According to a Pew Research Center survey “among Hispanics ages 25 to 29, just 15% of Hispanics had a bachelor’s degree in 2013” (Krogstad). It is great to analyze the lack of Hispanics higher education in the United States and in the State of Kansas something that one cares about by using statistics and information about the racial gap in completion of a degree that explains the lower rates in Hispanics. Hispanics lower incomes contribute to the Hispanics lowest rates of a college degree completion in the State of Kansas.
Lower Incomes
The Central American immigrants’ low income contribute to the low rate of Hispanics college degree graduates in the State of Kansas. Hispanics account for 11% of the Kansas population according to the 2013 U.
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This affects the opportunity of Hispanics attendance to college contributing to the low rate of Hispanics college degree graduates. A college degree education plays a key role in how much income one will and can bring in. For example, a study conducted at Rockhurst University in Kansas City found that “being at a disadvantage in the world of academics is shown in the types of jobs that these minorities have. In 2000, blacks and Hispanics were almost twice as likely as whites to work in the service sector, such as food service or cleaning service, with compensation at $12 per hour” (Restituto and Miller). Hispanics with no college degrees in Kansas are in academic disadvantage as found by the Rockhurst University in Kansas City since the opportunity to attain a college degree depends on the personal income. The Hispanics including the immigrants in Kansas with no college degree completion relates to the low paying jobs so low-income family contributing to the Hispanic Kansans low college degree completion …show more content…
Currently there are only 1,520 Hispanics out of 24,146 students attending K-State. To become a national model in multiculturalism K-State promote the recruiting and retention of Hispanics and other minority/multicultural groups (both currently accounting for only 15% of the student population) as they are under-represented in the institution. In addition, the State of Kansas reported a high school graduation rate for Black (75%), Hispanics (77%) and Whites (88%) for the years 2011-12. K-State is adapting the curriculum and adding new courses, encouraging multicultural content on existing courses, offering of scholarships to attract all the Kansas high school graduates not only White graduates. The implementation of the use of culturally competent teaching techniques promoting diversity and multiculturalism teaching practices is discussed in the Final Office of Diversity K-State 2025 Strategic Action and Alignment Plan document dated February
There are many data that show Latinx high school dropout rates have significantly decreased while Latinx college enrollment has increased. In 1996, the dropout rate for Latinx high school students was thirty four percent. Twenty years later that rate decreased by more than half and was at a record ten percent in 2016. That same year, forty-seven percent of Latinx high school graduates enrolled in a post-secondary institution, up fifteen percentage points from 1999 (Gramlich, 2017). Despite Latinx college enrollment being at an all-time high compared to former years, Latinx are still inordinately behind other groups in obtaining a post-secondary degree.
Some colleges competed falls in the 17.2%. these numbers are falling drastically due to their parent’s history, which triggers bac to their grandparents and great grandparents. Latinos who manage to graduate from Universities and receives a BA or a much higher degree in their majors are in the 13.0%. That 13.0% of Latinos are pushed by their parents to get a better education so that they do not have to work on minimum wage and work on something they love to do for a career, something their parents didn’t do for themselves. Latinos is the race and ethnicities who have a very low University Grads.
Racial minorities and immigrants are not reaching the same outcomes of their White and non-recent immigrant counterparts. The dropout rates of visible-minority students still exceeds those of students belonging to the majority (Kirova, 2008, 103). For examples, Hispanic and Latino students have a dropout rate two times that of their White peers, and Black students have a dropout rate almost four times that of their White peers (Kahn, 2008, 527). School performance of African American and Hispanic students tends to be lower than the level achieved by their white peers (The Equity and Excellence Commission, 2013, 13). Groups that belong to races other than White are still represented proportionately higher than their White counterparts in the legal system (Kirova, 2008, 103).
Historically, Latinos are known as one of the biggest minority groups residing in the United States. There are many attributes that apply to this particular population and one of the most current ones is the numbers of college graduates increasing with the years. The goal of this research project is to study Latinos and higher education. The purpose of this research is to study first-generation Latino college student and the specific financial challenges and the benefits that come with being a member of such ethnic group. My goal is to learn what specific challenges these students have to overcome as a first generation as well as the benefits given to these particular students for being a first generation.
In recent discussions of immigration reform regarding the DREAM (Development, Relief, and Education for Alien Minors) Act, a controversial issue has been whether to allow undocumented students to pursue higher education without any specific criteria to qualify, or deny them access to it. On the one hand, some argue that “illegals” take away job opportunities after obtaining a college degree. On the other hand, however, others argue that undocumented students greatly benefit the economy through providing a larger educated workforce. In the words of one of this view’s main proponents, the DREAM Act “rewards motivated, hardworking young adults” for their work rather than grant a free ride to college to illegal immigrant students (Deverall). According
According to the Pew Research Center, 47 percent of undocumented Latino immigrants have less than a high school education. It is difficult for them, nowadays, to find a good job without having a complete education, because most of the high quality jobs are hiring people with high education rather than hiring someone with a low education. Moreover, people with a higher education tend to earn more than the ones who are less-educated (Greenstone & Looney, 2012). This shows the importance of having a complete education. In addition, something interesting that the United States Department of Education has towards the undocumented immigrants is that they have not denied education to the undocumented (May, 2014).
According to a recent study presented by Tami Luhby in her article, “College Grads are Getting Nearly All the Jobs,” the relationship between a college education and success is very evident. Of over 12 million available jobs created after the Great Recession, 8.4 million were occupied by people owning a bachelor’s degree and 3 million jobs were given to those with an associate’s degree or some other form of college education. Through
This growth has led Latinos to become one of the “largest” racial/ ethnic groups in American Higher Education: 55 million strong, as estimated by the U.S. Census Bureau in 2014. Yet, they are one of the least educated and the least represented ethnic groups in educational institutions. However, they are the least studied and represented ethnic groups in educational institutions. The Latino representation in educational institutions are lower compared to other ethnic minorities.
In 2013, about 40 percent of whites between the ages of 25 and 29 had a bachelor’s degree or more, compared to about 20 percent of blacks, 15 percent of Hispanics and 58 percent of Asians. However, many overestimate the impact of URM and the other factors that give it a boost. Socioeconomic is just as, if not more important as URM. If an Underrepresented Minority were to come from a low-income household, and were working to support his/her family, he or she would have a higher chance of getting in than a overrepresented minority or even another URM coming from a higher socioeconomic background. The reverse would also be true.
In 1994, Texas overtook New York as the nation’s second populated state. By the year 2020, Texas is hypothesized to have a medium population of 24.5 million and with a maximum estimate of 29 million. With the increase in population, there is bound to be an increase in racial and ethnic diversity. According to the U.S Census Bureau (1970-1990), by 2020, Texas will no longer have a majority population due to the increase in Hispanics, African Americans, and Asians. (Bouvier, Leon F., and John L. Martin)
Since 2014, the racial diversity in United States public schools has been at an all time high, with students of color outnumbering their white peers. Although minority populations enrolled in public schools has increased, resulting in the acceleration of graduation rates for historically disadvantaged groups like African-Americans and Latinos, school systems continue to fail to foster the academic success of Native Americans and properly encourage them to obtain their high school diplomas. The graduation rates of Native Americans exemplify this inadequacy of the school system, as graduation rates have been on a downward trend since 2008, according the Editorial Projects in Education Research Center (Maxwell). In the seven states with the highest
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
It is a known fact that college graduates usually earn more than a regular high school graduate so in an effort to be successful it just makes for one to obtain a college degree. According to a U.S. News and an article published by Danielle Kurtzleben, it is a confirmed fact that People with college degrees have a far easier time finding a job than those without a degree. Among 25 to 32 year-olds with a college degree, the jobless rate as of March 2013 was 3.8 percent. At 8.1 percent, the rate was more than twice as high for those with a two-year degree or some college, and it was more than three times as high for those with only a high school diploma at 12.2
The inequality between these two groups creates a greater influx of the dominant group attempting to attend a postsecondary school rather than the minority groups. Although colleges and universities claim to promote diversity within their institutions, they unintentionally promote inequality too. The higher cost of college makes the dream of attending college to someone in the minority group just that, a dream. Inequality may also discourage some from even striving to go to college. Louisiana actually has a vast amount of minority groups that attribute to its population, which is why earning a degree may be harder for the average Louisiana resident or make earning that degree slightly more
There is a positive correlation between higher levels of education and higher earnings for all racial/ethnic groups and for both men and women. Furthermore, college graduates are more likely than others to enjoy employer-provided health insurance and pension benefits (Baum & Ma, 2007; Pacarella & Terenzini, 2005). To illustrate this point, compare the average earnings of individuals with a bachelor degree relative to the average earnings of individuals with a high school diploma, expressed as a percentage, it is reasonably clear that the premium to bachelor’s degree has increased in the past twentieth century (Boesel & Fredland, 1999; Bound & Johnson, 1992; Freeman, 1994; Grogger & Eide, 1995; Katz & Murphy, 1992; Levy & Murnane, 1992; Murphy and Welch, 1992; Pencavel, 1991). In 1971, both male and female bachelor’s degree holders had an average annual earnings advantage (adjusted for inflation) of 48.5 percent over those who only hold a high school diploma (Pacarella & Terenzini, 2005). The typical bachelor’s degree recipient in 2007 can be expected to earn about 61 percent more than the typical high school graduate (Baum & Ma,