Assessing the Degree of Systemic Equity among Personnel of a Community College: Foundations for a Professional Development Plan

This study measured the degree of systemic inequities and social justice among the personnel of a community college to inform the development of a professional development plan. Employing a descriptive-comparative research design with a census of all 36 permanent faculty and staff, the research utilized a researcher-made survey with a 5-point Likert scale. Data analysis, which included means, standard deviations, and the Mann-Whitney U test, found a significant departure from normality, justifying the use of a non-parametric test. Results revealed an overall neutral perception of systemic equity among the personnel (M=3.31, SD=1.03). The study found no statistically significant difference in perceptions between faculty and staff (U=80, p=0.184), indicating that both groups perceive similar levels of equity or justice. Specific items, such as access to professional development and social trust, were also rated as neutral. The findings suggest a potential lack of awareness or engagement with systemic inequities within the college. The conclusion highlights this neutrality not as a sign of a problem-free environment, but as a critical opportunity for proactive change. The study recommends implementing targeted professional development programs, enhancing transparency, and fostering dialogue to shift the institutional culture from a passive, neutral state to a more actively equitable one.