In the California Community Colleges (CCC) system, we collect data from 24 Asian American, Native Hawaiian, and Pacific Islander (AANHPI) identities. But most reports only reflect the outcomes of 3 distinct categories: Asian, Filipino, and Native Hawaiian and Pacific Islander.
Asian American, Native Hawaiian, and Pacific Islander Students
In the California Community Colleges (CCC) system, we collect data from
24
Asian American, Native Hawaiian, and Pacific Islander (AANHPI) identities.
But most reports only reflect the outcomes of
3
distinct categories: Asian, Filipino, and Native Hawaiian and Pacific Islander combined.
While the CCC system collects 24 AANHPI categories, at least 74 distinct groups are reported at the national level, each with unique cultures, customs, heritages, languages, etc.
In honor of AANHPI Heritage Month, we are releasing a couple of data points that demonstrate the diversity that exists within our AANHPI CCC student populations and their outcomes. We must move beyond relying on three broad ethnic categories to truly serve our diverse student body. When we don’t, we unintentionally make vital student experiences invisible, particularly within our expansive AANHPI communities.
These disaggregated data are based on the most detailed AANHPI available, shining a light on what the disaggregation of AANHPI data looks like when we tease apart the Asian and Native Hawaiian/Pacific Islander groups.
Who Are Our AANHPI Students?
Southeast Asian and East Asian students make up the biggest proportion of AANHPI students in the CCC system. The two largest distinct groups are Filipino and Chinese. However, a significant proportion of students identify as Other Asian, which implies that additional AANHPI categories may be needed.
Note: Data are for the 2020-21 cohort disaggregated by expanded ethnicity, which is based on SB38. Categories include all students identifying with an ethnicity, whether multiethnic or multiracial. Students may be counted under multiple categories. Burmese, Fijian, Sri Lankan, and Tongan had fewer than 10 students and were suppressed in accordance with FERPA guidelines.
*Corrected image.
How Are AANHPI Students Progressing Through the CCC System?
The data below reveal that while AANHPI students, as a whole, have a 23% three-year Vision 2030 degree completion rate in the CCC system, there are significant disparities among individual AANHPI student groups. Specifically, Indonesian (31%) and Vietnamese (30%) students exhibit the highest three-year completion rates, whereas Samoan (12%) and Native Hawaiian (14%) students experience the lowest rates compared to their AANHPI peers.
Note: Vision Goal definition of completion- number of students who earned a CCCCO-approved certificate, associate degree, or community college bachelor’s degree within a 3-year timeframe for the 2020-21 cohort disaggregated by expanded ethnicity, which is based on SB38. Categories include all students identifying with an ethnicity, whether multiethnic or multiracial. Students may be counted under multiple categories. Burmese, Fijian, Sri Lankan, and Tongan had fewer than 10 students and were suppressed in accordance with FERPA guidelines.
Aggregating diverse groups into broad categories like “Asian” or “AANHPI” can mask significant inequities and the unique challenges faced by individual groups. By disaggregating data, we can uncover valuable insights and understand the nuances of various groups' experiences. This approach provides a more comprehensive picture of where individuals are thriving and where additional support could foster greater success.
This commitment to greater visibility and nuance in our data is crucial for understanding specific needs, addressing inequities, and fostering an environment where every AANHPI student feels seen and supported.
We extend our sincere thanks to the California Community Colleges Chancellor's Office for providing the foundational data that makes these critical conversations possible.
