Jada S. Sims

California's Assembly Bill 91 (AB‐91), passed in 2023 and effective Fall 2024, authorizes nine community colleges in the San Diego and Imperial Counties region to waive nonresident tuition for low‐income Mexican national students residing within forty‐five miles of the U.S.‐Mexico border. Employing an Equity‐Minded Policy Analysis framework grounded in Bensimon's (2007) concept of equity‐mindedness, this study examines AB‐91's first‐year enrollment effects and the role of institutional capacity in shaping implementation across eligible colleges. We estimate a staggered Difference‐in‐Differences model that leverages variation in implementation timing across two waves of adoption. Results indicate a positive but statistically insignificant overall average treatment effect on Hispanic visa‐holding student enrollment, with trajectory balancing confirming minimal and inconsistent enrollment changes during the policy's initial year. Exploratory analysis of an Institutional Capacity Index suggests that while capacity did not determine implementation timing, it shaped how effectively colleges operationalized the policy once adopted. These findings underscore a persistent gap between equity‐oriented legislative intent and the structural conditions necessary for meaningful implementation.

The purpose of this chapter is to define the liminal phase of dissertation development and share experiences as scholars of color navigating toward advancement to candidacy. This in-between stage can be isolating but also a generative space for reflection, collective learning, resistance, and empowerment. Using collective autoethnography, co-authors engaged in writing, reflection, peer commentary, and dialogue to reveal personal challenges, sociopolitical contexts, and multiple identities shaping the dissertation journey. Findings reveal the affective dimensions of this phase—marked by excitement, fear, precarity, and rupture—as well as strategies of resilience and hope that emerged through community-building, centering care, and navigating financial instability. Drawing on cultural intuition, navigational capital, and commitments to social justice, the narratives encourage advisors and students to build networks of collective support to transform the process from a solitary endurance test into a community-centered praxis toward becoming a scholar.

Physicians increasingly care for ethnically diverse populations. Demand for global health training in graduate medical education (GME) is increasing, but there is variability across specialities. We developed a multi-speciality GME course for trainees seeking to integrate global health into their careers. The Consortium of Universities in Global Health's Toolkit was the foundation for creating this course. The course includes eleven modules taught by faculty across specialities. Trainees completed pre- and post-course online surveys to measure their knowledge, skills, and attitudes on these global health competencies and to gather course feedback. We compared pre- and post-course data to determine change in global health competencies and course perceptions. In the first two years, 62 residents participated. Overall, trainees' knowledge of international health concepts increased by 51%. The course was well received; 95% would recommend the course to a colleague. There was no fee to participate. Faculty donated their effort to developing and teaching the course. Faculty worked in pairs to maintain feasibility of implementation and were responsible for one module. Analyses showed the course had high levels of effectiveness in increasing learners' knowledge, acceptability by learners, and feasibility of implementation. This programme collaborates across specialities and is a model for other GME programmes.