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The Black Lives Matter movement that climaxed in the Summer of 2020, following the deaths of Mr. George Floyd and Ms. Breonna Taylor (among others) at the hands of law enforcement, became the catalyst for an intense summer of protests and demonstrations. These events brought into stark focus the prevalence of anti-Black racism and violence in society’s institutions. California State University, Long Beach is no exception. After a summer of listening to constituent groups in the campus and local community, ɫ��ɫ renews the campus’s commitment to equity and change. This is a commitment that lies at the heart of ɫ��ɫ’s mission to enrich the lives of its students and its surrounding community through globally informed, high impact educational experiences with superior teaching, research, and creative activity.

The President’s Equity & Change Commission (PECC) was created out of a need to not only achieve inclusive excellence in our community and culture, but also to interrogate, disrupt, and transform systemic inequities throughout the university. The Commission integrates diversity, equity and educational inclusion into the fabric of our institutional operations, knowledge creation, student engagement, and collegial relationships; bringing forth lasting change. Our overall goal is to create an environment that is equitable for all. Commissioned to action by President Jane Close Conoley in 2020, the overarching goal of the PECC is to serve as a main institutional catalyst for guiding community racial and social justices changes that are equitable for ALL.  In part, this relies on the understanding that lasting change is possible only when all members of the University community understand their roles in sustaining systemic inequities and how individually and collectively, we benefit from their transformation.

This strategic plan will guide the PECC and the University to actionable goals and objectives that manifest the campus's commitment to equity and change. Furthermore, this strategic plan enables the PECC to align its efforts with the California State University System’s Graduation Initiative 2025 and supports the goals and actions of Beach 2030.

By embracing diverse people, ideas, and perspectives, we create a vibrant learning and working environment. Breaking down barriers to meaningful participation fosters a sense of belonging and treats all individuals and affinity groups with dignity and respect. In this environment, we work toward an equitable society in which all enjoy the chance to develop anti-racist belief systems that translate to equal rights and opportunities for all. 

Climate: “Climate refers to the way in which an organization is perceived and experienced by its individual members. Climate influences whether individuals feel valued, listened to, personally safe and treated with fairness and dignity within an organization.” (Oregon State University )

Diversity: “Diversity reflects the many ways in which individuals and communities are unique, contributing distinct and valuable experiences and perspectives to the mission and vision of [ɫ��ɫ]”. (Oregon State University )

Engagement: “Engagement reflects [ɫ��ɫ’s] commitment to advancing diversity, equity and inclusion internally and externally”. (Oregon State University )

Equity: “Crafting solutions that meet the needs of different groups based on their histories and access to resources -outcomes oriented (different than equality or sameness; equity deals with specificity). Equity is unfair- deliberately and intentionally so to lead to the outcome of fairness by considering different starting places.” (USC, Equity Now! Fall 2020)

Inclusion: “Inclusion reflects the manner in which individuals of diverse backgrounds are not only included but valued as necessary voices within an organization” (Oregon State University ). Each individual and affinity group has the power to contribute fully to the institution’s success.

Inequity: “Policies or practices that perpetuate inequality, uneven access, uneven resources, and uneven outcomes.” (USC, Equity Now! Fall 2020)

Intersectionality: “Derived from the scholarship of Black women scholars, Kimberlé Crenshaw and Patricia Hill Collins. The interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.”

Overrepresented Communities: Overrepresented communities consist of individuals holding identities broadly overrepresented or overserved within academic or administrative areas at ɫ��ɫ, within the state of California and nationally in higher education.

Positionality: “Refers to one’s position of power and status in a social structure, often in relation to others.” (USC, Equity Now! Fall 2020)

Power: Formal power is “based on one’s title or position.” Informal power is” based on one’s privilege, control, access, ability to decide.” (USC, Equity Now! Fall 2020)

Privilege: “Unearned or unasked for sets of advantages that are accrued to you because of the relationship of parts of your identity to dominant forms of power; mainstream; don’t have to think about it; benefit of the doubt.” (USC, Equity Now! Fall 2020)

Race: “A socially constructed category of identification based on physical characteristics, ancestry, historical affiliation, or shared culture. Socially constructed BUT has a real impact on all major life outcomes and experiences.” (USC, Equity Now! Fall 2020)

Racial Justice: Racial justice is the systematic fair treatment of people of all races that results in equitable opportunities and outcomes for everyone. Racial justice means having policies, beliefs, practices, attitudes, and actions that promote equitable opportunity, resources, and treatment for people of all races prioritizing historically racialized groups. It's also important to note that racial justice is both an individual and an institutional responsibility. It's the responsibility of an individual community member, to believe in and support racial justice; it's also the responsibility of the institution to promote policies and attitudes that are racially just. Racial justice — or racial equity — goes beyond “anti-racism.” It is not just the absence of discrimination and inequities, but also the presence of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures. Racial justice advocates act to rid ɫ��ɫ of systematic and hidden disparities. ()

Racism: Assuming and acting upon group superiority based on race, enacted at two levels:

“Interpersonal level: prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior.”

“Systemic level: a doctrine or political program or set of policies based on the assumption of racism and designed to execute its principles.” At ɫ��ɫ, “systemic racism privileges Whiteness and is designed to uphold the superiority of Whiteness.” (USC, Equity Now! Fall 2020)

Social Identity: Social identities are held by individuals who share common characteristics that have sociohistorical meaning such as ability, gender, race and ethnicity (among many others). Social identities hold different salience for individuals that may depend on the social context and importance of the social identity to overall sense of self. Social identities may be seen as primary given their access to power and privilege and other may be seen as alternate, as they may cause one to experience oppression.  

Social Justice: Social justice reflects the theoretical foundation used to guide the work of the Presidents Commission on Equity and Diversity. “It is actively identifying the dynamics of socially structured and institutionalized oppression and privilege” (National Council on Family Relations (NCFR). Social justice is justice that follows the principle that all individuals and groups are entitled to fair and impartial treatment (). “Social justice is based on notions of equity and equal opportunity” () at ɫ��ɫ. “It focuses on the full and equal participation” () of all students, staff, faculty, and administrators in economic, social and political aspects of the institution. Social justice advocates act to rid ɫ��ɫ of systematic and hidden disparities.

Transformative Learning and Scholarship/ Creative Activities:

Transformative learning is the expansion of awareness through the evolution of diverse collective worldviews as well as perceptions of oneself. Transformative learning is facilitated through consciously directed processes such as accessing new information and frameworks and critically analyzing underlying premises.

Transformative Scholarship/ Creative activities are the expansion of awareness and the use of diverse methodologies, theories, paradigms, and approaches guiding and informing research and creative activities. The objective of Transformative scholarship and creative activities is the interrogation of inequities and imagining a more equitable campus, community, nation, and world.

Underrepresented Communities: “Underrepresented communities consist of individuals holding identities broadly underrepresented or underserved within academic or administrative” areas at ɫ��ɫ, within the state of California and nationally in higher education. (Oregon State University )

1. Recommend structures and timelines for the development of unit (college, department, division) equity-oriented and anti-racist plans that result in baseline Equity and Change reports and annual reporting processes. Each plan and report should embrace a disaggregated approach to support and activities that consider the unique needs of a variety of ethnic and racial groups, and specifically include a section on how it has or will address issues of equity related to  Black/African American/Pan African students, staff, faculty, administrators, and community members.

           Timeline: Recommendation for report template, structure and timelines made in 2022- 25 in collaboration with the Campus Climate Research Collaborative.

2. Coordinate with campus Human Resources and Student Affairs to create and offer exit surveys to students, faculty, staff, and administrators to determine if racism, discrimination and/or bias were factors in their decision to leave. Report results to the campus community on an annual basis.

Timeline: 2022-2023

3. Distribute annual reports to the campus community on the racial and ethnic composition of students, staff, administration, and faculty.

Timeline: 2022

4. Use the 2020 Climate Survey, institutional student success data, assorted administered surveys (e.g. NSSE) and faculty and student research findings to conduct gap analysis and recommend appropriate changes to practice and policy. Beach 2030 Action Zone 1 Activity.

Timeline: Report completed in Spring 2024.

5. Monitor campus progress toward achieving equity, diversity and inclusion (EDI) goals established in the President’s and Vice Presidents’ plans and make recommendations for improving implementation and success.

Timeline: On-going

1.   Use Commission advocacy to advance the presence and impact of Black students, faculty, staff and administrators.

            Timeline: On-going

2.   Increase the recruitment, admission, and matriculation of Black students through enhancing the Black Beach Experience (traditionally student-led recruitment and yield events) and through the creation of Black Out Athletics, a recruitment collaborative with local high school Black Student Unions, Black Fraternity and Sorority organizations, and Black Churches. Beach 2030 Action Zone 1 Activity.

 Timeline: Pilot in AY 2022-23.

3.  We suggest that campus divisions and units adopt the use of a capital “B” in Black, which reflects a self-conscious group identity, when referring in writing to students, staff, faculty, administrators, and community members of that racial/ ethnic group.

Timeline: Recommendation made in 2022, monitor progress on an annual basis.

4.  Actively support the growth and development of scholarships that include criteria that recognize candidates who exemplify the ethos of the Equity and Action report.

Timeline: 2022-2023

1.   In partnership with campus constituents, provide insight, consultation, and direction to increase the representation of under-represented racial and ethnic groups so that parity with our local community is achieved in the student, faculty, staff and administrator populations.

            Timeline: On-going

2.   Expand leadership programs focusing on diverse faculty and staff members interested in future administrative positions.

  Timeline: 2023-2025

 3.   Make sources of University support more transparent and available to all students.

            Timeline: 2023

 1. Create a process to outreach to BIPOC/disabled-owned businesses to become ɫ��ɫ vendors. Beach 2030 Action Zone 1 Activity.

  Timeline: 2022-2025

 2. Expand collaborations within the greater Long Beach Community, such as the Institute for Innovation and Entrepreneurship and Center for Community Engagement and the Apostle Incubator Program and the Long Beach College Promise.

Timeline: 2023-2024

 3. PECC organizes at least one annual University-wide event that raises awareness and educates the campus community on equity and diversity issues. Beach 2030 Action Zone 1 Activity

Timeline: 2022

4. Formalize and provide support for Employee Affinity Groups and their members.

Timeline: Affinity Group Recognition Process 1/21; Affinity Group Involvement Policy 7/1/21; general support established Spring 2022. 

1.   Create mechanisms to address cultural taxation of faculty and staff that support, recognize and/or compensate for the contributions of faculty and staff who mentor under-represented members of our community or provide service to underserved communities. Beach 2030 Action Zone 1 Activity.

Timeline: 2022-2025.

2.   Create equitable search and hiring processes to include building equity expectations in position descriptions, search committee composition, anti-bias training for search committee members, and the use of equity advocates in searches. Beach 2030 Action Zone 1 Activity.

Timeline: 2022-2025.

3.   Bring greater equity into the Retention, Tenure and Promotion processes. Encourage pathways to tenure track positions for lecturers, through working with the Beach 2030 Action Zone 3 Activity.

Timeline: 2022-2023

4.   Assess current policies, procedures, and terminology that may differentially impact racial and ethnic student groups. 

Timeline: 2022-2023

5.   Increase equity in the scholarship processes and awards. 

Timeline: AY 21/22 and AY 22/23

6.   Research and assess potential governance models to optimize Equity, Diversity, and Inclusion.  Beach 2030 Action Zone 1 Activity.

Timeline: 2022-2025

  1. Provide equitable communication access for faculty, students, staff, administrators, and the local community.

  Timeline: On-going

  2. Create a certificate program for bi-annual anti-racist training for faculty, staff, students, administrators and student organizations. Beach 2030 Action Zone 1 Activity.

Timeline: Pilot in Spring 2023.

  3.  Collaborate with the Academic Senate, Staff Council, ASI, and the President’s Office to create University Awards for Student, Staff, Faculty, and Administrator             Excellence in Equity, Diversity, and Inclusion.

Timeline: Faculty award was established in Spring 2021. Target date for staff, student and administrator award is Fall 2022.

  4. Broaden the impact of orientation activities with complementary SOAR participation for families, programming inclusive and attractive to families and by making select University webpages accessible in multiple languages. Beach 2030 Action Zone 1 Activity.

Timeline: 2022-2024