish. On our website we do have them listed.
If you go to the multicultural affairs website maybe I can show that to you? You can read this
it was done in 2010. Student demographics it tells you have many students of color we have.
So you can certainly see the breakdown. So if you can go to that site youre going to find a lot. If
you go this, the staff right here. Lets go to this one right here, they mentioned the staff earlier, I
thought I saw that. Let me try this and see, Multicultural, you can see __________ right there.
________ is the Director of Multicultural Affairs and Leadership. She is a good person to
connect with regarding about diversity, equity issues. She is terrific to talk to on the phone.
Jake: And I think I just have one more question for you, how does your office support the
mission of Highline? Youve touched on this already, but maybe elaborate a little more?
Jessica: So I think really our access, just being accessible. Making sure students and the general
public are able to achieve their goals, whether its personal, career, academic goals, we are here to
support them. So I would say that with the transfer center, and myself, my main wish, would be
to make sure that I am able to help students who want to go from Highline to a 4-year or 2-year
31
and make sure that I can help them through as many barriers as possible to get there. So whether
its a financial issue, make sure they know deadlines to apply, many of them dont know they
qualify for financial aid at 4 year school. They think that at Highline they cant apply for
financial aid because they dont know how it works. Letting them know if you go to the UW
there is the scholarship, and Seattle University has scholarships that they can apply for. These are
all access issues I think. Information is powerful, a lot of times, like they say, ignorance is not
bliss at all, because you dont know, youre going to miss out on a lot. My job is to make sure
students know about the information and try to make sure they move through as much barriers as
possible so they can achieve their goals. They deserve to, coming to community college and they
need out help, my job is to make sure they can to where they want to go, without having
hindrances and obstacles along the way, and remove as many as possible.
Jake: Lastly, in your email to me, you said you do not have the numbers on transfer populations,
how come that happens?
Jessica: You know, basically what it is, we are still struggling on which is the office that should
provide that. Cause I dont know if there is one office that keeps track of that. I would love to do
that, and I have that on the website under construction. It is a challenge to get statistics. It was
on the state board website at some point. But that is something I am working on right now,
hopefully in the future. I do have some statistics on the UW, how many student applied, got
accepted from Highline. But they are all hit and miss. There is no one thing. I would love to be
able to put it in one location so that is my struggle right now. And I think it is a struggle a lot of
schools are having right now. And the only way I can get information is if I contact Seattle
University and say hey, you know how many students form Highline applied and how many got
accepted? And what programs are they in? and how are they in? I think that might be a tough
32
task even for Seattle U to have. I ask other schools and its hard for them to give that to me too. I
would love to work on that more. The only thing I can say, is that if you contact the registrations
office, they can tell you how many students graduate with an AA every year, but how many
actually transfer, we do not know because they dont tell us. Anecdotally, I will know if they tell
me, but that is a small number who comes by and tells me. Its on some website, but I would love
to be able to consolidate that.
Jake: Are there any questions or areas I did not ask you about that you think would be relevant
to understanding access, diversity, and educational equity on your campus?
Jessica: I will say, first of all Jacob, did you go to community college?
Jake: No, I did not.
Jessica: Okay, so I did not go to community college, but because I work here that is how I am
more aware of these issues now. But I would say just knowing the diversity of community
college campuses, especially at Highline since we are on the I-5 corridor and we serve a lot of
communities, we serve students in Federal Way, Tukwila, South Seattle, Tacoma, Kent, different
places come to Highline and they are so diverse. Students with disabilities, students with low
income, students that are first generation, students who have lost there jobs and have come back
to Highline. So I think the equity issues is really going to be, well, were talking about so many
different populations, and its just not the 18 year old directly out of high school who we have
also, but we have more than that. So how do we make sure we support everybody, whatever the
needs are, to make sure that we break through as many barriers as possible. That is something
that I think is the big difference between community colleges and many other colleges.
33
Appendix B
On-Site Observations 1
Planned Observation
Institution: Highline
Community College
Date: Thursday January 30,
2014
Time: 12:45pm-2:00pm
Expected
Observation
Actual Observation
Academic Advising
Private offices with

front desk check- in
and appointments
for advising.
Walk up window with space to

form a line to be helped. Students
were standing while speaking with
a presumed advisor
General Building Hours
Most academic
buildings open until
6:00pm, student
services such as
food, bookstore,
and library until at
least 8:00pm.
Hours posted on
main entrance
doors.
Not all buildings listed their times

clearly on their doors, I had to
either ask or look at a pamphlet.
The buildings that did list their
hours were posted on the doors.
The Library had long hours (open
until 9pm Sunday-Friday). The
campus dining caf had limited
hours and did not reopen for dinner
time (5-7pm).
Financial Aid Office
Private office, with

front desk assistant
and drop in hours
welcome but
appointments also
set.
Walk up windows and area to form

a line. Very open to not only the
entire area but close to other
students at other windows.
Materials for Schedule of

Classes
Schedule of classes
in bound book or
pamphlets
indicating available
classes and times.
Easy to access,
available at central
location.
Did not find any schedule of

classes, perhaps because it was mid
quarter and the spring quarter
courses were not available yet.
Who is on Campus
A large number of
students ranging in
race, ethnicity,
A diverse population in race/

ethnicity, and gender. However, the
age of students seemed to reflect a
34
gender and age.
more traditional range (18-22).
Translations
Some non-English
signs documents or
translations below
the English text.
Did not notice any signs or

documents with other languages
besides English
Parking
Ample parking with

designated areas for
students, faculty
and staff, and
visitors. Possible
metered areas.
Handicap sidewalks
leading to campus
from parking.
Large parking lots, student parking

passes required. Carpool section
and visitor section. Did not notice
any metered parking. Handicap
parking up front and sidewalk
ramps for wheelchair access.
Surrounding Area
Campus located off

of a main road,
variety of stores.
Campus located off of main road,

close to freeway, variety of stores.
Computer Labs
Located in various
campus buildings,
swipe access, and
large space. Open
to only students.
Located on the main floor of the

library. Congested with students,
signs indicating highline students
have priority.
Campus Safety/Security
Presence of campus
public safety
officers.
Immediately ran in to two campus

safety officers. But did not see
them the rest of the time I visited.
Security vehicle parked upfront in
parking lot.
Campus View
City views as
indicated by Erica
Beautiful views from library of the

water and surrounding area.
Pamphlets to take Home
Variety of offices
advertising their
services and
upcoming events
Pamphlets all over the campus for

students to take with them. They
ranged from campus maps to
information available to students
with specific needs
University Partnerships
Materials from
surrounding
universities or well
known college and
universities.
Clear partnership with CWU (there

is a building named after it) as well
as campus banners from a variety
of college and universities.
35
Appendix C
On-Site Observations 2
Planned Observation Site
Expected Observation
Actual Observation
Student Center
Cafeteria with students

eating inside
Lots of seating
Groups of friends sitting
together
Students studying
Posters promoting events
Single story
Busy Bistro and

bookstore
Posters promoting
events
Marketing for a
transfer event on Feb 4th
Ample seating
Student activities
office
Multi story building
with a great view
Several students
studying
Groups of students
eating together
Faculty/ staff present
in building
Closed on weekends
Library
Students studying in
silence
Several books for
checkout
Computer labs
Variable hours
Plenty of open seats

Computer and print
stations
Variety of books to be
checked out by students
Welcoming front desk
staffed by students
Hours: M-F 7am-9pm
Limited weekend hours
Parking
One parking lot

Lots of faculty/ staff
parking
Limited student parking
Several parking lots

across campus
Emergency phones and
stations (similar to SU)
dispersed within parking
lot
More student parking
than faculty/ staff parking
Free visitor parking
next to the student
services building
36
Lots of empty spaces
Child Care Center
Indoors
Staffed by women
Only a few children
present
Play structure outside

Indoor classrooms
and toys
Staffed by men and
women
Approximately 20
children present
Early Childhood
Education students
involved in day-care
process
Restrooms
No gender inclusive
restrooms
Multi-stalled
Flyers promoting events
Limited gender
inclusive restrooms
Change stations only in
womens restrooms
Located all over
campus
Flyers promoting
transfer events in stalls
Student Services Building
Several students waiting

in line
Students of all ages
utilizing services
Several staff and faculty
present
Centrality of offices
(did not expect so many
student services to be colocated in the same
building)
Lots of waiting in lines
Seemed chaotic
because of the amount of
people in the office
Student academic
advising appointments
only about 10 minutes or
so
Flyers promoting
transfer and club events
Recreation (athletic field)
One beaten down field

Community members
using the field
Large soccer field

Track
Indoor court
Baseball field
Tennis courts
Students using spaces
Several students wearing
37
HCC athletic apparel at
spaces
Appendix D

Highline Campus Pictures
38
39
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HIGHLINE COMMUNITY COLLEGE

Highline Community College: Access, Equity, and Diversity