Black and Latino Male College Enrollment: Considerations for Advising High School Students with Special Attention to MSIs

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1 Black and Latino Male College Enrollment: Considerations for Advising High School Students with Special Attention to MSIs Tiffany Jones, LaToya Russell, M.Ed./MPA

2 College Going Rates for Black/Latino Males: Secondary The four-year graduation rate for Black and Latino males is 52% and 58%, respectively, while the rate is 78% for White males. In the District of Columbia, only 38% of Black males and 46% of Latino males graduate from high school. In New York, only 37% of Black and Latino males graduate. Other states including South Carolina, Mississippi, Michigan, Georgia, Florida, Delaware, Alabama, Colorado, and Connecticut also have graduation rates below 60% for Black and Latino males. (Schott Foundation, 2012) 2

3 College Going Rates for Black/Latino Males: Post-secondary Four year colleges graduate 33.2% of Black males and 44.8% of Latino males within six years, compared to 57.1% of their White and 64.2% of their Asian peers. (Digest of Education Statistics, 2012) 3

4 College Going Rates for Black/Latino Males: Post-secondary At two-year colleges 32.1% of Black males and 30.2% of Latino males earn a certificate, degree, or transfer to a four-year institution within six years, compared to 39.8% of White males and 43.4% of Asian males. (BPS, 2009) 4

5 Minority-Serving Institutions (MSIs) Two- and Four-year colleges and universities, meet criteria in title III, IV, or V of the Higher Education Act. Historically Black Colleges and Universities (HBCU) Hispanic Serving Institutions (HSI) Tribal Colleges and Universities (TCU) Alaska Native and Native Hawaiian-Serving Institutions (ANNH) Native American-Serving Nontribal Institutions (NASNTI) Predominately Black Institutions (PBI) Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) 5

6 MSIs, Providing Access to College MSIs: The role of minority-serving institutions in providing access and contributing to outcomes for minority students is important. While these institutions are not the sole provider of education for minority students, they do educate significant numbers of them. MSIs enroll over half of all racial/ethnic minority students. Pell Grant Recipients Developmental Education (Project Males, 2014) 6

7 Who are they serving? In 2012, MSIs awarded certificates and degrees to nearly 250,000 Black, Latino, and Native American undergraduates, representing 40% and 21% of the total credentials awarded to Latino and Black students respectively. (Cunningham, Park, & Engle, 2014) 7

8 Historically Black Colleges and Universities(HBCUs) There are currently 103 historically black colleges and universities (51 private, 52 public) in 19 states, Washington, D.C., and the U.S. Virgin Islands. 8

9 Historically Black Colleges and Universities(HBCUs) 16 two-year HBCUs HBCUs are defined by federal law as institutions of higher education with the principal mission of educating African Americans. These colleges must have been founded before (Harper, 2012) 9

10 HBCU Students Today, 80 percent of HBCU students are African-American, and about 70 percent of students come from families with low enough incomes to qualify for federal Pell Grants. NIH data showing that the nation's top 10 producers of undergraduates who go on to earn doctorates in science and engineering are historically black colleges. HBCU Xavier University is #1 nationally in placing African- Americans into medical school. HBCU Howard University is #1 in graduating African-American PhDs. 10

11 HBCU Students HBCU Tuskegee graduates 70 percent of Black veterinarians in the United States. Half of the nation s black engineers graduate from an HBCU. With programs as small as 120 students per class to programs with 2,300 like the one at Florida A&M University-Florida State University College of Engineering. More than 50% of the nation s African American public school teachers and 70% of African American dentists earned degrees at HBCUs. Among Blacks, 40 percent of all congressmen, 12.5 percent of CEOs, 40 percent of engineers, 50 percent of professors at non- HBCUs, 50 percent of lawyers and 80 percent of judges are HBCU graduates. 11

12 HBCU STEM Degrees (Jones, 2014) 12

13 HBCU Students 13

14 Factors Influencing HBCU Choice Among Black Students (Freeman, 1997) (Freeman, 1999) 14

15 Hispanic Serving Institutions (HSIs) Title V of the Higher Education Act designates colleges and universities where Hispanic students make up 25 percent or more of the full-time undergraduate enrollment as Hispanic-serving institutions (HSIs). Unlike HBCUs, designation as an HSI is a function of enrollment rather than historical mission and founding, which allows the number of HSIs to grow. (Santiago, 2010) Hispanic-serving institutions enroll 13.4 percent of all students in higher education, but almost half (49.8 percent) of all Hispanic students attend HSIs. (Harper, 2012) 15

16 Hispanic Serving Institutions (HSIs) While HSIs represent about 10 percent of all degree-granting colleges and universities, these institutions produce almost 40 percent of all degrees earned by Hispanic students. (Santiago 2006; Santiago 2010) 16

17 Hispanic Serving Institutions (HSIs) 17

18 Hispanic Serving Institutions (HSIs) In , 85% of HSIs were located in five states and Puerto Rico, with California having the most HSIs (127). There are 370 HSIs located in 15 states and Puerto Rico overall. In , there were 277 emerging HSIs, defined as institutions with 15-24% undergraduate full-time Hispanic enrollment. 21 of the top 25 schools graduating Hispanic students are HSIs (Excelencia in Education, 2014) (NCES, 2012) 18

19 Hispanic Serving Institutions (HSIs) 10 HSIs are among the top 20 institutions that award science and engineering degrees to Hispanics/Latinos. Most of these institutions are located in California, Texas, and Puerto Rico. 19

20 College Experience at MSIs Supportive Faculty Supportive Peers (peer network) Peer and adult mentors and role models Relationships with faculty and administration Extended family Social capital Culturally relevant education Developmental education High standards (Harper, 2012) (Gasman & Conrad, 2015) 20

21 Black/Latino Male College Experience at MSIs A (2014) study by Flores & Park found that MSIs graduated comparable Black and Latino students at the same rates as PWIs After controlling for Pell funding and SAT scores, a 2012 UNCF Study found that HBCUs do a better job ensuring that low-income students graduate than other schools. (Richards & Awokoya, 2012) 21

22 Black/Latino Male College Experience at MSIs Some institutions have developed specific programs to ensure the success of Black/Latino males. Some initiatives include Clemson s Call Me Mister, Fayetteville State University s Boosting Bronco Brothers, Morgan State University s MILE, and North Carolina Central University s Centennial Scholars. 22

23 Where to find information about MSIs Tool: Educational Trust College Results Online ( College Scorecard HBCU Data Dashboard Diverse Education.com/top100 Student Achievement Measures College Results Online Excelencia in Education United Negro College Fund (UNCF) Thurgood Marshall College Fund (TMCF) 23

24 References Cunningham, A. F., Park, E., & Engle, J. (2014). Minority-serving institutions: doing more with less. Excelencia in Education & the United Negro College Fund. (2014). Black+Brown: Institutions of Higher Education. Washington, DC: Institutions of Higher Education. Harper, S. R. (2012). Black male student success in higher education: A report from the National Black Male College Achievement Study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education. Flores, S. M., & Park, T. J. (2014). The Effect of Enrolling in a Minority-Serving Institution for Black and Hispanic Students in Texas. Research in Higher Education, Freeman, K. (1997). Increasing African Americans participation in higher education: African American students perspective. Journal of Higher Education, 68(5), Freeman, K. (1999). HBCUs or PWIs? African American high school students consideration of higher education institution types. Review of Higher Education, 23(1), Gasman, M. & Conrad, C. (2015). Educating a Diverse Nation. Lessons from Minority Serving Institutions. Cambridge: MA. Harvard University Press. Jones, T. (2014). Performance Funding at MSIs: Considerations and Possible Measures for Public Minority-Serving Institutions. Atlanta, GA: Southern Education Foundation. Project Males. (2014). Advancing the Success of Boys and Men of Color in Education. Austin, TX: Project Males. Richards, D. A. R., & Awokoya, J. T. (2012). Understanding HBCU retention and completion. Fairfax, VA: Frederick D. Patterson Research Institute, UNCF. Santiago, D. (2006). Inventing Hispanic-Serving Institutions (HSIs): The Basics. Excelencia in Education (NJ1). Santiago, D. A., & Andrade, S. J. (2010). Emerging Hispanic-Serving Institutions (HSIs): Serving Latino Students. Excelencia in Education (NJ1). Schott Foundation. (2012). The urgency of now: The Schott 50 state report on public education and Black males. Cambridge, MA: Author. 24

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APLU: COMMITTED TO LATINO STUDENT SUCCESS

APLU: COMMITTED TO LATINO STUDENT SUCCESS August 2013 By John Michael Lee, Jr., Ph.D. Vice President APLU Samaad Wes Keys Program Assistant APLU This OAS Issue Brief presents information about Latino-Serving Institutions, their contributions to