Long Beach City College is currently taking a considerable effort in trying to close the racial gap between the faculty and students so it can set up a more equal and inclusive setting.
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In comparison with other schools that have this cultural equity established, if LBCC accomplishes its goal, it can boost its promotion on being one of the most diverse colleges.
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The most recent Flex day, a day of professional development for faculty, was about cultural equity, and on March 28 President Reagan F. Romali announced the establishment of a task force on racial equity and inclusion.
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According to the article \u201cHow Faculty Create Learning Environments for Diversity and Inclusion\u201d, when students feel their backgrounds are respected and valued, they report a stronger connection to their college environment.
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But for LBCC, focusing on closing the racial gap is inaccurate due to the different ways to handle this gap.
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According to the same article, research is clear about what college students want from their professors: accessibility, warmth, organizational detail, and compassion are just a few.
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They also expect faculty to be sensitive to their feelings and maintain a respectful environment that is not hindered by disrespect and antagonism.
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Part of this process requires faculty to be aware of and sensitive to how multicultural groups of students experience a common learning environment.
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And for faculty members who have issues finding a place to connect, they often do it in the classroom with students.
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According to \u201cIntra-Racial Dynamics of Black Faculty and Black Students: Barriers to Success In The Academy In Predominantly White Institutions\u201d, black faculty can perceive themselves as potential role models, but black students do not always share the same perspective.
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And for those faculty members having to be that one sense of community for students, it can lead to more obligations and more chances to fail.
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Although it is not required for faculty to engage with their students on cultural equity, it should be the standard for faculty to commit themselves with their students.
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