Diversity and Equity

The Grossmont-Cuyamaca Community College District (GCCCD) is committed to providing learning and working environments that ensure and promote diversity, equity, inclusion and accessibility. People of diverse backgrounds, perspectives, socioeconomic levels, cultures, and abilities are valued, welcomed, and included in all aspects of our organization. GCCCD strives to provide an educational environment that fosters cultural awareness, mutual understanding, and respect that ultimately also benefits the global community.

GCCCD BP 7100

For more detailed information on GCCCD Equal Employment Opportunity (EEO) policies and procedures, or employee and applicant demographics, please see the Equal Employment Opportunity (EEO) site. For student demographics please see the Research, Planning & Institutional Effectiveness website, Key Performance Indicators, Student Demographics.

Commitment to Equal Opportunity and Diversity at GCCCD

At Grossmont-Cuyamaca Community College District (GCCCD), we remain steadfast in our commitment to fostering an inclusive, equitable, and diverse learning and working environment. Our District proudly serves students and employees of all backgrounds, ensuring that every individual is treated with dignity, respect, and fairness, consistent with federal and state laws.

The U.S. Department of Education's Office for Civil Rights has recently reaffirmed its interpretation of Title VI of the Civil Rights Act of 1964, through the issuance of Dear Colleague Letter dated February 15, 2025, emphasizing that all educational institutions must adhere to the principle of equal treatment, regardless of race, color, or national origin. GCCCD has long upheld policies and practices that align with this commitment, ensuring that opportunities in admissions, hiring, scholarships, academic programs, and student services are accessible to all without unlawful discrimination.

We recognize the critical role that diversity, equity, and inclusion (DEI) play in creating a welcoming and thriving educational environment. Our approach to fostering diversity is based on legally sound principles that promote access, remove barriers, and provide support to all students and employees—without engaging in unlawful race-based decision-making.

As a District, we remain dedicated to:

Ensuring compliance with federal civil rights laws while advancing educational access and opportunity.
Providing programs and initiatives that support students and employees from all backgrounds, ensuring success without discrimination.
Promoting diversity through race-neutral, inclusive strategies that enhance equitable participation in academic and professional opportunities.

GCCCD continues to work diligently to ensure that our policies reflect both our legal responsibilities and our unwavering commitment to an educational environment free from discrimination, where every individual has the opportunity to thrive.

For more information about our diversity initiatives or to report concerns regarding equal opportunity, please contact our Title IX/EEO/DIversity Office.

GCCCD Diversity "At A Glance" :

Examining Workforce Diversity at GCCCD: Faculty, Classified, and Administrator Insights (Snapshot as of December 2024)

Statement on Data Source for Demographic Analysis

The demographic analysis presented in this report is based on data provided by the Grossmont-Cuyamaca Community College District’s (GCCCD) Research, Planning, and Institutional Effectiveness (RPIE) Office. This data has been compiled using standard institutional research methodologies and reflects the most current and accurate information available at the time of reporting. To ensure the integrity of the data, GCCCD engages in ongoing validation and verification efforts, utilizing both internal review processes and external sources, such as the California Community Colleges Chancellor’s Office Management Information System (CCCCO MIS). These efforts include data audits, reconciliation procedures, and alignment with state and federal reporting requirements. While every measure is taken to uphold accuracy and consistency, it is important to acknowledge that demographic information is influenced by self-reporting and institutional record-keeping practices. This analysis is intended to support data-informed decision-making and reinforce the District’s ongoing commitment to diversity, equity, and inclusion.

Summary Analysis of Full Time Faculty Diversity Trends: District-Wide and College-Level Insights (2022-2024)

District-Wide Faculty Full Time by Race and Ethnicity

Latinx faculty, the second-largest group, demonstrate a steady increase from 17.2% in 2022 to 18.6% in 2024, reflecting a growing representation. Asian faculty show notable growth, rising from 9.8% in 2022 to 12.3% in 2024. African American faculty increase slightly from 3.4% to 3.9%, while Pacific Islander and Other/Unknown categories also experience minor upward shifts. In contrast, White faculty remain the majority but show a decline over time, decreasing from 64.5% in 2022 to 61.3% in 2024.

Cuyamaca College Faculty Full Time by Race/Ethnicity

Latinx faculty, the second-largest group, maintain a consistent presence at around 17.8%-18.3%. African American faculty exhibit a noticeable increase, growing from 1.2% in 2022 to 2.5% in 2024. Asian faculty also rise slightly, from 4.9% to 5.0%. Meanwhile, the representation of Multiple Ethnicities decreases from 6.1% to 3.3%. White faculty continue to represent the majority, though their percentage has decreased slightly from 67.1% in 2022 to 63.5% in 2024.

Grossmont College Faculty Full Time by Race/Ethnicity

Latinx faculty at Grossmont College show a positive upward trend, increasing from 18.6% in 2022 to 19.2% in 2024. Asian faculty grow gradually, from 12.3% to 12.9%, while African American faculty also see a slight increase, from 3.9% to 4.2%. Other racial/ethnic groups, including Multiple Ethnicities and Other/Unknown, show minimal fluctuations. White faculty remain the majority but have seen a slight decline from 61.3% in 2022 to 59.8% in 2024.

Analysis of Full-Time Faculty Diversity Trends with State & National Comparisons for Grossmont-Cuyamaca Community College District (GCCCD) based on the most recent available State & National data.

District-Wide Faculty Composition (GCCCD)

Latinx Faculty: Increased from 17.2% in 2022 to 18.6% in 2024.
Asian Faculty: Grew from 9.8% to 12.3% over the same period.
African American Faculty: Slight rise from 3.4% to 3.9%.
White Faculty: Decreased from 64.5% to 61.3%.

Comparison with State Data (California Community Colleges)

According to the California Community Colleges Chancellor’s Office (CCCCO), as of Fall 2023, the racial/ethnic distribution among all faculty in the California Community College system was:

Hispanic or Latino: 25%
Asian: 11.5%
African American: 6.4%
White: 47%

(Source: CCCCO Faculty and Staff Demographics Report - cccco.edu)

Comparison with National Data (Postsecondary Institutions)

According to the National Center for Education Statistics (NCES), as of Fall 2023, full-time faculty at degree-granting postsecondary institutions in the United States had the following racial/ethnic distribution:

White: 63%
Asian: 11%
Black or African American: 6%
Hispanic or Latino: 8%

(Source: NCES IPEDS Spring 2024 Data Collection - nces.ed.gov)

Reconciliation and Key Insights

When comparing GCCCD’s faculty diversity to state and national figures:

Latinx Representation:

GCCCD: 18.6% (2024)
State (CA Community Colleges): 25%
National (All Postsecondary): 8%
Analysis: GCCCD’s Latinx faculty representation remains below the California average but is significantly higher than the national average.

Asian Representation:

GCCCD: 12.3%
State: 11.5%
National: 11%
Analysis: GCCCD’s Asian faculty representation is slightly above both state and national averages.

African American Representation:

GCCCD: 3.9%
State: 6.4%
National: 6%
Analysis: GCCCD’s African American faculty representation is below both state and national levels, indicating a continued gap in representation.

White Representation:

GCCCD: 61.3%
State: 47%
National: 63%
Analysis: GCCCD’s White faculty representation is higher than the state average but lower than the national average.

Conclusion and Recommendations

GCCCD has shown progress in increasing diversity among full-time faculty, particularly among Latinx and Asian faculty members.
Disparities persist, particularly in Latinx and African American faculty representation compared to California’s state averages.
Targeted recruitment & retention strategies should be considered to further close the gaps, particularly for African American faculty.
GCCCD’s faculty demographics are moving in a positive direction, but efforts must continue to align more closely with the diverse student population and state-level representation.

Sources:

California Community Colleges Chancellor’s Office (CCCCO), Fall 2023 Data Snapshot
Faculty and Staff Demographics Report
National Center for Education Statistics (NCES), Fall 2023 Data Collection (Released Spring 2024)
Postsecondary Faculty Characteristics

Summary Analysis of Part Time Faculty Diversity Trends: District-Wide and College-Level Insights (2022-2024)

Part-Time Faculty by Race/Ethnicity Analysis

District-Wide Analysis

The District-Wide analysis of Part-Time Faculty reveals a consistent majority of White faculty over three years, though their percentage declined from 60.6% in 2022 to 59.0% in 2024. Latinx faculty represent the second-largest group, remaining steady at around 16%. Asian faculty show a gradual increase, rising from 8.9% to 10.4%. Other racial/ethnic groups, including African American, Middle Eastern, and Multiple Ethnicities, remain stable or show minor changes.

Cuyamaca College Analysis

Cuyamaca College's Part-Time Faculty shows a similar trend, with White faculty dominating at around 58.8%-57.5%. Latinx faculty maintain their position as the second-largest group at around 16.6%-16.7%. Asian and African American faculty percentages remain stable, while Middle Eastern faculty increase from 2.9% to 4.2% over three years.

Grossmont College Analysis

At Grossmont College, White faculty percentages decreased from 61.6% in 2022 to 59.0% in 2024, with Latinx faculty remaining steady at around 16%. Asian faculty show an increase from 9.4% to 10.4%, while other groups, including African American, Middle Eastern, and Multiple Ethnicities, display minor fluctuations.

Comparison with Local, State, and National Part-Time Faculty Availability

District-Wide Analysis, the district's part-time faculty composition has seen notable changes over the past three years:

Latinx Faculty: Latinx representation remained relatively stable, accounting for approximately 16% of part-time faculty during this period.
Asian Faculty: There was a gradual increase in Asian part-time faculty, from 8.9% in 2022 to 10.4% in 2024.
Other Groups: Representation of African American, Middle Eastern, and individuals identifying with multiple ethnicities remained stable or experienced minor changes.
White Faculty: The proportion of White part-time faculty decreased from 60.6% in 2022 to 59.0% in 2024.

Cuyamaca College, the trends mirror the district-wide data:

Latinx Faculty: Consistency around 16.6% to 16.7%.
Middle Eastern Faculty: An increase from 2.9% to 4.2% over the three-year span.
White Faculty: A slight decline from 58.8% in 2022 to 57.5% in 2024.

Grossmont College exhibited similar patterns:

Latinx Faculty: Stability at approximately 16%.
Asian Faculty: An increase from 9.4% to 10.4%.
White Faculty: A decrease from 61.6% in 2022 to 59.0% in 2024.

Comparison with State and National Part-Time Faculty Availability

When comparing the district's part-time faculty composition to state and national figures:

Hispanic or Latino Faculty: At 16%, the district is underrepresented compared to California's average of 25%, highlighting a significant gap that needs to be addressed to better reflect the state's demographics. cccco.edu
Asian Faculty: With an average of 10.4%, the district is slightly below California's average of 11.5% but notably above the national average of 5.3%. This suggests a relatively strong representation within the district, though there remains room for growth to align with state levels. cccco.edu equityinhighered.org
African American Faculty: The district's representation stands at 5.4%, which is below both the California state average of 6.4% and the national average of 9.3%. This indicates a potential area for targeted recruitment to enhance diversity. cccco.edu equityinhighered.org
White Faculty: The district's proportion of approximately 59-60% is higher than California's average of 47% but lower than the national average of 68.9%. This indicates that while the district is more diverse than national figures suggest, there is still an opportunity to align more closely with California's racial and ethnic composition. cccco.edu equityinhighered.org

Conclusion

The district demonstrates a stronger representation of Asian faculty compared to national averages but lags behind state benchmarks. African American and Hispanic/Latino faculty are underrepresented relative to both state and national trends, indicating areas for potential improvement. While White faculty remain the largest group, their proportion suggests an opportunity for recruitment efforts that promote greater diversity among part-time faculty.

These findings underscore the importance of implementing targeted strategies to recruit and retain a more diverse part-time faculty, ensuring alignment with both state and national diversity goals.

Sources:

These sources provide national, state, and local insights into part-time faculty racial/ethnic representation, ensuring the accuracy of our comparison with district and college data.

National Data
American Council on Education. (2022). Postsecondary Faculty and Staff: Full-Time and Part-Time Faculty Across Race and Ethnicity.
Retrieved from https://www.equityinhighered.org/indicators/postsecondary-faculty-and-staff/full-time-and-part-time-faculty-across-race-and-ethnicity
California State Data
California Community Colleges Chancellor’s Office. (2023). Faculty & Staff Demographics - Data Snapshot.
Retrieved from https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Digital-Innovation-and-Infrastructure/research-data-analytics/data-snapshot/faculty-staff-demographics
Additional California Data on Part-Time Faculty Diversity
The Campaign for College Opportunity. (2022). Still Left Out: A Look at the Diversity of Part-Time Faculty Members Across California Public Institutions.
Retrieved from https://collegecampaign.org/publication/still-left-out-a-look-at-the-diversity-of-part-time-faculty-members-across-california-public-institutions

Summary Analysis of Administrators Diversity Trends: District-Wide and College-Level Insights (2022-2024)

Administrators by Race/Ethnicity Analysis (2022-2024)

District-Wide Analysis

Latinx administrators have remained relatively steady, peaking at 30.0% in 2023 before slightly decreasing in 2024. African American representation has declined from 15.7% in 2022 to 12.8% in 2024, while Native American and Asian administrators have seen small but steady increases. White administrators continue to be the largest group but have decreased from 51.4% in 2022 to 46.0% in 2024.

Cuyamaca College Analysis

Latinx administrators remain the largest group at Cuyamaca, consistently exceeding 50% each year, with a slight decrease in 2024. African American, Asian, and Native American representation have remained relatively stable, while White administrators have declined from 30.0% in 2022 to 25.4% in 2024.

Grossmont College Analysis

African American representation has seen a decline, from 33.3% in 2022 to 21.5% in 2024. Latinx administrators have remained stable with a minor increase. White administrators continue to be the largest group, though their proportion has fluctuated, peaking at 46.2% in 2023 before declining slightly in 2024.

Assessing Administrators’ Workforce Diversity: A Comparison of Local, State, and National Demographics

To provide an evaluation of the representation of administrators within the district and its colleges, I have gathered the most recent data on the racial and ethnic composition of higher education administrators at the national and state levels. This analysis compares the district's administrative demographics to these broader contexts and highlights any significant differences.

National Context:

According to the College and University Professional Association for Human Resources (CUPA-HR), the racial and ethnic distribution of higher education administrators in the United States has evolved over the past decade. As of 2023-2024, people of color represent approximately 18% of higher education administrators, up from 12.9% in 2012. Despite this increase, there remains an overrepresentation of White individuals in these roles. cupahr.org

State Context (California):

In California's community colleges, the faculty and staff demographics as of Fall 2023 are as follows:

White: 47%
Hispanic or Latino: 25%
Asian: 11.5%
African American: 6.4%
American Indian or Alaska Native: 0.6%
Pacific Islander: 0.5%
Multi-ethnic: 1.8%
Unknown: 8.6%

These figures indicate a more diverse workforce compared to national averages, with higher representations of Hispanic or Latino and Asian individuals. cccco.edu

Reconciliation with Broader Demographics:

When comparing the district's administrative demographics to state and national figures:

Latinx Administrators: The district's Latinx representation (28.2% in 2024) is significantly higher than the national average (~4%) and the state average (25%), indicating strong representation.
Asian Administrators: The district's representation (5.1% in 2024) is above the national average (~3%) but below the state average (11.5%).
African American Administrators: At 12.8% in 2024, the district surpasses both the national average (~9%) and the state average (6.4%), though there is a noted decline over the observed period.
White Administrators: The district's proportion of White administrators (46.0% in 2024) is lower than both the national average (~82%) and the California community college average (47%).

Conclusion:

The district and its colleges continue to exhibit a more diverse administrative workforce compared to national averages, particularly in terms of Latinx and African American representation. Declining trends in African American administrators, especially at Grossmont College, may warrant attention to ensure sustained diversity. Efforts to recruit and retain administrators from underrepresented groups should continue to align with both state and national diversity objectives.

Overall, the district's administrative demographics have remained relatively consistent with slight improvements in Latinx and Asian representation. The noted decline in African American administrators highlights an area for attention.

Sources

National Data on Higher Education Administrators
College and University Professional Association for Human Resources (CUPA-HR). (2020). Pay and Representation of Ethnic Minorities in Higher Education Administrative Positions.
Retrieved from https://www.cupahr.org/surveys/research-briefs/2017-pay-and-representation-of-ethnic-minorities-in-higher-education-administrative-positions
California Community Colleges Faculty and Staff Demographics
California Community Colleges Chancellor’s Office. (2023). Faculty & Staff Demographics - Data Snapshot.
Retrieved from https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Digital-Innovation-and-Infrastructure/research-data-analytics/data-snapshot/faculty-staff-demographics

These sources provide national and state-level insights into administrative diversity, helping to assess how the district’s data aligns with broader trends.

Summary Analysis of Classified Staff Diversity Trends: District-Wide and College-Level Insights (2022-2024)

District-Wide Trends

Latinx Representation has increased from 23.2% in 2022 to 26.1% in 2024, showing steady growth.
African American, Asian, and Middle Eastern Representation has remained relatively stable with minor fluctuations.
Other/Unknown and Multiple Ethnicities categories show slight variations but no major shifts.
White Employees have seen a decline, from 54.2% in 2022 to 50.8% in 2024.

Grossmont College Trends

Latinx Employees saw a consistent increase from 22.8% in 2022 to 25.5% in 2024.
African American and Asian Representation remain stable with minor changes.
Native American Representation slightly increased in 2023 but remained steady in 2024.
White Representation continues to decline, from 53.8% in 2022 to 49.9% in 2024.

Cuyamaca College Trends

Latinx Representation had the largest increase, from 24.0% in 2022 to 27.0% in 2024.
African American, Asian, and Middle Eastern Groups show small but steady shifts.
Other/Unknown and Multiple Ethnicities have fluctuated slightly but remain consistent in proportion.
White Employees have declined from 55.0% to 51.5% over three years.

Key Takeaways

Latinx representation is increasing across all categories and locations.
Other racial and ethnic categories show stability with minor fluctuations.
White representation is steadily declining over time.
Overall diversity appears to be improving, with more representation from underrepresented groups.

Based on the data provided for the Grossmont-Cuyamaca Community College District (GCCCD) and its colleges, we can compare the racial and ethnic composition of classified employees to state and national figures.

District-Wide Trends (GCCCD):

Latinx Representation: Increased from 23.2% in 2022 to 26.1% in 2024.
White Employees: Declined from 54.2% in 2022 to 50.8% in 2024.

California Community Colleges System (2023 Data): Source: California Community Colleges Chancellor's Office cccco.edu

Hispanic or Latino: 25%
White: 47%
African American: 6.4%
Asian: 11.5%
Multi-ethnic: 1.8%
Unknown: 8.6%

National Data (2022): Source: U.S. Bureau of Labor Statistics bls.gov

Hispanic or Latino: 17.6%
White: 77.5%
Black or African American: 12.6%
Asian: 6.4%
Two or More Races: 2.9%

Evaluation:

The GCCCD's Latinx representation in 2024 (26.1%) is slightly higher than the California Community Colleges system average (25%) and significantly higher than the national workforce percentage (17.6%).

For other racial groups, such as African American and Asian employees, the district's representation appears to be stable with minor fluctuations, aligning with broader state and national trends.

The proportion of White employees in the district (50.8% in 2024) is higher than the state system average (47%) but lower than the national figure (77.5%).

Overall, the Grossmont-Cuyamaca Community College District demonstrates diversity, particularly in increasing Latinx representation, and maintains a workforce composition that reflects both state and national demographics.

District-Wide Classified Staff

From 2022 to 2024, there was a notable increase in representation for Latinx, Native American, Pacific Islander, Middle Eastern, and Multiple Ethnicities groups, indicating a positive trend in diversity for these categories. Conversely, the African American and Asian groups experienced a slight decrease, and Other/Unknown saw a decline. The White group showed a consistent decrease, highlighting the growing representation of other racial/ethnic groups in the workforce.

Grossmont College Classified Staff

Over three years, African American, Latinx, Native American, and Middle Eastern groups saw an increase in representation, reflecting efforts to diversify the classified staff. However, Asian, Pacific Islander, Multiple Ethnicities, and Other/Unknown groups experienced a decline. The White group saw a gradual decrease, underscoring a shift toward greater inclusion of underrepresented racial/ethnic groups.

Cuyamaca College Classified Staff

Cuyamaca College showed an increase in representation for African American, Asian, Latinx, Middle Eastern, and Multiple Ethnicities groups, indicating ongoing progress in diversifying its workforce. Native American, Pacific Islander, and Other/Unknown categories saw a slight decline over the same period. The White group exhibited a consistent decrease, emphasizing the college’s increasing focus on diversifying staff.

Workforce Diversity Assessment: GCCCD Classified Staff Trends Compared to Local, State, and National (Non-student) Demographics

Assessing workforce diversity within the Grossmont-Cuyamaca Community College District (GCCCD) involves comparing the racial and ethnic composition of its classified staff to local, state, and national demographics.

National Workforce Demographics:

According to the U.S. Bureau of Labor Statistics, the labor force participation rates in 2022 were:

Asian Adult Men: 74.9%
White Adult Men: 70.1%
Black Adult Women: 62.0%

These figures highlight varying levels of workforce engagement among different racial and ethnic groups. bls.gov

California Workforce Demographics:

In California, the workforce is predominantly composed of:

Latino Workers: 39%
White Workers: 34%

Asian/Pacific Islander, Black, and workers of other races/ethnicities make up the remaining quarter of the workforce. ppic.org

Despite Latinos representing over 39% of California's population, they are underrepresented in every workforce category and region among 47 key licensed health professions. hcai.ca.gov

Local Demographics:

Specific local workforce demographics for the GCCCD service area are not provided in the available sources. However, California's overall diversity suggests that the local population likely reflects a similar racial and ethnic composition.

Assessment of GCCCD Classified Staff Diversity

The GCCCD's efforts to increase representation among various racial and ethnic groups are evident in the trends observed from 2022 to 2024. Notably, there have been increases in representation for Latinx, Native American, Pacific Islander, Middle Eastern, and individuals identifying with multiple ethnicities. These trends align with California's diverse population and indicate progress toward a more inclusive workforce.

However, the decreases in representation among African American and Asian groups suggest areas where further attention may be needed to ensure equitable representation.

Conclusion: (Broad)

Comparing GCCCD's classified staff demographics to state and national data reveals both strengths and areas for improvement. The District's increasing diversity in certain groups aligns well with broader demographic trends, yet the declines in African American and Asian representation highlight opportunities for initiatives to promote inclusivity across all racial and ethnic groups.

Workforce Diversity Analysis: Alignment with GCCCD Student Demographics & Key Findings

The next section reconciles each workforce category with the available student demographic data from GCCCD’s Research, Planning, and Institutional Effectiveness (RPIE) website.

Full-Time Faculty

The full-time faculty demographic analysis shows steady but insufficient progress in diversity. Latinx faculty increased from 17.2% in 2022 to 18.6% in 2024, but this still does not match the Latinx student population, which exceeds 40% district-wide. Similarly, Asian faculty increased from 9.8% to 12.3%, reflecting improvement but still lagging behind the Asian student representation at GCCCD. African American faculty remain significantly underrepresented at 3.9%, well below both the state faculty average (6.4%) and the student percentage in this category. White faculty remain the majority at 61.3%, declining slightly over the last two years but still disproportionately high when compared to student demographics.

Conclusion for Full-Time Faculty

While GCCCD has made efforts to diversify its full-time faculty, particularly with growth in Latinx and Asian representation, the overall faculty composition does not yet mirror the racial and ethnic distribution of students. Latinx faculty are underrepresented compared to the student body, African American faculty remain well below expected representation, and White faculty continue to be overrepresented. Targeted recruitment strategies are necessary to align faculty diversity with student demographics.

Part-Time Faculty

Part-time faculty show similar diversity trends to full-time faculty, though their racial/ethnic composition is slightly more reflective of student populations. White faculty decreased from 60.6% in 2022 to 59.0% in 2024, a trend toward diversity but still disproportionate compared to student representation. Latinx part-time faculty remained stable at around 16%, which remains significantly below the Latinx student percentage at GCCCD (above 40%). Asian faculty representation rose from 8.9% to 10.4%, an improvement but still slightly lower than their student population proportion. African American part-time faculty increased to 5.4%, but this remains below both the state faculty average (6.4%) and the student population’s representation.

Conclusion for Part-Time Faculty

The part-time faculty demographic breakdown shows marginal improvement in diversity, but significant gaps remain. Latinx and African American faculty are underrepresented relative to the student body, and White faculty continue to be overrepresented. While trends indicate gradual progress, part-time faculty hiring efforts should focus on recruiting from underrepresented racial and ethnic groups to better reflect the student population.

Classified Staff

The classified staff category shows the most balanced demographic trends, with Latinx, Native American, Pacific Islander, and Middle Eastern groups increasing in representation from 2022 to 2024. This reflects positive movement toward diversity in the district’s workforce. However, African American and Asian classified staff declined slightly, suggesting areas for attention. The percentage of White classified staff declined consistently over the three-year period, indicating a shift toward greater racial/ethnic diversity.

Conclusion for Classified Staff

The classified staff category shows encouraging trends in representation, particularly for Latinx and other historically underrepresented groups. However, the decrease in African American and Asian staff suggests an area of concern, as these groups should not lose representation amidst overall diversification efforts. Future recruitment strategies should focus on sustaining growth in underrepresented populations while preventing declines in specific racial/ethnic groups.

Administrators

The administrator category at GCCCD reflects a mixed picture of diversity improvements and concerning declines. Latinx administrators increased to 28.2% in 2024, which is a positive trend but still below the Latinx student proportion at GCCCD. White administrators declined from 51.4% in 2022 to 46.0% in 2024, demonstrating progress in racial diversity within leadership positions. However, African American representation declined from 15.7% in 2022 to 12.8% in 2024, despite being historically higher than state and national averages. Asian administrators increased slightly to 5.1%, but this figure remains below both student representation and state faculty averages.

Conclusion for Administrators

The increase in Latinx representation and decline in White administrators reflect a positive movement toward leadership diversity. However, the drop in African American representation is a significant concern, as this group has traditionally been better represented in administration at GCCCD compared to faculty categories. The underrepresentation of Asian administrators persists, requiring focused efforts to recruit and promote Asian leadership at the district level. While GCCCD's administration is more diverse than national averages, additional efforts should be made to prevent declines in specific underrepresented groups and to align leadership diversity more closely with the student population.

Final Overall Assessment

GCCCD has made measurable progress in diversifying its workforce across all employment categories, but disparities remain. The largest gaps exist for Latinx and African American faculty, whose numbers do not proportionally reflect the student population. The classified staff category demonstrates the strongest progress, though decreases in African American and Asian representation should be addressed. Administrators are more diverse than state and national averages, yet African American leadership is declining, and Asian administrators remain underrepresented.

To fully align workforce demographics with the racial/ethnic composition of students, GCCCD must implement targeted hiring, retention, and promotion initiatives, particularly focusing on Latinx, African American, and Asian representation across all employment categories.

GCCCD Equity Trends in Hiring: Advancement Rates & Representation (2022-2024)

The following analysis examines hiring and advancement trends within Grossmont-Cuyamaca Community College District (GCCCD) based on pipeline reports sourced from Workday and the Personnel Commission, covering the period from July 2024 to January 2025. The data highlights significant variations in applicant representation and advancement rates across demographic groups, revealing equity gaps in the hiring process. Key findings include disparities in how different groups progress from the application review stage to the ready-for-hire (selectees) stage, as well as concerns regarding self-reporting rates, particularly the high percentage of applicants selecting "I Do Not Wish to Answer." This report outlines critical insights, areas for improvement, and strategic recommendations to enhance equitable hiring outcomes.

General Trends:
- The total number of applicants and those advancing to the ready-for-hire (selectees) stage vary significantly by demographic.
- Certain groups, such as Asian - Cambodian and American Indian or Alaska Native, have low representation in both stages.
   - The I Do Not Wish to Answer category consistently has the largest share of applicants, potentially indicating gaps in self-reporting.

2. Advancement Rates (Review (Applications) to Ready-for-Hire (Selectees):
   - 2022–2023:
     - Highest advancement rates: American Indian or Alaska Native (43.8%) and Asian - Filipino (37.5%).
     - Many groups, including Asian - Cambodian and Asian - Chinese, had no successful transitions.
   - 2023–2024:
     - Notable rates: Asian - Filipino (23.5%) and Asian - Cambodian (33.3%).
   - Some groups, such as Black or African American, maintained low advancement rates despite large applicant pools.
   - 2024–2025:
     - Continued dominance of American Indian or Alaska Native in advancement rates (18.2%) and notable improvements for Asian - Cambodian and Asian - Filipino.

3. Underrepresented Groups:
   - Groups such as Middle Eastern or North African (including subcategories like Lebanese, Iranian) and Pacific Islander (General) exhibit extremely low numbers in both stages, highlighting potential barriers or lack of outreach.

4. High Representation Groups:
   - Black or African American and Asian - Indian consistently appear in higher numbers at the application stage, though their advancement rates are not proportionate.

Analysis

1. Equity Gaps:
   - There are apparent disparities in how well different groups progress from the review (Application) stage to ready-for-hire (Selectees).

2. Self-Reporting Issues:
   - The large proportion of individuals selecting I Do Not Wish to Answer affects the ability to derive meaningful insights from the data. Enhanced encouragement of self-identification may yield richer data.

3. Strategic Focus Areas:
   - Focused outreach and retention strategies are needed for groups like Pacific Islander, Middle Eastern, and American Indian or Alaska Native to improve representation and equity in outcomes.
   - Training and implicit bias reduction for hiring committees could improve advancement rates for historically underrepresented groups.

4. Trends to Monitor:
   - The rise in advancement rates for some smaller Asian subcategories (e.g., Asian - Filipino, Asian - Cambodian) suggests progress in diversification efforts. This trend should be monitored and expanded.