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Latinos and Higher Education Attainment in the Year 2020
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Latinos and Higher Education Attainment in the Year 2020

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A Scenario about what may happen in the year 2020 if higher education does not retain enough Latino students.

A Scenario about what may happen in the year 2020 if higher education does not retain enough Latino students.

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    Latinos and Higher Education Attainment in the Year 2020 Latinos and Higher Education Attainment in the Year 2020 Presentation Transcript

    • Scenario Building: Latinos and Higher Education Attainment in the Year 2020 EDU 7255- Innovation and Entrepreneurship in Higher Education, Professor: Dr. Szabla Created by Group G: Manuel Ruiz, Nelly Cardinale, Ellen Kennedy and Keiko Broomhead 07-20-2010
    • Focal Issue and Timeframe
      • The new face of higher education:
      •  
        • What might happen if colleges do not address the unique needs of Latino students by 2020?
    • Identify Drivers of Change
      • Demographics:
        • Latinos will become an under- educated Ethnic Majority in the US by 2020
      • Higher Education Attainment:
        • Latinos may start a college education but few graduate
      • Diversity Programs:
        • College programs fail to meet the needs of Latino students
      • Competitive Workforce:
        • Can the US compete in the global market if most citizens are under-educated?
      MAP Demographics Higher Education Attainment Diversity Programs Competitive Workforce
    • The External World Jobs and Education: -Range of earnings for: - High school graduates: $18,734 -- $27,915 (Christie & Gonzalez, 2009) - College graduates: $51,206 -- $74,602 (Christie &Gonzalez, 2009) -In 1973, 28% of all jobs required a college degree. (Carnevale, Smith, & Strohl, 2010). - In 2010, 59% required a degree and by 2018 63% of all jobs will require a college degree (Carnevale, Smith, & Strohl, 2010). Institutions: -Obama’s administration educational goal for the year 2020: -For the US to reclaim the lead in having the highest proportion of college graduates in the world (Obama, 2009).
    • The External World
      • Education and Latino Stats:
      • -Latinos have the lowest completion rates for Bachelor’s degrees 12.1% (Christie & Gonzalez, 2009)
      • -69% of Latino students graduate from high school as compared to 89% of all students (U. S. Department of Education, 2010)
      • -27% of all college students graduate as compared to 12% for Latinos students (U. S. Department of Education, 2010)
      • Latinos: percentage of total earned college degrees: 
      • Associates =9%
      • Bachelor’s =7%
      • Master’s Degrees =4%
      • First Professional Degrees =6% 
      • Doctorate’s =3.6% (U. S. Department of Education, 2010)
    • The External World Demographics and Latinos - The dramatic growth of the Latino population in the United States cannot be understated or ignored. From 1990 to 2000, the Latino population grew 57.9%, making it the fastest-growing ethnic group in the century (US Census, 2000). -There are currently 48,419,324 Latinos in the U.S. (July 1, 2009 US Census Bureau estimate) (U. S. Census, 2009). -By 2050, the Latino population is estimated to represent 25% of the U.S. population (Bush, 2001; Hernandez, 2005). -Latinos are the largest minority population (16%) (U. S. Census, 2009). -By the year 2020, Latinos will comprise 51 million of the US population. (U. S. Census, 2010).
    • Identify and Clarify Critical Uncertainties Ethnic Majority Ethnic Minority Latino Demographics Priority Focus Minimal Focus College Latino Diversity Programs College Graduate High School Graduate Latino Education Levels Professional Low Skilled Laborer Latino Job Readiness
    • Identify and Clarify Critical Uncertainties Ethnic Minority Ethnic Majority Latino Demographics Define Endpoint What is the question? Define Endpoint Latinos continue to be an Ethnic Minority in the US. What will happen to the US Latino population in the future? Latinos become an Ethnic Majority in the US.
    • Identify and Clarify Critical Uncertainties Minimal Focus Priority Focus College Latino Diversity Programs Define Endpoint What is the question? Define Endpoint Latino issues are ignored or have a negative impact on the recruitment or retention of Latino students. What impact do college programs have in recruiting and retaining Latino students? Latino issues are a high priority and are very effective for the recruitment and retention of Latino students.
    • Identify and Clarify Critical Uncertainties High School Dropout College Graduate Latinos’ Education Levels Define Endpoint What is the question? Define Endpoint The majority of Latino students drop out from High School and do not attend college. What education related paths will Latino students take in the future? The majority of Latino students become both high school and college graduates.
    • Identify and Clarify Critical Uncertainties Low Skilled Laborer Professional Latino Job Readiness Define Endpoint What is the question? Define Endpoint The majority of Latino students are employed as low skilled laborers. What career paths will Latino students pursue in the future? The majority of Latino students are employed as professionals.
    • Identify and Clarify Critical Uncertainties Scenario A: “Olvidado: (Forgotten)”  Latino Students graduate/Minimal Support Services offered. Lower percentage of students graduate, students lack sense of connectedness to institution, classmates, alumni, do not  give back or take advantage of networking opportunities. Scenario B: “Adelante! (Moving Ahead)” Latino Students Graduate/Priority Support  Services offered. Higher percentage of students graduate, students have sense of connectedness to institution, classmates, alumni, they give back and take advantage of networking opportunities. Scenario C: “Abandonados: (Abandoned)” Latino Students don’t graduate/minimal support services are available Students do not feel supported, are unable to succeed academically, socially, economically.  Students do not take advantage of services, because they are unaware that they exist.  University enrollment decreases, this has a negative short and long term impact on the economy.  Students are unable to find sustaining employment.   Scenario D: “Atrasados: (Moving Backwards)” Latino Students don't graduate/ priority support services are available Diversity focus was too broad, university doesn't provide correct mix of services, targeted for Latino's.  Latino faculty and staff remain a minority as a percentage of employees. Institutions fail to survey students to identify their needs. Their efforts are fragmented and disconnected. Schools do not segment for Hispanic, Latino, Puerto Rican, Mexican etc. these groups have different needs/perceive themselves as being different from the others.  Duplication of services, instead of collaboration. Driving Force #1: Services for Latino College Students. Driving Force#2: Percentage of Latino’s Students graduates. Driving Force #1 Driving force # 2 low Scenario A  Latino Students graduate/Minimal Support Services offered Lower percentage of students graduate, students lack sense of connectedness to institution, classmates, alumni, do not  give back nor take advantage of networking opportunities High Low High
    •  
    •  
    •  
    •  
    • Scenario A: Latino Students graduate/Minimal Support Services offered “Olvidado: Forgotten”
    • Scenario B: Latino Students Graduate/Support Services are a Priority “Adelante! (Moving Ahead)”
    • Scenario C: Latino Students do not graduate/minimal support services “Abandonados: Abandoned”
    • Scenario D: Latino Students don't graduate/ Support services are a priority “Atrasados: Moving Backwards”
    •  
    • Explore Potential Opportunities NONCONSUMERS Identifier What could happen Signals Colleges and Universities are operating as business as usual.  No plans in place to aid Latino students in attaining a degree. Create an identification tool that provides strong support services for Latino students, and a requisite positive graduation percentage. Colleges and Universities improve support services and key programs to support Latino Students. These schools participate in a nationally recognized certification program to indicate their preparedness to support Latino student success.
    • Explore Potential Opportunities UNDERSHOT CUSTOMERS Identifier What could happen Signals Colleges and Universities are providing minimal services and are not seeing success in retention and Latino student degree attainment. Colleges and Universities direct their efforts in engaging Latino students in focus groups to ensure student success. Colleges and Universities provide newly created and refined existing programs/services to ensure Latino student success.
    • Explore Potential Opportunities OVERSHOT CUSTOMERS Identifier What could happen Signals Due to a lack of improvement of services, colleges and universities experience a drop in Latino student enrollment. Students transfer to other institutions with a known track record of Latino student success.   Launch a program that clearly identifies institutions that meet specific criteria in ensuring degree attainment.
    • Our Innovation
      • What is the Problem:
        •   Latino attrition and retention issues, which impact colleges and universities and the U. S. economy.
      • What is your solution:
        • Establish a stepped criteria that certifies support services and Latino graduation rates for colleges and universities.  This solution allows colleges and universities to market themselves (after meeting specific certification requirements) as being dedicated to the success of Latino students.    The certification also aids Latino families in identifying colleges and universities that best support Latino student success. 
      • Name of Innovation: 
        • "Graduate Latinos!" – Spanish Translation: Graduen Latinos!
      • Name of Company:  
        • Latino Retention Solutions
      • Founders: 
        • Manuel Ruiz, Keiko Broomhead, Nelly Cardinale and Ellen Kennedy
    • Our Logo
    • References    Bush, G. (2001, October 15). Executive Order 13230—President’s Advisory Commission on Educational Excellence for Latino Americans. Weekly Compilation of Presidential Documents, 37(41), 1468.      Carnevale, A., Smith, N., & Strohl, J. (2010). Help Wanted: Projections of Jobs and Education Requirements through 2018. Georgetown University, Center for Education and Workforce, Georgetown.   Gonzalez, J. (2009). Low Hispanic Graduation Rates Threaten Obama's College-Attainment Goal, The Chronicle of Higher Education. Retrieved July 16, 2010 from http://chronicle.com/article/Low-Hispanic-Graduation-Rates/64710/ .   Gonzalez, J. (2009). Policy Makers Urged to Think More Broadly About Latino Students, The Chronicle of Higher Education. Retrieved on July 16, 2010 from http://chronicle.com/article/Policy-Makers-Urged-to-Think/49487 . Hernandez, R. (2005). College Latino students: Cultural integration, retention, successful completion (doctoral dissertation). Retrieved June 23, 2010, from ProQuest Digital Dissertations.   Mooney, M., & Deborah, R.-D. (2008). Colleges Need to Recognize, and Serve, the 3 Kinds of Latino Students, The Chronicle of Higher Education. Retrieved on July 16, 2010 from http://chronicle.com/article/Colleges-Need-to-Recognize/1660 .   Obama, B. (2009). Address to Joint Session of Congress, February 24, 2009.   U. S. Census. (2009, July 1). Population Estimates . Retrieved July 17, 2010 from U. S. Census Bureau: http://www.census.gov/popest/national/asrh/NC-EST2009-srh.html   U. S. Department of Education. (2010). Fast Facts . Retrieved July 17, 2010 from National Center for Educational Statistics: http://nces.ed.gov/fastfacts/display.asp?id=27
    • Credits
      • Special thanks to the following companies:
      • Microsoft: for providing our cover and graduation hat photos and the Press Release template.
      • Presentation Magazine: for providing our free newsletter template which is located here:
      • www.presentationmagazine.com
        • 3. Life Magazine: for the royalty free photo of the castle in Ireland.
    • License This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.