This means that if a student graduates with multiple majors or pursues a bachelor’s degree after finishing their associate degree, they will be counted more than once in the data. It should be noted that these are counts of credentials, not students. To calculate the fraction of each racial group’s credentials that occur in each sector, level, and major analyzed, the author divided the total number of each group’s completions in that category by the total number of degrees awarded to students of that race. The analysis is limited to black, Hispanic, and white degree recipients because of the long history of exclusion and gaps across these groups and because they are the three largest demographic groups represented in the data. 3 These three years were chosen because they were the three most recent years for which all the necessary data are available to carry out the analysis. To understand the breakdown among white, black, and Hispanic college completers in the United States, this brief uses the college completions data from the Integrated Postsecondary Education Data System (IPEDS) for all programs at all types of colleges in the United States from 2013 through 2015. For example, white men earn bachelor’s degrees in engineering at roughly six times the rate of Hispanic women and more than 11 times the rate of black women. When gender disparities are taken into consideration, inequalities are even starker. What’s more, the United States would have 30,000 more teachers of color if students of color were represented equally among education graduates. For instance, if black and Hispanic bachelor’s degree recipients were as likely to major in engineering as white students, this country would have produced 20,000 more engineers from 2013 through 2015. These gaps also show up in the fields in which students receive their bachelor’s degree. This issue brief’s analysis of federal data on the number of degrees and certificates earned by black, Hispanic, and white students from 2013 through 2015 shows that if black and Hispanic graduates earned each degree type at the same rate as their white peers, more than 1 million more would have earned a bachelor’s degree in just those three years. colleges and universities eliminated these gaps among their graduates alone-not considering disparities among those who don’t make it to graduation-a large number of students would have a different credential. And they are significantly underrepresented in important fields such as engineering and education, mathematics and statistics, and the physical sciences. Black and Hispanic graduates also generally have attended institutions that have less money to spend on offering a quality education. Using federal data on the type of credentials students earn and the majors they study, this analysis finds that, compared with white students, black and Hispanic graduates are far more likely to have attended for-profit colleges and less likely to have attended four-year public or nonprofit institutions. There are serious inequities even among students who do graduate from college. 1 Awareness has also been growing that getting into college is not enough black and Hispanic students are also much less likely to graduate. For many years, the conversation about equity in higher education has focused on the serious gaps in access for black and Hispanic people.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |