5 Dimensions of Equity™
Everett Community College (EvCC), through its Vision, Mission, and Strategic Plan, has made a commitment to advance equity and social justice by transforming itself into a diverse, equitable, and inclusive working and learning environment. EvCC acknowledges that this transformation requires culture change and a commitment to reflect, question, and change on multiple levels. EvCC is committed to cross-organizational engagement and collaboration in order to create an equity-minded organization that maximizes human and community potential.
Starting in 2015, EvCC underwent a three-year iterative process, proactively engaging students, faculty, staff, external partners in education and workforce, and the broader community to discover and explicate concepts of what EvCC means when speaking of equity within an educational ecosystem. These conceptions became known as the 5 Dimensions of Equity™: aspiration, access, achievement, economic progress, and engagement. They reveal the campus culture Everett Community College aspires to create and uphold for its community.
Reflecting the voices of many, the 5 Dimensions of Equity™ are designed to:
- Recast traditional higher educational frames of thought regarding aspiration, access, achievement, economic progress, and engagement;
- Explore underlying personal, professional, and systemic attitudes, beliefs, norms and practices;
- Motivate reflection, deeper conversations, curiosity, and inquiry;
- Encourage vulnerability, humility, and commitment;
- Inspire change at personal, professional, organizational, and systemic levels; and
- Create a continuous cycle of critical analysis, discussion, and change.
The essence of the 5 Dimensions of Equity™ is social justice. They rest on the belief that the purpose of education is to invest in the development of a just society and that equity is non-negotiable and everyone’s moral responsibility. They extend an invitation to critically reflect upon current educational systems, challenge what has been deemed normal and acceptable, and envision a transformed institution. In exercising the 5 Dimensions of Equity™, EvCC seeks to confront historically inequitable policies and practices and their cumulative impact on black, indigenous and other underserved communities.
EvCC acknowledges that this work is ever changing and dependent upon its context. As such, the 5 Dimensions of Equity™ offer a ‘living framework’, expected to evolve and change with time.
Aspiration
Equitable aspiration allows for an individual to continuously negotiate multiple contradictory voices to co-create a vision of possible dreams that builds self-efficacy and contributes to a just society. This dimension acknowledges that aspiration is systematically influenced and challenges the notion that individuals are void of hopes and dreams.
Access
Equitable access allows for an individual to experience a mutually beneficial relationship with the institution that creates a true sense of ownership, belongingness and familiarity. This dimension challenges the assumption that the community college open door policy equates to access for all, including historically underrepresented populations.
Achievement
Equitable achievement allows for an individual to exercise, refine, and acquire capacities (Cronon, 1998) that nurture and grow their talents both individually and as a member of a collective. This dimension challenges simplistic notions that achievement equates to individualistic accomplishments.
Economic Progress
Equitable economic progress allows for an individual to be a self-fulfilled, and contributing member of society, understanding and negotiating the interdependent relationship between equitable aspiration, economic capital, and community cultural wealth (Yosso, 2005). This dimension challenges the notion that it is necessary to sacrifice any of the above for the sake of economic and social mobility.
Engagement
Equitable engagement allows for an individual to exercise, refine and acquire capacities (Cronon, 1998) that can be used to exert influence within their social, cultural and political contexts to further equity and community well-being. This dimension challenges the belief that participation is sufficient to exert influence.
Cronon, W. (1998). "Only Connect...". American Scholar, 67(4), 73-80.
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.