The overall number of minorities who attain a college degree has risen quite dramatically in recent years. In fact, “Among U.S. residents, the number of associate’s degrees earned by Hispanic students more than doubled from academic years 1999–2000 to 2009–10 (increasing by 118 percent), and the number earned by Black students increased by 89 percent. As a result, Blacks earned 14 percent and Hispanics earned 13 percent of all associate’s degrees awarded in 2009–10, up from 11 percent and 9 percent, respectively, in 1999–2000 (Statistics, 2012).” While the number of students of every ethnicity who have completed high school and continued their education in college has increased; the rate of college entry and degree attainment has varied by socio-economic classification and differences persist among Whites and Non Whites. “Between 1980 and 2008, the racial/ethnic composition of the United States shifted—the White population declined from 80 percent of the total population to 66 percent; the Hispanic population increased from 6 percent of the total to 15 percent; the Black population remained at about 12 percent (Aud, Fox, & KewalRamani, 2010).” It is becoming increasingly important to pay particular attention to educating people of traditionally disadvantaged racial/ethnic groups of society particularly if the underrepresented group’s population growth continues to excel. The U.S. workforce is becoming more diverse. The racial/ethnic groups that are the least educated are the fastest growing.

Impacts and Implications of the Issue

If population trends continue on its current trajectory and states do not increase the college entrance rate of racial/ethnic groups, the skills of the workforce and the income of U.S. residents are projected to decline over the next two decades. The more educated the populous are the better chance they have at being successful as a nation. Having more educated people helps the U. S. to compete globally. “In 2008, a higher percentage of Asian children (51 percent) had a mother with at least a bachelor’s degree than did White children (36 percent), children of two or more races (31 percent), Black children (17 percent), American Indian/Alaska Native children (16 percent), and Hispanic children (11 percent) (Aud, Fox, & KewalRamani, 2010).” The education levels of parents have long been used as an indicator into the likelihood of a generation’s future success. “The working poor occupy a precarious position in American society –working hard and contributing to the nation’s economy, but in many ways falling behind because of their limited educational attainment (McSwain & Davis, College Access for the Working Poor, 2007) .”

A more educated population also reduces crime and spending on social welfare programs for those who, due to lack of education find it difficult to find ample employment. Less education also leads to increased dependency on governmental assistance and higher taxes to pay for that assistance. “As a nation, we gain perhaps even more from that college education because of civic benefits such as higher rates of voting and volunteering, increased workforce productivity, and higher taxes contributed by college-educated citizens. It is therefore essential that the working poor have the same opportunities to access and complete college as do other populations (McSwain & Davis, College Access for the Working Poor , 2007).” It is evident that the current ‘minorities’ will not be the minority forever. “The nearly 40 million African Americans residing in the United States—representing approximately 13 percent of the total population are three times more likely (24 percent) to live in poverty than Whites (8 percent). Further, opportunity gaps related to college enrollment and completion persist for African-American students with only 11 percent being enrolled in postsecondary education (A Snapshot of African Americans in Higher Education , 2010).” The earning power and income taxes paid by bachelor’s degree recipients are significantly higher than those who earn an associate’s degree or no degree at all. Accordingly, the National Center for Public Policy and Higher Education and the National Center for Higher Education Management Systems predicts a decline in personal income levels in the United States between 2000 and 2020 and a subsequent decline in the nation’s tax base if bachelor’s degree attainment rates do not increase (Aid, September 2006).” It is no secret that having more education increases ones earning potential. It is particularly of importance to minorities who need to earn even higher degrees than White Americans just to have similar earnings. “Latinos and African-Americans with master’s degrees earn nearly the same in their lifetimes—roughly $2.50 million—as white workers who have bachelor’s degrees (Burnsed, 2011).” Of course this glass ceiling will not be fixed by education alone but it is a crucial step in the right direction and a wakeup call to the reality that minorities not only need a bachelors degree they need graduate degrees if they have any hope of negotiating a decent salary.

Baltimore and Maryland Specific

The 2011 U. S. Census Bureau reports that African-Americans make up 63.3 percent of Baltimore’s population and 30 percent of Maryland’s total population. Anything that affects a portion of a population that size will absolutely effect the entire population as a whole. The state of Maryland and Baltimore city will not continually succeed and be able to compete nationally if it does not sober up to the dire importance to reduce barriers to Higher Education for the largest segment of its population. According to a chart titled “2010 Highest Education Level Attained (Population age 25+) for Baltimore, MD” provided by CLRSearch.com the rate that students from Baltimore complete high school is higher than the national average; however, of the college retention rate for that same group drops below the national average. Those who complete Bachelor’s degrees are less than 12 percent compared to the nation’s 18 percent. Both Baltimore and the nation reported 10 percent of the population age 25 plus completed a graduate degree. William E. Kirwan, chancellor of the University of Maryland said “We as a nation are at risk of creating a permanent underclass (Porter, 2006).”
Financial Barriers

When it comes to Higher Education, cost is a factor in the equation for a person of most economic backgrounds. It tends to be the only factor when the students are minorities that are less affluent. Having a low income decreases if not eliminates college options for otherwise qualified applicants. “While 97 percent of high school graduates who fall in both the highest achievement test and the highest SES quartiles enroll in college, only 78 percent of those with the same academic qualifications but who fall in the lowest SES quartile continue their education after high school (Baum, 2004, January).” A 2004 report produced by Skidmore College also reflects that while less affluent White students do not enroll in college at the same rate as other Whites that are more affluent; their rate of entry and college completion is nearly double that of African-Americans with similar economic standing to theirs.

Some of the concerns are not only lack of funds but reluctance to take on debt, cost of commuting, the need to work while in school to help support themselves or possibly their family. Few qualified but disadvantaged young people forgo the chance to progress to higher education when made aware of the financial opportunities to do so. In fact, “African-American seniors more often aspired to earn master’s degrees than their peers in other racial categories. Of African-American seniors who graduated with a bachelor’s degree in 2000, about 22 percent enrolled in a master’s degree program one year later (A Snapshot of African Americans in Higher Education , 2010).”
Government and Maryland Nonprofit Advocacy Efforts

“If Maryland is going to meet its goal of producing a more educated citizenry, it must help more disadvantaged and minority students go on to earn college degrees, especially in Baltimore. Today in Baltimore, only 29.5 percent of adults hold at least an associate degree, compared to 44 percent of Marylanders overall (Perna & Finney, 2012).” There are efforts in Maryland from government and nonprofit organizations to take an active role in reducing the educational inequities in Higher Education. “In 2008, the higher education funding commission (known as the Bohanan Commission) developed a farsighted plan to boost the state’s investment in higher education, hold down tuition and increase state financial aid (Perna & Finney, 2012).” The most commonly discussed causes of low representation of minorities in Higher Education have been degree of college readiness, access, culture and attitude and financial barriers. There are several K-12 initiatives that address the concerns of lack of preparation. Nonprofit organizations such as Institute for Higher Education Policy ‘conduct evaluations on programs related to access and success in higher education, including early intervention, college access, and scholarship programs.’ In November, 2009 Associated Black Charities organized a day long African American College Summit. The summit addressed opportunities, barriers, and policy issues in three areas: College-going culture and attitude, college readiness and completion. The focus of this paper will primarily be on financial barriers and secondly on raising awareness of affordable college options.

National Efforts to Offsetting the cost of Education

There are financial resources to offset Higher Education concerns; for example options such as scholarships, paid fellowships, work-study programs, financial aid, loans and or grants. “Education Trust has concluded that out of the 1,186 colleges and universities in the United States with available net cost data only five really do a good job of meeting the needs of low income students. That’s less than half of one percent of schools in the U. S. (Education Portal ).”

In addition, “While funding for Pell Grants– the central federal program for low-income students—did increase by more than 50 percent in real terms from 1996 through 2001, in the mid-1970s the maximum average Pell Grant covered over 40 percent of average tuition at public four-year institutions, whereas today it covers just over 25 percent (Baum, 2004, January).” In addition to paying for courses, books, dorms if the student lives on campus, college can be a life changing eye opening time in any young adult. Students from lower socio-economic backgrounds are less likely to study abroad or take a prestigious unpaid internship.

“In 2003-04 African-American students were more likely to have remaining financial need after grants compared with their peers—70 percent of African American students had remaining need. About 54 percent of African-American students barrowed to meet that need, a proportion that is higher than their peers (A Snapshot of African Americans in Higher Education , 2010)
Complicating the issue

So why hasn’t the system evolved to meet the specific need? In addition to rapidly rising college rates a great deal of the provisions made to the Pell Grant has made the policy less efficient by easing the financial burden for middle class with tax code provisions like tax-free status of interest, but do nothing for less affluent families. These changes take the funds away from where they are most needed. Educational subsidies for those with upper to middle income does nothing to work toward the policy goal of making college more affordable for those of lower socio-economic backgrounds. “Federal policies designed to increase access are efficient only if they target those students whose behaviors they can significantly alter, that is, students with very limited financial resources (Baum, 2004, January).” In recent years the policy shift has been toward merit-based financial assistance packages to keep bright students closer to home. These changes do not contribute to the improvement of social welfare from the Pell Grant’s original intended use of making college more accessible to all, specifically those from underrepresented groups. “Whereas a decade ago about 90 percent of state grant aid was allocated based on financial need, now more than a quarter of these funds are distributed based on other criteria—generally measures of academic merit defined by either grades or test scores (Baum, 2004, January).” While in general Institutions of Higher Education are concerned with social welfare they are still competing with other institutions and they use the funds received to be more desirable to more affluent students; this runs counterintuitive to the need-based focus. “From 1992 to 1999, institutional grant aid increased more than 60 percent, but the growth was heavily weighted in favor of high income students (Baum, 2004, January).” The institutions of Higher Education are acting in what they perceive is in the best interest of the institution. From the standpoint of the institutions their desire is to compete with other colleges and universities for top performing students. In general their primary goal is not to enroll students with the most need.
Historically Black Colleges and Universities (HBCU) s

With some exception given to Historically Black Colleges and Universities (HBCU) s the focus is not distributed equally on need-based and merit-based applicants. “The nation’s 105 HBCUs continue to provide learning opportunities for African-American students and graduates over 50 percent of African-American professionals—many of whom serve in the fields of teaching, math, and science (A Snapshot of African Americans in Higher Education , 2010).” HBCUs have the unique culture in which to help African American students attain their goals of academic and career success more so than Traditionally White Institutions (TWI)s. “HBCUs enroll upwards of 370,000 students and graduate a significant share of all African Americans receiving degrees; while comprising only three percent of the nation’s 3,688 institutions of higher learning (HBCU Facts , 2011).” In fact, Morgan State University, located in Baltimore is in the top five colleges that produce African American baccalaureates in biological and biomedical sciences.
Recommendations

There needs to be a solution that not only keeps up with the growing tuition rates and cost of living but more directly target lower socio-economically disadvantaged students. Increased support should be provided to Historically Black Colleges and Universities since they are a major contributor to the rise of Black professionals. Since it is in the best interest of not only urban areas highly populated with minorities, such as Baltimore, Maryland, but also America as a whole to increase access to higher education to all students particularly minorities and those of lower socio-economic backgrounds; it is important to incentivize institutions of Higher Education to enroll more students based on need by providing more need-based institutional financial assistance awards. In addition, set the framework in High School to increase the awareness of the new initiatives and financial options.

Bibliography

(n.d.). Retrieved 2013, from Education Portal : http:// education-portal.com/articles/Low-income_Students_Financial_Barrier_to_Higher_Education.html).”

(n.d.). Retrieved from http://www.whitehouse.gov/issues/education

(2010). A Snapshot of African Americans in Higher Education . Washington, DC : Institute for Higher Education Policy .

Aid, T. A. (September 2006). Mortgaging Our Future: How Financial Barriers to College Undercut America’s Global Competativeness. Washington, DC.

Aud, S., Fox, M. A., & KewalRamani, A. (2010). Status and Trends in the Education of Racial and Ethnic Groups. Washington, DC : U.S. Department of Education, National Center for Education Statistics, Institute of Education Sciences .

Baum, S. (2004, January). Student Financial Aid Policies Do They Promote Universal Education? Skidmore College.

Burnsed, B. (2011, August 5). How Higher Education Affects Lifetime Salary. U. S. News , p. 2011.

HBCU Facts . (2011). Retrieved January 20, 2013, from Think HBCU: http://thinkhbcu.org/hbcu_facts.htm

McSwain, C., & Davis, R. (2007). College Access for the Working Poor . Washington, DC : Institute for Higher Education Policy.

McSwain, C., & Davis, R. (2007). College Access for the Working Poor. Washington, DC: Institute for HIgher Education Policy.

Perna, L., & Finney, J. (2012, February 20). Maryland’s higher education gains at risk. Baltimore Sun .

Porter, J. R. (2006, September 20). Educational Leaders Say Financial Barriers to Degree Attainment Require Urgent Response. The Chronicle of Higher Education .

Statistics, N. C. (2012). THe Condition of Education. Department of Education.

Posted by Rasheem on Wednesday, April 24th, 2013 @ 4:54PM
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