MiraCosta Community College District Equal Employment ...

MiraCosta Community

College District

Equal Employment

Opportunity Plan

Revised May 11, 2021

Approved by Board of Trustees May 20, 2021

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Table of Contents

I. Introduction 3

II. Executive Summary 4

III. Definitions 5

IV. Commitment Statement, Policies, and Procedures 7

V. Delegation of Responsibility, Authority and Compliance 9

VI. Advisory Committee 11

VII. Complaints 12

VIII. Notification to District Employees 13

IX. Training for Screening/Interview Committees 14

X. Annual Written Notice to Community Organizations 15

XI. Analysis of District Workforce and Applicant Pools 16

XII. Institutional Commitment to Diversity 25

XIII. Annual Certification to Chancellor’s Office 27

XIV. Persons with Disabilities: Accommodations 28

XV. Graduate Assumption Program of Loans for Education 29

Appendix A – Community Organizations 30

Appendix B – Longitudinal Data for Workforce 32

Appendix C – Annual Notice to Employees 44

Appendix D – Annual Notice to Community Organizations 45

Appendix E – Annual Certification to Chancellor’s Office 46

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I. Introduction

MiraCosta Community College District takes pride in creating and sustaining a welcoming work

environment that fosters and celebrates diversity and promotes and rewards excellence. This

Equal Employment Opportunity Plan, first adopted by the MiraCosta Community College

District Board of Trustees in 2008, is a reflection of our district's commitment to diversity,

equity, inclusion and equal employment opportunity.

To properly serve a growing and diverse population, the district endeavors to attract, hire, and

retain faculty and staff who are sensitive to, and knowledgeable of, the needs of our diverse

student body and community. This plan is intended to assist with this important conversation of

inclusion and equity.

An exemplary academic community involves an inclusive environment that best prepares our

faculty, staff and students to live, work and contribute to a global society. I invite you to read this

plan to learn of all the various methods MiraCosta College is employing to support equal

employment opportunity, ensure nondiscriminatory practices, and remedy underrepresentation of

groups in district recruitment and hiring. I also welcome your thoughts and comments on how

best MiraCosta College can ensure that our work environment is a true reflection of our

commitment to diversity and equal opportunity.

Sunita V. Cooke, Ph.D.

Superintendent/President

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II. Executive Summary

MiraCosta Community College’s previous version of the Equal Employment Opportunity Plan

was dated June 2020. A brief overview of the updates to the workforce and applicant analysis

for the 2019-20 academic year follows.

Workforce Diversity

The diversity of permanent staff remained flat from 40.2% in 2018 to 40.0% in 2019. The

diversity of the associate faculty group, which is the least diverse employee group at the college,

dropped slightly from 25.8% in 2018 to 24.7% in 2019. The overall diversity of ALL employees

decreased slightly from 33.1% in 2018 to 32.6% in 2019.

Applicant Diversity

In 2019-20, there were 71 recruitments (8 administrators, 20 full-time faculty and 43 classified)

conducted and a total of 5,072 applications. The overall diversity of applicants was 56.0%, an

increase of 4.8% in diversity compared to the 2018-19 year.

It is clear that the district’s ongoing efforts to attract diverse applicant pools continues to be

effective as we have seen an increase in the diversity of our pools.

Sustained Diversity throughout the Hiring Process

For full-time faculty searches conducted in 2019-20 the initial applicant pools were 49.9%

diverse. The full-time faculty hires were 60.0% diverse. The improvement in diversity for the

full-time faculty hires could be a reflection of the enhanced training and practices of

screening/interview committee members including eliminating bias. The high diversity of the

2019-20 faculty recruitments may also be a function of the disciplines involved (i.e., counseling)

which traditionally have very diverse applicant pools.

For classified searches conducted in 2019-20, the initial applicant pools were 59.7% diverse.

This reflects an increase of 3.0% from 2018-19 (56.7%). The classified hires were 55.0%

diverse, a 12.7% increase from 2018-19 (42.3%).

2019-20 Hiring Record

The following statistics are based on the recruitments that were filled during 2019-20. Additional

recruitments were active and in progress at the end of 2019-20 and, therefore, not reflected

below.

For the administrator searches, 1 out of 5 individuals hired was diverse (20.0%).

For the classified searches, 22 of 40 individuals hired were diverse (55.0%).

For the full-time faculty searches, 6 of 10 individuals hired were diverse (60%) with an

additional 2 hires “declining to state.”

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III. Definitions

1. Adverse Impact: means a statistical measure (such as those outlined in the EEO

Commission’s Uniform Guidelines on Employee Selection Procedures) that is applied to

the effects of a selection procedure and demonstrates a disproportionate negative impact

on any group defined in terms of ethnic group identification, gender, or disability. A

disparity identified in a given selection process will not be considered to constitute

adverse impact if the numbers involved are too small to permit a meaningful comparison.

2. Chancellor’s Office: means the California Community Colleges Chancellor’s Office.

3. Cultural Proficiency: involves successful teaching and other interactions with both

students and colleagues from a variety of cultures. It requires a contextual understanding

that numerous social and institutional dynamics, including the effects of inequities, affect

how students have been taught and treated, and translates that understanding to the

removal of barriers to student success. “Culture” refers to those things that are shared

within a group or society: shared knowledge and beliefs, shared values, shared

behavioral expectations, and principles that are widely used or recognized. “Culture”

therefore, refers to more than simply race and ethnicity.

4. Diversity: means a condition of broad inclusion in an employment environment that

offers equal employment opportunity for all persons. It requires both the presence, and

the respectful treatment, of individuals from a wide variety of ethnic, racial, age, national

origin, religious, gender, sexual orientation, disability and socio-economic backgrounds.

5. Equal Employment Opportunity: means that all qualified individuals have a full and fair

opportunity to compete for hiring and promotion and to enjoy the benefits of employment

with the district. Equal employment opportunity should exist at all levels in the seven job

categories which include executive/administrative/managerial, faculty and other

instructional staff, professional non-faculty, secretarial/clerical, technical and

paraprofessional, skilled crafts, and service and maintenance. Equal employment

opportunity also involves identifying and eliminating barriers to employment that are not

job related and creating an environment that fosters cooperation, acceptance, democracy,

and free expression of ideas and that is welcoming to all genders, persons with

disabilities, and individuals from all ethnic and other groups protected from

discrimination pursuant to Government Code section 12940.

6. Equal Employment Opportunity Plan: means a written document in which a district’s

workforce is analyzed and specific plans and procedures are set forth for ensuring equal

employment opportunity.

7. Equal Employment Opportunity Programs: means all the various methods by which

equal employment opportunity is ensured. Such methods include, but are not limited to,

using nondiscriminatory employment practices, actively recruiting, monitoring and taking

additional steps consistent with the requirements of Title 5, Section 53006.

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8. Equity: The condition under which individuals are provided the resources they need to

have access to the same opportunities, as the general population. Equity accounts for

systematic inequalities, meaning the distribution of resources provides more for those

who need it most. Conversely equality indicates uniformity where everything is evenly

distributed among people.

9. Ethnic Group Identification: means an individual’s identification in one or more of the

ethnic groups reported to the Chancellor’s Office pursuant to Title 5, Section 53004.

These groups shall be more specifically defined by the Chancellor’s Office consistent

with state and federal law.

10. In-House or Promotional Only Hiring: means that only existing district employees are

allowed to apply for a position.

11. Monitored Group: means those groups identified in Title 5, Section 53004(b) for which

monitoring and reporting is required pursuant to Title 5, Section 53004(a).

12. Person with a Disability: means any person who (1) has a physical or mental impairment

as defined in Government Code, Section 12926 which limits one or more of such

person’s major life activities, (2) has a record of such an impairment, or (3) is regarded as

having such an impairment. A person with a disability is “limited” if the condition makes

the achievement of the major life activity difficult.

13. Racial Justice: The systematic fair treatment of people of all races, resulting in equitable

opportunities and outcomes for all. 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.

14. Reasonable Accommodation: means the efforts made on the part of the district to be in

compliance with Government Code 12926.

15. Screening or Interview Procedures: means any measure, combination of measures, or

procedures used as a basis for any employment decision. Screening or interview

procedures include the full range of assessment techniques, including but not limited to

traditional paper and pencil tests, performance tests, and physical, educational, and work

experience requirements, interviews, and review of application forms.

16. Significantly Underrepresented Group: means any monitored group for which the

percentage of persons from that group employed by the district in any job category listed

in Title 5, Section 53004(a) is below eighty percent (80%) of the projected representation

for that group in the job category in question.

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IV. Commitment Statement, Policies, and Procedures

BP 3400: Diversity, Equity, Inclusion

MiraCosta College is committed to providing a strong, supportive, and authentic environment

where difference is valued, respected, encouraged, and honored; where all faculty, staff, and

students experience a sense of belonging and the freedom to express themselves; and where their

experiences are recognized and valued. MiraCosta College strives to be a model for equity and

inclusion. The college is committed to providing opportunities for engagement both across the

campus and within the communities the college serves. The college seeks to remove barriers to

learning, participation, and success, with a focus on changing procedures and practices that

disproportionately affect certain groups. Anchored in a culture of evidence, MiraCosta College

promotes increased awareness and appreciation of individual, collective, and intersecting

identities within our diverse society and acknowledges that different students learn in different

and unique ways. See Board Policy 3410−Nondiscrimination, Board Policy 3420−Equal

Employment Opportunity, Board Policy 7100−Commitment to Diversity in Hiring.

Commitment Statement

MiraCosta College is committed to creating a racially just campus climate. Individuals and their

diverse cultures and identities are welcomed, nurtured, and validated. MiraCosta College takes

institutional responsibility for closing the equity gap for disproportionately-impacted populations

including Latinx and Chicanx communities, Black and African American communities, Native

Hawaiian and Pacific Islander communities, Native American communities, lesbian, gay,

bisexual, trans, queer/questioning, intersex, and asexual (LGBTQIA+) communities, veteran

communities, former foster youth, adult students, and students from low socioeconomic statuses.

MiraCosta will continue to serve all constituents with values rooted in equity, diversity,

inclusion, and community.

AP 3410: Non Discrimination

The MiraCosta Community College District is committed to the principles of equal employment

opportunity and will implement a comprehensive program to put those principles into practice.

The district is committed to a continuing good faith effort to ensure that all qualified applicants

for employment and employees have full and equal access to employment opportunity, and are

not subjected to discrimination in any program or activity of the district on the basis of age,

ancestry, color, physical or mental disability, pregnancy, gender, gender identity, gender

expression, marital status, medical condition, genetic information, national origin, parental

status, race or ethnicity, religion, sexual orientation, military or veteran status, or on the basis of

these perceived characteristics, or based on association with a person or group with one or more

of these actual or perceived characteristics. In addition, the district also has an interest in

nondiscrimination based on additional factors such as accent, citizenship status, economic status

and ethnic group identification even though students or employees could not make a legal claim

of discrimination based on these factors. The district strives to achieve a workforce that is

welcoming to all individuals in legally protected categories to ensure the district provides an

inclusive educational and employment environment. Such an environment fosters cooperation,

acceptance, democracy and free expression of ideas. An Equal Employment Opportunity Plan is

maintained to ensure the implementation of equal employment opportunity principles that

conform to federal and state laws.

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BP 3420: Equal Employment Opportunity

The Board of Trustees supports the intent set forth by the California Legislature to assure that

effort is made to build a community in which opportunity is equalized, and community colleges

foster a climate of acceptance, with the inclusion of faculty and staff from a wide variety of

backgrounds. It agrees that diversity in the academic environment fosters cultural awareness,

mutual understanding, harmony, respect, and suitable role models for all students. The board

therefore commits itself to promote the total realization of equal employment through a

continuing equal employment opportunity program. The superintendent/president shall develop,

for review and adoption by the board, a plan for equal employment opportunity that complies

with the Education Code and Title 5 requirements as from time to time modified or clarified by

judicial interpretation.

BP 7100: Commitment to Diversity in Hiring

The district is committed to employing qualified administrators, faculty, and staff members who

are dedicated to student success. The Board of Trustees recognizes that diversity in the academic

environment fosters cultural awareness, promotes mutual understanding and respect, enhances

student learning, and provides suitable role models for all students. The board is committed to

hiring and staff-development processes that support the goals of equal opportunity and diversity

and provide equal consideration for all qualified candidates.

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V. Delegation of Responsibility, Authority and Compliance

It is the goal of MiraCosta Community College District that all employees promote and support

equal employment opportunity because such a goal requires a commitment and a contribution

from every segment of the district. The general responsibilities for the prompt and effective

implementation of this Plan are set forth below.

1. Board of Trustees

The Board of Trustees is ultimately responsible for oversight of the district’s Plan at all

levels of operation, and for ensuring equal employment opportunity as described in the

Plan.

2. Superintendent/President

The Board of Trustees delegates to the superintendent/president the responsibility for

ongoing implementation of the Plan and for providing leadership in supporting the

district’s equal employment opportunity policies and procedures. The superintendent/

president shall advise the governing board concerning statewide policy emanating from

the Board of Governors of the California Community Colleges and direct the publication

of an annual report on Plan implementation. The superintendent/president shall include

in the evaluation of the performance of all administrators who report directly to them,

actions taken in support of the Plan.

3. Equal Employment Opportunity Officer

The district has designated the vice president, human resources as its equal employment

opportunity officer who is responsible for the day-to-day implementation of the Plan. If

the designation of the Equal Employment Opportunity Officer changes before this Plan is

next revised, the district will notify employees and applicants for employment of the new

designee. The Equal Employment Opportunity Officer is responsible for administering,

implementing and monitoring the Plan and for assuring compliance with the requirements

of Title 5, Sections 53000 et seq. The Equal Employment Opportunity Officer is also

responsible for receiving complaints described in section VI of the Plan and for ensuring

that applicant pools and screening procedures are properly monitored.

4. Equal Employment Opportunity Advisory Committee (EEOAC)

The district has established an Equal Employment Opportunity Advisory Committee

(EEOAC) to act as an advisory body to the Equal Employment Opportunity Officer and

the district as a whole to promote understanding and support of equal employment

opportunity policies and procedures. The EEOAC assists in the development and

implementation of the Plan in compliance with state and federal regulations and

guidelines, monitors equal employment opportunity progress, and provides suggestions

for Plan revisions as appropriate.

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5. Agents of the District

Any organization or individual, whether or not an employee of the district, who acts on

behalf of the Board of Trustees with regard to the recruitment and screening of personnel,

is an agent of the district and is subject to all the requirements of this Plan and will be

expected to uphold it.

6. Good Faith Effort

The district shall make a continuous good faith effort to comply with all the requirements

of its Plan.

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VI. Advisory Committee

The district has established an Equal Employment Opportunity Advisory Committee (EEOAC)

to assist the district in implementing its Plan. The committee also assists in promoting an

understanding and support of equal opportunity and nondiscrimination policies and procedures.

The committee may work in coordination with other groups on campus to sponsor events,

training, or other activities that promote equal employment opportunity, nondiscrimination,

retention and diversity.

The Equal Employment Opportunity Officer shall train the advisory committee on equal

employment compliance and the Plan itself. The committee shall receive training in all of the

following:

a) the requirements of this subchapter and of state and federal nondiscrimination laws;

b) identification and elimination of bias in hiring;

c) the educational benefits of workforce diversity; and

d) the role of the advisory committee in carrying out the district’s EEO Plan.

The committee shall include a diverse membership whenever possible. A substantial good faith

effort to maintain a diverse membership is expected. If the district has been unable to meet this

objective, it will document efforts made to recruit advisory committee members who represent

diversity. The committee will be composed of two members of the faculty appointed by the

Academic Senate President; two members of the classified staff appointed by the Classified

Senate President; two students recommended by the student government association; two

community representatives appointed by the superintendent/president; and one member of the

administration appointed by the superintendent/president.

The committee will be convened initially each year and is chaired by the Equal Employment

Opportunity Officer. Terms of office for all other members shall be two years. The EEOAC

shall hold a minimum of four (4) meetings per fiscal year, with additional meetings if needed to

review equal employment opportunity and diversity efforts, programs, policies, and progress.

When appropriate, the advisory committee shall make recommendations to the governing board,

the superintendent/president, and the Equal Employment Opportunity Officer.

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VII. Complaints

1. Complaints Alleging Violation of the Equal Employment Opportunity Regulations (Title 5

Section 53026). The district has established the following process permitting any person

to file a complaint alleging that the requirements of the equal employment opportunity

regulations1 have been violated. Any person who believes that the equal employment

opportunity regulations have been violated may file a written complaint describing in

detail the alleged violation. All complaints shall be signed and dated by the complainant

and shall contain, to the best of the complainant’s ability, the names of the individuals

involved, the date(s) of the event(s) at issue, and a detailed description of the actions

constituting the alleged violation. Complaints involving current hiring processes must be

filed as soon as possible after the occurrence of an alleged violation and not later than

sixty (60) days after such occurrence unless the complainant can verify a compelling

reason for the district to waive the sixty (60) day limitation. Complaints alleging

violations of the Plan that do not involve current hiring processes must be filed as soon as

possible after the occurrence of an alleged violation and not later than ninety (90) days

after such occurrence unless the violation is ongoing. As directed by the Chancellor’s

Office, the decision of the district in complaints pursuant to Section 53026 is final. (See

California Community Colleges Chancellor’s Office Guidelines for Minimum Conditions

Complaints at:

http://californiacommunitycolleges.cccco.edu/ComplaintsForm.aspx#complaintForm

The district may return without action any complaints that are inadequate because they do

not state a clear violation of the EEO regulations. All returned complaints must include a

district statement of the reason for returning the complaint without action.

The complaint shall be filed with the Equal Employment Opportunity Officer. If the

complaint involves the Equal Employment Opportunity Officer, the complaint may be

filed with the superintendent/president. A written determination on all accepted written

complaints will be issued to the complainant within ninety (90) days of the filing of the

complaint. If this is not practical, a written notification will be provided to the

complainant as to the reasons for the extension and estimated date of completion. The

Equal Employment Opportunity Officer will forward copies of all written complaints to

the Chancellor’s Office upon receipt.

In the event that a complaint filed under Section 53026 alleges unlawful discrimination, it

will be processed according to the requirements of Section 59300 et seq.

2. Complaints Alleging Unlawful Discrimination or Harassment (Section 59300 et seq.) The

district has adopted procedures for complaints alleging unlawful discrimination or

harassment. The vice president, human resources is responsible for receiving such

complaints and for coordinating their investigation.

1 The equal employment opportunity regulations are found in California Code of Regulations, title 5, section 53000

et seq.

http://californiacommunitycolleges.cccco.edu/ComplaintsForm.aspx#complaintForm

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VIII. Notification to District Employees

The commitment of the Board of Trustees and the superintendent/president to equal employment

opportunity is emphasized through the broad dissemination of its Equal Employment

Opportunity policy statement and the Plan. The policy statement will be included in the college

catalog and website. The Plan and subsequent revisions will be distributed to the district’s Board

of Trustees, the superintendent/president, administrators, the academic and classified senates,

union representatives and members of the District Equal Employment Opportunity Advisory

Committee. The Plan will be available on the district’s website and employees will be notified

electronically. Each year, the district will inform all employees of the Plan’s availability. The

annual notice (see Appendix C) will emphasize the importance of the employee’s participation

and responsibility in ensuring the Plan’s implementation.

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IX. Training for Screening/Interview Committees

Any organization or individual, whether or not an employee of the district, who is involved in the

recruitment, screening and interviewing of applicants shall receive training prior to their

participation on the requirements of federal and state nondiscrimination laws; the educational

benefits of a diverse workforce; the elimination of bias in hiring decisions; best practices in

serving on a screening/interview committee; and principles of diversity and cultural proficiency.

Persons serving in the above capacities will be required to undergo training within the 12 months

prior to beginning of service on a committee. This training is mandatory; individuals who have

not received this training will not be allowed to serve on a screening/interview committee. The

Equal Employment Opportunity Officer is responsible for providing the required training. Any

individual, whether or not an employee of the district, acting on behalf of the district with regard

to recruitment and screening of applicants, is subject to the equal employment opportunity

requirements of Title 5 and the District’s Equal Employment Opportunity Plan.

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X. Annual Written Notice to Community Organizations

The Equal Employment Opportunity Officer will provide annual written notice to appropriate

community-based and professional organizations concerning the Plan (see Appendix D). The

notice will include a summary of the Plan, inform these organizations how they may obtain a

copy, and shall solicit their assistance in identifying diverse qualified candidates. The notice will

also include the internet address where the district advertises its job openings and the Human

Resources Department phone number to call in order to obtain information about employment.

The district will actively seek to reach those institutions, organizations, and agencies that may be

recruitment sources, especially for underrepresented populations. A list of organizations which

will receive this notice is attached as Appendix A of this Plan. This list may be revised from

time to time as necessary.

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XI. Analysis of District Workforce and Applicant Pools

The Human Resources Department will annually monitor the district’s workforce composition

and applicant pools for employment on an ongoing basis to evaluate the district’s progress in

implementing the Plan, to provide data needed for the analysis required by this Plan, and to

determine whether any monitored group is underrepresented. In accordance with Administrative

Procedure 3420, Equal Employment Opportunity, monitored groups include “men, women,

American Indians or Alaskan Natives, Asians or Pacific Islanders, Blacks/African-Americans,

Hispanics/Latinx, Caucasians, and persons with disabilities.”

For purposes of the analysis, applicants and employees are afforded the opportunity to

voluntarily identify their gender, gender identity, ethnic group identification and, if applicable,

their disability. Persons may designate as many ethnicities as they identify with. The

composition of the initial applicant pool is recorded and reviewed by the Equal Employment

Opportunity Officer or designee. This information is kept confidential and is separated from the

applications that are forwarded to the screening/interview committee and hiring administrator(s).

At least every three years the Plan is reviewed and, if necessary, revised based on an analysis of

the ethnic group identification, gender, and disability composition of existing staff and of those

who have applied for employment in each of the following identified job categories:

1. Executive/Administrative/Managerial

2. Faculty (full and part-time)

3. Professional Nonfaculty

4. Secretarial/Clerical

5. Technical and Paraprofessional

6. Skilled Crafts

7. Service and Maintenance

An analysis of the district’s workforce and applicant pools since the June 2020 version of the

EEO Plan follows.

District Workforce Analysis

From fall 2018 to fall 2019, MiraCosta’s contract workforce (including administrators, full-time

faculty and all classified employees) decreased by 3 employees (from 624 to 621).

The overall diversity of permanent staff (excluding those in the “other/unknown” category)

remained flat (at 40.0% diversity) by fall 2019. The diversity of associate faculty (excluding

those in the “other/unknown” category) decreased slightly at 24.7%. Currently, the overall

diversity of ALL employees stands at 32.6%; a slight decrease from 33.1% in 2018.

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MiraCosta College

Workforce Analysis

Fall 2019

Total Male Female

American Indian/ Alaska Native

Asian/ Pacific

Islander

Black/ African

American

Hispanic/ Latinx

White 2 or

more races

Other/ Unknown

Exec/Admin 35 14 21 0 3 4 5 23 0 0

Classified 379 147 232 2 18 17 109 214 11 8

Faculty–Full Time 207 94 113 1 19 8 39 128 7 5

SUBTOTAL OF CONTRACT EMPLOYEES

621 255 366 3 40 29 153 365 18 13

Faculty–Part Time 594 232 362 4 35 19 75 432 9 20

GRAND TOTAL 1,215 487 728 7 75 48 228 797 27 33

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Longitudinal Analysis - Workforce

In 2002, the district began collecting and maintaining data on the diversity of applicants and

employees. The Faculty Diversity Committee, in preparation for an accreditation visit, analyzed

the diversity of the faculty by looking at classroom versus non-classroom faculty and found a

significant shortfall of historically underrepresented groups in the classroom ranks. Over time,

the district has undertaken various initiatives to diversify its faculty and staff. Accordingly, it

recommended additional efforts be taken to advertise faculty openings in publications that reach

historically underrepresented job applicants. Beginning in July 2002 such recruitment efforts

became standard and the tracking of applicant data by ethnicity began.

A comparison of the diversity of full-time faculty from 2003 to 2019 demonstrates the positive

results of an expanded and focused advertising campaign. The data shows progress in increasing

the diversity of full-time faculty to better represent the credit student population the district

serves. The largest gain in diversity during this time frame was a 5.8% increase in the Hispanic

category, which is significant in that this is the largest population of students enrolled in credit

courses.

ETHNICITY BREAKDOWN OF ALL FULL-TIME FACULTY

SPRING 2003

Ethnic Group Number Faculty

Credit

student

percent*

American Indian / Alaskan Native 1 1% 1%

Asian / Pacific Islander 6 5% 9%

Black / African-American 5 4% 5%

Hispanic / Latinx 17 13% 18%

Not Applicable -- -- 5%

White 104 78% 62%

Total 133 100% 100%

* Student data is fall 2003

FALL 2019


percent

Credit

student

percent

American Indian / Alaskan Native 1 0.5% 0.50%

Asian / Pacific Islander 19 9.2% 7.60%

Black / African American 8 3.9% 3.30%

Hispanic / Latinx 39 18.8% 38.80%

Caucasian 128 61.8% 38.00%

Multiple ethnicities 7 3.4% 7.70%

Other/unknown 5 2.4% 4.20%

Total 207 100% 100%

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Beginning in spring semester 2008, a complete analysis of the district’s workforce was

conducted as part of the annual updates to the EEO Plan. The following represents an analysis of

eleven years of data, with separate numbers for the contract workforce and the associate faculty.

Contract Workforce:

This category includes the permanent workforce of the district - administrators, full-time faculty

and classified staff.

ETHNICITY (contract workforce)

American

Indian/

Alaskan

Native

Asian/

Pacific

Islander

Black/

African

American

Hispanic

/Latinx White

2 or more

races

Other/

unknown TOTAL

Overall

diversity

Spring 2008 8 36 21 76 290 0 2 433 32.7%

Fall 2009 8 46 23 85 323 0 0 485 33.4%

Fall 2010 8 42 23 84 306 0 0 463 33.9%

Fall 2011 9 43 25 86 299 0 0 462 35.3%

Fall 2012* 2 33 23 95 287 16 3 459 37.1%

Fall 2013 3 34 24 98 304 15 4 482 36.4%

Fall 2014 3 36 25 103 311 15 4 497 36.9%

Fall 2015 5 49 25 123 347 20 5 574 39.0%

Fall 2016 3 45 25 124 350 24 5 576 38.7%

Fall 2017 3 48 23 129 349 28 7 587 39.8%

Fall 2018 4 45 27 142 366 28 12 624 40.2%

Fall 2019 3 40 29 153 365 18 13 621 40.0%

* In fall 2012 employees were surveyed and for the first time were recorded as identifying as 2 or more races, thus shifting some

numbers away from other ethnicity categories.

The overall diversity of the contract workforce increased by 7.3% over this eleven-year period.

In 2013, MiraCosta’s student population reached a level which allowed the district to achieve

designation as an HSI (Hispanic Serving Institution). The addition of 77 Hispanic employees

between spring 2008 and fall 2019 means that the percentage in this category went from 17.6%

to 24.6%, an improved reflection of the growing population of Hispanic/Latinx students.

Associate Faculty Workforce:

The associate faculty (part-time) workforce is separated for analysis since it is the largest

segment of the district’s workforce. Historically it has been a group reflecting persistent

underrepresentation. This group also has the greatest potential for both growth and contraction,

as shown by the significant drop in the number of associate faculty actively working in 2014.

For example, class sections may be added or deleted due to student enrollment changes. Another

impact has been an effort to improve the district’s ratio of full-time to part-time faculty. This has

resulted in additional full-time faculty hired and a lower number of associate faculty

assignments.

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Due to persistently lower diversity in the associate faculty ranks, a special initiative was

undertaken in the spring semester 2011 to inform those individuals responsible for hiring of

relevant workforce data. Each dean received charts showing aggregate data of the disclosed

ethnicity of both full-time and associate faculty members for their respective disciplines. Each

department chair also received this information for consideration during future hiring initiatives.

By fall semester 2019 the overall diversity of the associate faculty workforce had increased, by

7.1% from 2008.

ETHNICITY (associate faculty)

American

Indian/

Alaskan

Native

Asian/

Pacific

Islander

Black/

African

American

Hispanic

/Latinx White

2 or

more

races

Other/

unknown TOTAL

Overall

diversity

Spring 2008 5 21 14 41 379 0 9 469 17.6%

Fall 2009 5 22 16 52 403 0 2 500 19.1%

Fall 2010 6 24 16 54 410 0 3 513 19.6%

Fall 2011 5 23 17 57 404 0 6 512 20.2%

Fall 2012 2 34 16 72 424 26 5 579 26.1%

Fall 2013 5 31 15 66 395 16 5 533 25.2%

Fall 2014 2 30 12 60 337 14 4 459 25.9%

Fall 2015 2 46 17 75 406 17 10 573 27.9%

Fall 2016 3 54 21 79 413 15 10 595 29.4%

Fall 2017* 2 40 18 54 346 15 9 484 27.2%

Fall 2018 4 38 27 78 437 5 23 612 25.8%

Fall 2019 4 35 19 75 432 9 20 594 24.7% *The district experienced a system error preventing the collection of accurate data on associate faculty in the year 2017.

While the associate faculty workforce continues to show the greatest shortfall in reflecting the

credit student population, much progress has been made.

Additional charts showing the ethnicity of employee groups for each year can be found in

Appendix B.

21

Analysis of Applicant Pools

During the 2019-20 fiscal year, 71 recruitments were completed, which included 8

administrators, 20 full-time faculty, and 43 classified searches, compared to 33* completed in

2018-19. The total number of applicants for all recruitments combined was 5,072; a significant

increase from the 1,683 applicants for 2018-19. The overall diversity of all applicants in 2019-20

was 56.0%. This represents an increase of 4.8% in the overall diversity compared to the

previous fiscal year (51.2%). The significant increase in the number of applicants can be

attributed to the successful launch of an updated tracking system that makes it easier for

applicants to apply, as well as collaboration with screening and interview committees and

process changes to eliminate barriers to applying, such as limits to supplemental materials

requested of applicants.

This count does not include associate faculty (part-time) for whom applications are accepted

throughout the year. From the 71 searches conducted, there were 57 individuals hired. Twenty-

nine of those were individuals from diverse backgrounds (52.7%). This percentage of individuals

hired from historically underrepresented groups demonstrates the district’s ongoing commitment

to diversifying its workforce.

*This number reflects that the district was engaged in implementing an updated applicant tracking system during

2018-19.

22

Longitudinal Analysis – Applicants

In analyzing trends in the number of applicants, it is important to note the variation in the total

number of recruitments completed during each fiscal year. The sharp decline in recruitments for

2018-19 reflects that the district was engaged in implementing an updated applicant tracking

system, and the need to temporarily pause recruitments during the conversion and

implementation. The sharp decline in the number of recruitments in 2011-12 was due to severe

budget constraints which resulted in a soft hiring freeze. No new faculty positions were added

and only critical vacancies were filled for administrators and classified positions.

Beginning with spring 2008 a complete analysis of all job applicants was conducted as part of

the annual updates to the EEO Plan. The following represents an analysis of 13 years of data,

with separate numbers for the contract workforce and the associate faculty.

Contract Applicants:

Recruitments for permanent positions include administrator, classified and full-time faculty job

openings. The overall diversity of applicants increased by 28.0% over this thirteen-year time

period. This demonstrates the success of efforts to advertise openings in a wider variety of

sources and spread the word about the district’s commitment to diversification.

23

ETHNICITY (contract workforce applicants)

American

Indian/

Alaskan

Native

Asian/

Pacific

Islander

Black/

African

American

Hispanic/

Latinx White

2 or more

races

Other/

unknown TOTAL

Overall

diversity

FY2007-08 13 115 72 194 1011 -- 243 1648 28.0%

FY2008-09 22 299 167 594 1912 -- 379 3373 36.1%

FY2009-10 34 230 207 671 1778 43 473 3436 40.0%

FY2010-11 23 218 168 560 1564 53 316 2902 39.5%

FY2011-12 7 49 54 130 386 17 101 744 40.0%

FY2012-13 24 214 200 663 1298 76 328 2803 47.6%

FY2013-14 19 216 186 704 1443 78 318 2964 45.5%

FY 2014-15 13 266 196 657 1281 106 349 2868 49.1%

FY 2015-16 18 306 270 854 1563 101 427 3539 49.8%

FY 2016-17 25 374 271 830 1770 128 403 3801 47.9%

FY 2017-18 17 314 334 954 1494 125 386 3624 53.9%

FY 2018-19 6 171 98 446 744 60 158 1683 51.2%

FY2019-20 18 495 386 1504 2084 250 335 5072 56.0%

* Beginning in fall 2010 applicants were able to identify as belonging to 2 or more races, thus shifting some numbers away

from other ethnicity categories.

24

Associate Faculty Applicants:

Applications are accepted year round for those interested in teaching on a part-time basis.

Applicant pools are reviewed by department chairs and interviews conducted if, and when, a

need arises to hire new associate faculty members. Prior to 2008 employment applicants were

accepted on paper. Subsequently the district adopted an online application system, thus making

applicant tracking and data collection more accurate.

ETHNICITY (associate faculty applicants)

American

Indian/

Alaskan

Native

Asian/

Pacific

Islander

Black/

African

American

Hispanic/

Latinx White

2 or more

races

Other/

unknown TOTAL

Overall

diversity

FY2007-08 2 11 8 15 113 -- 72 221 24.2%

FY2008-09 3 19 14 23 180 -- 23 262 24.7%

FY2009-10 3 19 46 66 375 0 63 572 26.3%

FY2010-11 9 87 40 133 512 11 132 924 35.4%

FY2011-12 17 197 113 298 1211 40 310 2186 35.4%

FY2012-13 13 97 75 137 764 39 161 1286 32.1%

FY2013-14 45 186 145 274 1110 0 232 1992 36.9%

FY 2014-15 16 180 111 178 1089 55 251 1880 33.1%

FY 2015-16 13 169 96 239 932 32 232 1713 37.1%

FY 2016-17 12 239 127 333 1328 75 342 2456 37.2%

FY 2017-18 18 223 176 493 1547 78 375 2910 39.0%

FY 2018-19 37 184 129 333 1349 77 497 2606 36.0%

FY2019-20 7 198 108 346 1051 70 165 1945 41.0%

* Beginning in fall 2010 applicants were able to identify as belonging to 2 or more races.

The overall diversity of applicants increased by 16.8% over this thirteen-year time period. More

study is needed to determine why the diversity of applicants for associate faculty assignments

has not increased at the same rate as applicants for other positions.

25

XII. Institutional Commitment to Diversity

The district recognizes that multiple approaches are appropriate to fulfill its mission of ensuring

Equal Employment Opportunity and the creation of a diverse workforce. Equal Employment

Opportunity means that all qualified individuals have a full and fair opportunity to compete for

hiring and promotion and to enjoy the benefits of employment with the district. Equal

Employment Opportunity should exist at all levels and in all job categories. Ensuring Equal

Employment Opportunity also involves creating an environment that fosters cooperation,

acceptance, democracy, and free expression of ideas, and is welcoming to all genders, non-

binary, persons with disabilities, and individuals from all ethnic and other groups protected from

discrimination.

The district places great emphasis on the recruitment of potential applicants in order to create a

diverse pool of qualified individuals from which to hire. With a diverse pool, the district takes

steps within the screening/interview process to allow for the hiring of candidates with varied

backgrounds who can contribute and effectively communicate in a diverse community.

Having a campus that has accepted principles of diversity and multiculturalism makes

implementation and maintenance of an effective Equal Employment Opportunity Program much

easier. For that reason, institutionalizing a diversity program that is well-planned, well-funded,

and supported by the leadership of the district is necessary.

The Equal Employment Opportunity Advisory Committee will periodically (at a minimum every

three years) review indicators of the district’s institutional commitment to diversity such as, but

not limited to, the following:

1. Surveys of campus climate to identify barriers to inclusion. Recommendations will be

made to implement concrete measures that utilize the information drawn from the

surveys.

2. Cultural events, diversity dialogues, forums and cross-cultural workshops conducted on

campus, or in the community. Speakers on issues dealing with diversity include those

from underrepresented groups who are in leadership positions and who may inspire

students and employees alike.

3. Exit interviews conducted by Human Resources with employees who voluntarily leave

the district, if the results of those interviews indicate patterns impacting particular

monitored group(s).

4. Training conducted by Human Resources for members of screening/interview

committees on elimination of bias in hiring and employment and other required topics.

5. Programs to support newly-hired employees such as mentoring, professional

development, and leadership opportunities.

6. Records related to the timeliness of harassment and discrimination complaint

investigations and corrective action taken.

26

7. Records related to the district’s compliance with the requirements of Government Code

section 12950.1 (Stats. 2004, ch. 933 [AB1825]), harassment and discrimination training.

8. The district’s publications, marketing tools and website to ensure they reflect diversity in

pictures, graphics and wording to project inclusivity.

9. Records which indicate whether district staff members serve as resources, consultants,

mentors and/or leaders to colleagues at other districts in the areas of EEO and diversity

enhancement.

10. Recognition of employees and students who have promoted diversity and equal

employment opportunity principles in performance assessments and district awards.

11. The district’s curricula, texts, and/or course descriptions which expand the global

perspective of the particular course, readings or discipline.

12. The manner in which the district addresses issues of inclusion/exclusion to ensure they

are conducted in a transparent and collaborative fashion.

13. The Student Equity Plan, Student Equity Resource Document, and general data

dashboards as available.

14. Longitudinal analysis of various employment events by monitored group status such as

hiring, promotion, retention, voluntary resignation, termination, and discipline.

27

XIII. Annual Certification to Chancellor’s Office

Annually the district shall certify to the State Chancellor’s Office that it has timely complied

with each of the following requirements of Title 5:

1. Recorded, reviewed and reported the data required regarding qualified applicants pools;

2. Reviewed and updated, as needed, the strategies component of the district’s EEO Plan

(Section XII);

3. Investigated and appropriately responded to formal harassment and discrimination

complaints filed pursuant to Title 5 (commencing with section 59300).

See Appendix E

28

XIV. Persons with Disabilities: Accommodations

1. Reasonable Accommodations

Applicants and employees with disabilities2 shall receive reasonable accommodations

consistent with the requirements of Government Code, Sections 11135 et seq. and

12940(m); Section 504 of the Rehabilitation Act of 1973; the Americans with Disabilities

Act; and the Fair Employment and Housing Act. Such accommodations may include, but

are not limited to, job site modifications, job restructuring, part-time work schedules,

flexible scheduling, reassignment to a reasonably equivalent vacant position, adaptive

equipment, and auxiliary aides such as readers, interpreters, and note-takers.

The ADA Coordinator is responsible for handling requests for accommodations from

current employees. The Human Resources Supervisor is responsible for requests from

applicants seeking such accommodations during the application process. Requests can be

made on the “Request for Reasonable Accommodation” form or by contacting the

Human Resources Office.

2 See the definition of “person with a disability” in the definitions section of the Plan. A more detailed definition of

physical and mental disability is found in Government Code, Section 12926. California has a broader definition of

disability than the ADA. California also requires accommodations to be made under circumstances where

accommodations might not be necessary under federal law.

29

XV. Graduate Assumption Program of Loans for Education

The district encourages community college students to become qualified for, and seek

employment as community college employees. The district shall inform students about graduate

study programs that may qualify them to apply for community college faculty positions. The

district will post informational flyers on the campuses concerning such programs, and make

information available in locations accessible to students.

Efforts will be made to inform graduate students in local colleges and universities about the

benefits of employment at a community college.

30

Appendix A – Community Organizations

American Association of Hispanics in Higher Education (AAHHE)

1120 S. Cady Mall, 2nd Floor, Suite A207E

Tempe, AZ 85287-6303

www.aahhe.org

American Civil Liberties Union

ACLU of San Diego & Imperial Counties

P.O. Box 87131

San Diego, CA 92138-7131

(619) 232-2121

www.aclusandiego.org

A Black Education Network (ABEN)

Debra Watkins

P.O. Box 3134

San Jose, CA 95156

(408) 977-4188

www.aben4ace.org

California Association of African American Superintendents & Administrators (CAAASA)

12155 El Oro Way

Granada Hills, CA 91344

(818) 217 6310

www.caaasa.org

California Association of Latino Superintendents and Administrators (CALSA)

1029 J Street, Suite 500

Sacramento, CA 95814

(916) 329-3847

(916) 444-3216

www.calsa.org

Hispanic Association of Colleges and Universities (HACU)

8415 Datapoint Dr, Ste 400

San Antonio, TX 78229

(210) 692-3805

www.hacu.net

Japanese-American Cultural Center of Vista

150 Cedar Road

Vista, CA 92083

(760) 726-7628

www.jaccofvista.com

League of Women Voters

North County San Diego

P.O. Box 131272

Carlsbad, CA 92013

(760) 736-1608

my.lwv.org/valifornia/north-county-san-diego

http://www.bing.com/local?lid=YN855x14860482&id=YN855x14860482&q=Hispanic+Association+of+Colleges+and+Universities&name=Hispanic+Association+of+Colleges+and+Universities&cp=29.5189437866211%7e-98.5697326660156&ppois=29.5189437866211_-98.5697326660156_Hispanic+Association+of+Colleges+and+Universities&FORM=SNAPST

http://www.bing.com/local?lid=YN855x14860482&id=YN855x14860482&q=Hispanic+Association+of+Colleges+and+Universities&name=Hispanic+Association+of+Colleges+and+Universities&cp=29.5189437866211%7e-98.5697326660156&ppois=29.5189437866211_-98.5697326660156_Hispanic+Association+of+Colleges+and+Universities&FORM=SNAPST

31

Mexican American Legal Defense and Education Fund (MALDEF)

634 S. Spring Street, Ste. 1100

Los Angeles, CA 90014

(213) 629-2512

www.maldef.org

National Association for the Advancement of Colored People (NAACP)

North San Diego County Branch

P.O. Box 5786

Oceanside, CA 92052-5786

(760)754-9686

www.nsdcnaacp.org

National Association of Asian American Professionals (NAAAP)

4850 Sugarloaf Parkway, Ste. 209-289

Lawrenceville, GA 30044

(919) 625-1207

www.naaap.org

National Council of La Raza

550 S. Hope St., Ste. 450

Los Angeles, CA 90071

(213) 489-3428

National Federation of Filipino American Associations

1322 18th St. NW

Washington, D.C. 20036

Phone: (202) 803-1353

Naffaa.org

North County African American Women’s Association

Raye Clendening

4140 Oceanside Blvd., Ste. 159

Oceanside, CA 92056

(760) 978-6534

www.ncaawa.org

San Diego Chinese Women’s Association

8470 Burr Ln.P.O. Box 881882

San Diego, CA 92129

(619) 291-3366

sdcwa.net

http://www.ncaawa.org/

32

Appendix B

Longitudinal Data for Workforce

Spring 2008

ETHNICITY BREAKDOWN OF FULL-TIME CLASSROOM FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent*

American Indian / Alaskan Native 2 1.6% 1%

Asian / Pacific Islander 9 7.1% 10%

Black / African-American 4 3.2% 4%

Hispanic / Latinx 20 15.9% 21%

Other/unknown 1 0.8% 10%

White 90 71.4% 54%

Total 126 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent*



Black / African American 8 5.2% 4%



White 107 69.5% 54%

Total 154 100% 100%

ETHNICITY BREAKDOWN OF CREDIT ASSOCIATE FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent






White 305 80.1% 54%

Total 381 100% 100%

ETHNICITY BREAKDOWN OF ALL CLASSIFIED

Ethnic Group

Number

Classified

percent

Credit

student

percent






White 169 64.5% 54%

Total 262 100% 100%

33

Fall 2009


Ethnic Group

Number

Faculty

percent

Credit

student

percent*





White 101 69.2% 52%

Total 146 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent*





White 118 67.4% 52%

Total 164 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent*





White 177 65.1% 52%

Total 272 100% 100%

ETHNICITY BREAKDOWN OF CREDIT ASSOCIATE FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent*





Other/unknown 2 .5% 11%

White 326 80.5% 52%

Total 405 100% 100%

34

Fall 2010


Ethnic Group

Number

Faculty

percent

Credit

student

percent





White 98 69.2% 53%

Multiple ethnicities not available not available 11%

Total 142 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent





White 117 67.6% 53%


Total 173 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent





White 169 64.3% 53%


Total 263 100%

ETHNICITY BREAKDOWN OF ALL ASSOCIATE FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent





Other/unknown 3 .6% 4%

White 410 79.9% 53%


Total 513 100% 100%

35

Fall 2011

ETHNICITY BREAKDOWN OF ADMINISTRATORS

Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population

American Indian / Alaskan Native 1 3.6% 1% 1%

Asian / Pacific Islander 2 7.1% 8% 9%

Black / African-American 2 7.1% 4% 4%

Hispanic / Latinx 5 17.9% 19% 26%

White 18 64.3% 51% 56%

Multiple ethnicities not available not available 14% 4%

Other/unknown -- -- 3% --

Total 28 100% 100% 100%

ETHNICITY BREAKDOWN OF FULL-TIME FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population





White 122 68.9% 51% 56%



Total 177 100% 100% 100%

ETHNICITY BREAKDOWN OF CLASSIFIED

Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population





White 159 61.9% 51% 56%



Total 257 100% 100% 100%

ETHNICITY BREAKDOWN OF ASSOCIATE FACULTY

Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population





White 404 78.9% 51% 56%


Other/unknown 6 1.2% 3% --

Total 512 100% 100% 100%

36

Fall 2012


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population

American Indian / Alaskan Native 1 3.6% 0.4% 1%

Asian / Pacific Islander 2 7.1% 7.5% 9%

Black / African-American 2 7.1% 3.7% 4%

Hispanic / Latinx 5 17.9% 19.5% 26%

White 18 64.3% 49.0% 56%

Multiple ethnicities 0 0.0% 17.5% 4%

Other/unknown 0 0.0% 2.4% --

Total 28 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 33 19.2% 19.5% 26%

White 114 66.3% 49.0% 56%



Total 172 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 57 22.0% 19.5% 26%

White 155 59.8% 49.0% 56%



Total 259 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 72 12.4% 19.5% 26%

White 424 73.2% 49.0% 56%


Other/unknown 5 .9% 2.4% --

Total 579 100% 100% 100%

37

Fall 2013


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population





White 18 62.1% 47.2% 56%


Other/unknown 0 0 2.3% --

Total 29 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population

American Indian / Alaskan Native 0 0 0.4% 1%



Hispanic / Latinx 34 19.3% 32.0% 26%

White 117 66.5% 47.2% 56%



Total 176 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 59 21.3% 32.0% 26%

White 169 61.0% 47.2% 56%



Total 277 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 66 12.4% 32.0% 26%

White 395 74.1% 47.2% 56%



Total 533 100% 100% 100%

38

Fall 2014


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population





White 19 67.9% 45.5% 67%


Other/unknown 0 0 2.1% --

Total 28 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population



Black / African American 8 4.4% 3.5% 2%

Hispanic / Latinx 35 19.2% 33.7% 19%

White 120 65.9% 45.5% 67%



Total 182 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 64 22.3% 33.7% 19%

White 172 59.9% 45.5% 67%



Total 287 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 58 12.7% 33.7% 19%

White 336 73.4% 45.5% 67%


Other/unknown 4 0,9% 2.1% --

Total 458 100% 100% 100%

39

Fall 2015


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population

American Indian / Alaskan Native 1 3.7% 0.30% 0.4%

Asian / Pacific Islander 4 14.8% 7.60% 9.2%

Black / African-American 2 7.4% 3.40% 2.1%

Hispanic / Latinx 2 7.4% 35.80% 19.1%

White 17 63.0% 43.70% 66.8%

Multiple ethnicities 1 3.7% 7.30% --

Other/unknown 0 0.0% 2.00% 2.4%

Total 27 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 35 18.4% 35.80% 19.1%

White 123 64.7% 43.70% 66.8%


Other/unknown 2 1.1% 2.00% 2.4%

Total 190 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 85 23.9% 35.80% 19.1%

White 206 57.9% 43.70% 66.8%


Other/unknown 4 1.1% 2.00% 2.4%

Total 356 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 76 13.3% 35.80% 19.1%

White 405 70.7% 43.70% 66.8%


Other/unknown 10 1.7% 2.00% 2.4%

Total 573 100% 100% 100%

40

Fall 2016


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 3 10.7% 35.80% 19.1%

White 17 60.7% 43.70% 66.8%


Other/unknown 0 0.0% 2.00% 2.4%

Total 28 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 34 17.9% 35.80% 19.1%

White 124 65.3% 43.70% 66.8%


Other/unknown 2 1.1% 2.00% 2.4%

Total 190 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 87 24.3% 35.80% 19.1%

White 209 58.4% 43.70% 66.8%


Other/unknown 3 0.8% 2.00% 2.4%

Total 358 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 79 13.3% 35.80% 19.1%

White 413 69.4% 43.70% 66.8%


Other/unknown 10 1.7% 2.00% 2.4%

Total 595 100% 100% 100%

41

Fall 2017


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 3 10.7% 35.80% 19.1%

White 17 60.7% 43.70% 66.8%


Other/unknown 0 0.0% 2.00% 2.4%

Total 28 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 34 17.9% 35.80% 19.1%

White 124 65.3% 43.70% 66.8%


Other/unknown 2 1.1% 2.00% 2.4%

Total 190 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 87 24.3% 35.80% 19.1%

White 209 58.4% 43.70% 66.8%


Other/unknown 3 0.8% 2.00% 2.4%

Total 358 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 79 13.3% 35.80% 19.1%

White 413 69.4% 43.70% 66.8%


Other/unknown 10 1.7% 2.00% 2.4%

Total 595 100% 100% 100%

42

Fall 2018


Ethnic Group

Number

Administrator

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 4 14.3% 38.80% 21.4%

White 16 57.1% 40.10% 62.4%


Other/unknown 0 0.0% 2.11% 2.4%

Total 28 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 39 18.4% 38.80% 21.4%

White 133 62.7% 40.10% 62.4%


Other/unknown 5 2.4% 2.11% 2.4%

Total 212 100% 100% 100%


Ethnic Group

Number

Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 99 25.8% 38.80% 21.4%

White 217 56.5% 40.10% 62.4%


Other/unknown 7 1.8% 2.11% 2.4%

Total 384 100% 100% 100%


Ethnic Group

Number

Faculty

percent

Credit

student

percent

MCC service

area

population

American Indian / Alaskan Native 4 1% 0.40% 0.3%



Hispanic / Latinx 78 14.7% 38.80% 21.4%

White 437 67.0% 40.10% 62.4%


Other/unknown 23 3.8% 2.11% 2.4%

Total 612 100% 100% 100%

43

Fall 2019


Ethnic Group Number Administrato

r percent

Credit

student

percent

MCC service

area

population



African American 4 11.4% 3.30% 2.8%

Hispanic / Latinx 5 14.3% 38.80% 22.3%

Caucasian 23 65.7% 38.00% 60.9%

Multiple ethnicities 0 0.0% 7.70% 3.3%

Other/unknown 0 0.0% 4.20% 0.3%

Total 35 100% 100% 100%



percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 39 18.8% 38.80% 22.3%

Caucasian 128 61.8% 38.00% 60.9%


Other/unknown 5 2.4% 4.20% 0.3%

Total 207 100% 100% 100%


Ethnic Group Number Classified

percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 109 28.8% 38.80% 22.3%

Caucasian 214 56.5% 38.00% 60.9%


Other/unknown 8 2.1% 4.20% 0.3%

Total 379 100% 100% 100%



percent

Credit

student

percent

MCC service

area

population




Hispanic / Latinx 75 12.6% 38.80% 22.3%

Caucasian 432 72.7% 38.00% 60.9%


Other/unknown 20 3.4% 4.20% 0.3%

Total 594 100% 100% 100%

44

Appendix C

Annual Notice to Employees

The MiraCosta Community College District endeavors to attract, hire, and retain faculty and

staff who are sensitive to, and knowledgeable of, the needs of our diverse student body and

community. We are committed to the principles of Equal Employment Opportunity and ensuring

that all qualified applicants for employment and employees have full and equal access to

employment opportunities, and are not subjected to discrimination.

As such, it is the goal of the district that all employees promote and support Equal Employment

Opportunity because such a goal requires a commitment and contribution from every segment of

the district. Individual participation is critical in ensuring the Plan’s implementation and overall

success.

In support of our commitment, an Equal Employment Opportunity Plan is maintained to ensure

the implementation of Equal Employment Opportunity principles that conform to federal and

state laws. The Plan contains the demographic makeup of the district’s workforce population,

analysis of applicant pools, and identifies methods used to support Equal Employment

Opportunity. Please visit the district’s website at

http://www.miracosta.edu/administrative/hr/eeoac.html to review the current Plan.

Announcements for all job openings are emailed to all employees and we encourage you to

forward that information to individuals you may know who meet the minimum qualifications.

Thank you for continuing to foster an inclusive environment that reflects the district’s

commitment to diversity and Equal Employment Opportunity and effectively serves our diverse

student population.

http://www.miracosta.edu/administrative/hr/eeoac.html

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Appendix D

Annual Notice to Community Organizations

The MiraCosta Community College District endeavors to attract, hire, and retain faculty and

staff who are sensitive to, and knowledgeable of, the needs of our diverse student body and

community. Support from organizations such as yours can strongly enhance the district’s efforts

to reach out to diverse populations to identify qualified applicants and assist our efforts in

creating a climate of inclusion at MiraCosta College.

The MiraCosta Community College District is committed to ensuring that all qualified applicants

for employment and employees have full and equal access to employment opportunity. As an

Equal Opportunity Employer, the district has developed a comprehensive Equal Employment

Opportunity Plan (Plan) that reflects the district’s commitment to equal employment opportunity

and outlines the active steps that ensure nondiscriminatory practices. The Plan contains the

demographic makeup of the district’s workforce population, analysis of applicant pools, and

identifies methods used to support equal employment opportunity. Please visit the district’s

website at http://www.miracosta.edu/administrative/hr/eeoac.html to review the current Plan.

Current job openings are posted at https://jobs.miracosta.edu. You are also welcome to call the

Human Resources Office directly at (760) 795-6854 for questions about current openings and/or

application procedures. We hope that you will consider passing along this information to each of

your members.

The MiraCosta Community College District values and appreciates your organization’s

partnership. We are confident that our relationship with your organization will assist us in

developing a workforce that truly reflects our commitment to diversity and equal opportunity and

properly serves our growing and diverse student population.

http://www.miracosta.edu/administrative/hr/eeoac.html

https://jobs.miracosta.edu/

46

Appendix E

Annual Certification to Chancellor’s Office

MiraCosta Community College District Equal Employment ...

Documents

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