Student Listening
Student Listening Session Information
In 2024, the new Director of Diversity, Equity, and Inclusion along with several YVC staff and faculty members conducted a series of one-on-one student listening sessions, focused on students’ experiences and perceptions of diversity, equity, and inclusion at YVC. The team received a total of 158 entries, from students attending daytime and evening classes at the Yakima campus, Grandview campus, and Toppenish and Ellensburg Learning Centers, responding to the following questions:
- What does diversity, equity, and inclusion mean to you?
- Do you know of any ways that YVC is working on improving diversity and inclusion?
- What should the college do to promote, demonstrate, and/or increase diversity, equity, and inclusion on campus?
- Do you feel as though you belong at YVC? Do you feel a sense of belonging? If NO, what prevents you from feeling as though you belong? If YES, what helps you feel that way. Please be specific.
- Have you experienced or witnessed prejudice or discrimination at YVC? If yes and you feel comfortable sharing, please explain.
- What types of events/workshops around diversity, equity, and inclusion would you like to see offered at YVC?
The team collected no identifying information from students so that they would feel completely comfortable regarding their anonymity.
In general, responses from students who participated reflect a strong appreciation for diversity, equity, and inclusion, along with a desire to see continued efforts to ensure these principles are deeply integrated into the campus culture. They emphasized that diversity, equity, and inclusion involve recognizing and addressing different circumstances to ensure all students can succeed.
Students seem to value the efforts YVC has made towards inclusivity and support. However, there is room for improvement in raising awareness about these efforts and ensuring all students feel informed and able to participate full in campus life. While only a few students reported that they did not feel like they belonged at the college, their responses suggested that some students have a need for increased cultural representation and support, more inclusive activities, and programs to address academic and personal insecurities to foster a greater sense of belonging on campus. Overall, students’ responses about their sense of belonging reflect a strong sense of community, support, and inclusion at YVC, contributing to a positive and welcoming campus environment.
Survey Results
| Percentage | Question |
|---|---|
| 97% |
Survey respondents who reported that they felt like they belonged at Yakima Valley College. |
| 88% | Survey respondents who had not experienced or witnessed any prejudicial or discriminatory behavior at Yakima Valley College. |
| 12% | Survey respondents who reported having experienced or witnessed prejudicial or discriminatory behavior at Yakima Valley College. |
- YVC’s efforts to foster a respectful and united community
- Inclusivity of all races, ethnicities, and backgrounds
- Diversity of staff and faculty, especially Hispanic faculty
- Availability of resources such as tutoring, financial aid, and various programs (e.g., TRiO, CAMP, MESA)
- Supportive resources/events, especially for first-generation and Hispanic students
- Teachers and advisors are supportive, inclusive, and work to make students feel comfortable
- Teachers engage with introverted students and seek feedback to ensure inclusivity
- Diversity in clubs: Spanish Club, Pride (LGBTQ+), STEM, etc.
- Valuable learning experiences
- Open-mindedness and respectful community at YVC
- Easy to connect with others who share similar interests/backgrounds, enhancing their overall experience
- Communication:
- Visibility, promotion of information, events/calendars, clubs, and campus directory
- More help for non-English speakers to understand resources/services available to students
- Classrooms:
- Communication and direct engagement between faculty and students (re: available educational opportunities and support)
- Students feeling disconnected due to schedules or nature of classes
- Students feel out of place in career fields where few shared gender or ethnic backgrounds and identities
- Student Services:
- Support for international students in navigating educational system and resources
- Implementing equitable practices and policies to ensure fair treatment for ALL, equal opportunities, and consideration of individual needs (i.e., accommodations for disabilities, support for underrepresented groups)
- More diversity in student government and leadership roles
- Helping students balance school with other responsibilities
- Increased student participation in events/activities
- Institutional:
- Creating safe spaces
- More support for marginalized groups (LGBTQ+, students with disabilities, and first-generation students)
- Indigenous students feel its hard to connect with others who share their background; there is a lack of awareness and representation of Indigenous culture and studies on campus
- Discrimination, bias, and prejudice experienced in the classroom and dorms, racial slurs, derogatory comments, gender discrimination, stereotyping, microaggressions, and assumptions based on race
- Involving all voices in discussions – method for providing feedback and involvement in continuous improvement of programs and services
- Facilities:
- More inclusive facilities: areas with appropriate lighting for students with vision issues, single-use bathrooms, gender-neutral bathrooms, and diverse artwork representing various cultures
- Workshops/Training:
- Students struggling with imposture syndrome and doubting their place in the college
- More education/awareness about diversity, equity, and inclusion issues to reduce biases and promote understanding
- Increase activities that support and include diverse groups (cultural events and disability support programs)
- Better communication about diversity, equity, and inclusion initiatives and more outreach to ensure all students are aware of available resources and opportunities
- Establish channels for students to voice concerns and provide feedback on diversity, equity, and inclusion efforts
- Social events like movie nights, game nights, Spring Fling, and cultural celebrations to help create a sense of belonging and community
- More information and better promotion of existing programs and events
- More classes at the Grandview campus to reduce need to travel to Yakima
- More frequent and diverse events throughout the quarter, including outdoor events and campus-wide gatherings
- Celebrate and educate about different cultures (e.g., pow wows, cultural fairs, cultural food tastings, heritage months, and specific minority community days (i.e., LGBTQ+, Black, and Native American gatherings)
- Communicate events in multiple languages, especially Spanish, to ensure inclusivity for non-English speakers
- Training for employees to better understand and support students with disabilities and mental health needs
- More 1:1 attention from staff and faculty
- Access to additional assistance and information, including help when absent and available make-up options
- Expand teachings to include more reading, writing, vocabulary development, and practical applications for home and vehicle maintenance
- GED programs in Spanish
- Basic computer skills classes
- Bilingual instructors and classes in Spanish, include a diversity, equity, and inclusion conference in Spanish
- More interactive events and workshops: browse-by presentations versus sit-through sessions
- More awareness of community resources
- Workshops on workplace confidence, financial aid, job applications, networking, and understanding students’ rights
- Workshops on mental health, especially for marginalized groups and first-generation students
- Workforce Diversity work group to address need for more and retention of diversified faculty and staff through Search Advocate trainings, data analysis, and employee appreciation events to build community and belonging
- Student Engagement work group exploring ways to implement student affinity clubs, mentoring, and expanding First-Generation College Celebrations
- Yak Nights to kick off 2024-25 academic year and strengthen campus community
- Bringing gender affirming and Indigenous two-spirit health care practices training to Allied Health faculty and students
- Professional development for faculty and staff on Diversity, Equity, Inclusion, and Anti-Racism
- Training for students on Diversity, Equity, Inclusion, and Anti-Racism with digital credentialing options
- Cultural workshops to celebrate diverse cultural heritages (Hispanic Heritage Month, Native American Heritage Month, etc.)
- Increased cultural events and culture fair through Diversity Series
- Increased visibility and accessibility of the Director of Diversity, Equity, and Inclusion by moving their office inside the Diversity Welcome Center
- Expansion of First-Generation College Celebrations
- Conduct student and employee listening sessions in Winter & Spring Quarters (2025)
| Percentage | Question |
|---|---|
| 95% | Survey respondents that saw YVC as a place that provided opportunities to learn about cultures, backgrounds, and experiences of students different from them. |
| 96% | Survey respondents that felt a sense of community at YVC. |
- Create more opportunities for students to learn and experience different cultures
- Increase diversity in staff and faculty
- Improve communication and advertising of available resources and programs
- Provide scholarships that support students with variety of backgrounds
- Support/expand student clubs (i.e., LGBTQ and different ethnicities)
- Offer DEI-focused classes for electives
- Hire more diverse professors who better reflect student body and community
- Offer student support resources that are available for more hours and increase advertising about what is available and when available
- Increase physical accommodations for students with disabilities (i.e., elevators, pathways, etc.)
- Expand language accommodations and translators available
- Offer more classes/lessons within classes that cover a broader range of cultures and histories
- Make efforts to include/recognize ALL students (i.e., ask students for their pronouns)
- Increase celebrations of different cultures and events to promote inclusion
- Improve financial aid resources and support for students
- Workforce Diversity work group to address need for diversified faculty and staff
- Student Engagement work group creating more opportunities for students and employees to connect (Yak Nights)
- Expansion of American Indian/Indigenous Studies courses and transfer articulation agreement with UW (in process)
- Professional development for faculty on Universal Design and implementation into various courses to increase equitable learning in the classroom
- Math sequence redesign for equitable access and success of underrepresented and minoritized students
- Financial Literacy workshops, events, and other opportunities for students at Yakima and GV campuses
- Increase in financial aid workshops for families in Yakima and Grandview
- Increase in on-campus cultural events for students through Diversity Series
- Hiring of full-time Director of Diversity, Equity, and Inclusion
- Expanded student listening sessions to include both campuses, learning centers, and students in daytime and evening classes/programs and in English and Spanish