Latina/o Educational Pathways

Latina/o Educational Pathways Professor Octavio Villalpando Associate Vice President for Equity and Diversity University of Utah (801) 581-7569 www.diversity.utah.edu

Facts About Latinas/os in Education
Nearly 65% are of Mexican descent; majority born and raised in the U.S.
Approximately 70% are monolingual English speakers; 20% are Spanish-English bilingual.
Vast majority grow up in racially segregated neighborhoods / public schools.
Strongly influenced by Family, Spiritual, Cultural, and Educational values.
Job demands prohibit greater parental involvement in their children’s education.
One-fourth of all persons living in poverty are Latinos.
Youth have the highest labor force participation rates in the U.S.
High school students have ranked Teaching as their first career choice, followed closely by Business.
Spending power of $6 billion in Utah.

Figure 1 Educational Transition Points for Latina/o and White Students
Colleges and universities draw Latino/a students from a significantly reduced pool of high school graduates.

College participation rates for Latinos are directly influenced by the fact that more than half do not make it through the K-12 educational system.
Sources: Adapted from T. Watford, M. Rivas, R. Burciaga, and D. Solórzano (2006); D. Solórzano, O. Villalpando, and L. Oseguera, (2005); and U.S. Census Bureau, (2001).
100 Elementary School Students 40 Graduate From High School 4 Graduate From College 1 Graduates From Graduate School <1 Graduate With Doctorate Latina/o 100 Elementary School Students 84 Graduate From High School 26 Graduate From College 10 Graduate From Graduate School 1 Graduates With Doctorate White

Figure 2 National Profile of the Educational Attainment Pathway of Latinos
Sources: Adapted from T. Watford, M. Rivas, R. Burciaga, and D. Solórzano (2006); D. Solórzano, O. Villalpando, and L. Oseguera, (2005); and U.S. Census Bureau (2001).
100 Elementary School Students 40 Graduate from High School 22 Enroll in Postsec Ed 16 6 Go to a 4-yr Coll 4 Transfer to a 4-yr Coll 4 Graduate w/a B.A. Degree 52 Drop out before H.S. 1 Graduates w/a Graduate or Professional Degree < 1 Graduates w/a Doctoral Degree Go to a 2-yr College

Figure 2 National Profile of the Educational Attainment Pathway of Latinos
Latina/o college participation rates are highly dependent on successful academic achievement through the K-12 educational pipeline.
- Grades 1-7 are key to enhancing college- awareness among Latina/o families.
- By the beginning of the 8 th grade, families must begin to follow a college-attendance plan.

Community Colleges provide a significant opportunity for Latinas/os to transfer to a 4-year institution.
Sources: Adapted from T. Watford, M. Rivas, R. Burciaga, and D. Solórzano (2006); D. Solórzano, O. Villalpando, and L. Oseguera, (2005); and U.S. Census Bureau (2001).
100 Elementary School Students 40 Graduate from High School 22 Enroll in Postsec Ed 16 6 Go to a 4-yr Coll 4 Transfer to a 4-yr Coll 4 Graduate w/a B.A. Degree 52 Drop out before H.S. 1 Graduates w/a Graduate or Professional Degree < 1 Graduates w/a Doctoral Degree Go to a 2-yr College

Latino/a students are more likely to pursue and complete a 4-year degree if:
their families are continuously involved in their preparation for and pursuit of a postsecondary education, especially during elementary and middle school,
their families have sufficient economic resources,
they create a college-plan by the beginning of the 8 th grade,
they complete at least three years of math and college-prep English,
they have sufficient financial support during college to avoid working more than 15 hrs p/week.
Adapted from Professor Alberto F. Cabrera, Educational Policy Institute & WISCAPE Sr. Researcher, UW-Madison

Policy Implications
Provide greater need-based financial assistance, before and during college.
Engage school districts in strategies to enhance Latinas/os’ college-eligibility and success:
- create greater college awareness for entire family—including financial planning for college—during elementary and middle school years,
- request that students create a college-plan by the beginning of the 8 th grade,
- ensure students are on track to complete at least three years of math and college-prep English,
- involve the families in their educational process.
3. Enhance transfer opportunities from 2-year colleges.
Adapted from Professor Alberto F. Cabrera, Educational Policy Institute & WISCAPE Sr. Researcher, UW-Madison

Latina/o Educational Pathways

by HigherEdUtah on Apr 03, 2009

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Latina/o Educational Pathways — Presentation Transcript