04 penary session_veronicavelez
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Latinxs in Post-Secondary Education
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04 penary session_veronicavelez
- 1. LATINXS IN POST-SECONDARY EDUCATION: CHALLENGES AND OPPORTUNITIES IN WASHINGTON STATE Verónica Vélez, Ph.D. Associate Professor, Secondary Education Director, Education and Social Justice Minor & Program Woodring College of Education, Western Washington University
- 2. LATINX EDUCATIONAL PIPELINE For every 100 Latinx students in P-12, how many will graduate high school, attain a Bachelor’s degree, and pursue and complete graduate studies?
- 3. 100 Students 93 H.S. Graduates 36 Bachelor’s Degree 14 Graduate Degree 2 Doctorate 100 Students 69 H.S. Graduates 16 Bachelor’s Degree 5 Graduate Degree 0.5 Doctorate US Latinxs 2017 UNITED STATES US Whites Source: U.S. Census, 2013-2017 American Community Survey (ACS), 5- year estimates National Center for Education Statistics, 2014 IPEDS data
- 4. 100 Students 69 H.S. Graduates 16 Bachelor’s Degree 5 Graduate Degree 0.5 Doctorate US Latinxs 2017 UNITED STATES Source: U.S. Census, 2013-2017 American Community Survey (ACS), 5- year estimates National Center for Education Statistics, 2014 IPEDS data 39 will start at a Community College 14 will transfer to a 4-year College
- 5. 100 Students 69 H.S. Graduates 16 Bachelor’s Degree 5 Graduate Degree 0.5 Doctorate US Latinxs 2017 WASHINGTON 100 Students 66 H.S. Graduates 17 Bachelor’s Degree 6 Graduate Degree 0.8 Doctorate WA Latinxs 100 Students 49 H.S. Graduates 11 Bachelor’s Degree 3 Graduate Degree 0.7 Doctorate WA Latinxs Foreign Born 100 Students 52 H.S. Graduates 6 Bachelor’s Degree 1 Graduate Degree 0.03 Doctorate WA Latinxs Low-Income 100 Students 56 H.S. Graduates 13 Bachelor’s Degree 4 Graduate Degree 0.8 Doctorate WA Latinxs Spanish
- 6. Traditional Student Profile Post-Traditional Student Profile • College ready • Enrolls in college full-time • Lives on campus • Completes a BA/BS in 4 years • Parents have college degrees • White, non-Latinx • Does not work while enrolled • Makes college choices based on financial aid, academic programs, and institutional prestige LATINX COLLEGE STUDENT PROFILE • May need academic preparation • Enrolls at a community college • Delays initial college enrollment while entering the workforce • Lives off-campus with parents or with their own dependents • Takes more than 4 years to complete a degree • Latinx and other Students of Color • Works 30 hours or more a week • Makes college choices based on cost of attendance, location, and accessibility Source: Excelencia in Education (2013). Using a Latino Lens to Reimagine Aid Design and Delivery
- 7. FRAMING POST-SECONDARY CHALLENGES EDUCATIONAL ATTAINMENT GAP OPPORTUNITY GAPEDUCATIONAL DEBT ACHIEVEMENT GAP INSTITUTIONAL RACISM
- 9. POST-SECONDARY CHALLENGES Financial Aid College Preparation Transfer Reform Lack of Race- Conscious Efforts Advising & Mentoring
- 10. COLLEGE READINESS & ACCESS • TRIO Programs (e.g. Upward Bound, Puente) • The Schools Curriculum: Opportunities for Pupils • The Texas Higher Education Coordinating Board • Conditional Admission for Community College Students – Maestros Para El Pueblo • WA Workforce Education Investment Act
- 11. COLLEGE RETENTION • California Community Colleges Student Success Act • Texas Education Consortium for Male Students of Color & Minority Male Community College Collaborative • Faculty cluster hires to support diversity initiatives • Ethnic Studies – HB 5433
- 12. POST-GRADUATION
- 13. POST-GRADUATION • Community and Social Service Occupations • Lawyers, Judges, and other Judicial Workers • Postsecondary Teachers • PS – 12 Teachers • Registered Nurses • Physicians / Surgeons / Dentists / Other Doctors • Counseling and other Health Services (Re)defining Occupational Categories for Latinx Index Analysis Service Care Social Advancement Rather than Income Measure Commitment to Profession
- 14. FAMILY & COMMUNITY ENGAGED TEACHING (FACET) 1. Prepare a diverse group of future teachers to transform schools into justice producing institutions using a critical lens, systems-focus, and transdisciplinary emphasis that places children/youth, families and communities at the heart of educational practice. 2. Collaborate with communities to create the conditions for students and faculty to see teacher education as a place to understand and apply issues related to transforming schools. 3. Use processes that cultivate educational success through authentic relationships focused on engaging with students, community, families, and school professionals. Transdisciplinary: Approach to curriculum integration that dissolves boundaries between conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.
Editor's Notes
- Source: 2017, 5-year estimates, American Community Survey Most recent data The past decades have seen a dramatic improvement in Latino’s educational attainment: college enrollment rates are increasing and high school pushout rates are declining (Lopez & Fry, 2013). Since 2010, Latinos have become the largest group in the U.S. postsecondary system and in 2012 Latino high school graduates were enrolling at the highest rates ever – in some areas even higher that white (Lopez & Fry, 2012), But they are still experiencing a significant gap in college degree attainment – more than twice as many white students who enrolled in a 4-year institution earned a degree compared to Latinos. Of all enthoracial groups, Latinos have the highest rate of enrollment in community colleges.
- Of all enthoracial groups, Latinos have the highest rate of enrollment in community colleges. - 56% in 2014
- SNAP: Supplemental Nutrition Assistance Program
- Excelencia in Education uses the term “post-traditional” to describe a growing majority of students who have evolved beyond the traditional profile. Latinx and other post-traditional students are the majority of students in postsecondary education today, and have a distinct profile from traditional students, who represent less than 20% of students today. This is projected to grow and public policy that more aptly addresses their strengths and needs can more effectively accelerate their postsecondary degree attainment.
- New Directions: Assessment and Preparation of Hispanic College Students and Moving Forward: Policies, Planning, and Promoting Access of Hispanic College Students – academic alliance that covers many dimensions of research, policy, and advocacy about Hispanic student assessment and achievement. There are colleagues and friend of mine, scholars I admire and trust deeply around these issues and who worked helped frame what I will share next. Shared endeavor to bring about change and justice within higher education. Two volumes of work published in 2018
- In-state tuition for undocumented students Rigor in high schools Race-conscious efforts connected to campus climate Advising and mentoring – includes the diversification of faculty and staff
- TRIO Programs – programs like Upward Bound, which target college readiness AND Student support services that provide college outreach and academic support for college students – showing substantial gains in imporoving college access and success for first generation college students and economically underserved students The School Curriculum: Opportunities for Pupiles reforms middle and high school counseling programs to ensure that students receive individualized reviews of their career goals and that they are informed about high school graduation requirements, college opportunities, and other career technical opportunities. (California) P-16 alignment – THECB has development various programs (Generation TX, Advise TX, and Transition TX) to assist students in enrolling and completing a higher education crendtial – focus is on working closely with school districts on their efforts. – particularly targete supports California passed higher education transfer reform to simplify the transfer pathway between community colleges and colleges/universities. Created a transfer path – guaranteed admission with upper division standing to a CA state university system. - guided pathways like Maestros IN Washington, starting in 2020 – just passed this year – if you are a family a four and make under $92,000 a year – if you make less than $50,000, you will be able to go to 2 or 4-year college for free. – this program also covers adults who don’t have a degree, allows students to go part-time and provides aid for accredited in –state private colleges and universities. How do you see your three areas in the education continuum intersecting in order to more responsibly identify the root causes of ongoing inequities and working collaboratively to address those root causes for improved education and health outcomes in the Latino community? – MAESTROS
- California Community Colleges Student Success Act – restructured how student support services were delivered to improve the assistance that students receive at the BEGINNING of their educational experience, specifically around student orientation, assessment, and educational planning. Also requires colleges you are receiveing student support service funds to post a scorecard that clearly communicates progress in improving completion rates for all students and specifically for closing the opportunity gap for historically underrepresented students. Men of Color Consortia (Texas) – cultivates a statewide network of public K-12 schools and higher education insititutions, practictioners, policy-makers, and other key stakeholders to positiveily influence educational outcomes for males of color from high school all the way through post-secondary education. - best practices for men students of color. – Minority Male Community Colelge Callorbaitve at San Diego State University – partenrs with community colleges across the US to enchance access, achievement, and success among minority male community college students. Currently, all Latinx faculty comprise 4.3 percent of all faculty across the US – to retain Latinx students, you also need to retain latinx faculty Ethnic studies - data out of Arizona shows the importance of ethnic studies, not just in what it educates students, but in that it retains students, and supports their completion.
- What recommendations do you have for us as health and human service and education professionals such that we can not only support but foster and in some cases demand, the systems changes that will help us meet the goal of improved education success and improved health outcomes for the Latino community? – highlight FACET - how do we think about these design principles at our level of organizational structure. We need to invest in programs that are preparing professionals at the intersection of health, human services, and education. Recruitment Diverse future educators 1st / 2nd year Undergrads Interest in teacher education & human services Pre-professional experience through student club, year–long seminar & mentoring Content Systems focused Community teacher (Murrell, 2001) Critical Inquiry / PAR Social justice Youth work Public participation & public knowledge Community & Relational Emphasis Cohort building Integrated with community/school agencies & organizations Student-faculty iterative planning & praxis CounterSpaces