Making It in America

Making It in America
America is growing and changing, and the fastest growing minority group is the Hispanic population. The 2010 United States Census Bureau data shows the Hispanic population grew from 35.3 million people in 2000 to 50.5 million people in 2010. That increase accounts for more than half the population growth in America over the last ten years. The Hispanic community is going to continue to grow and contribute to our society in big numbers. It is important that they successfully complete their baccalaureate degree because higher education plays an important role in the economic development and leadership roles in the United States (Castellanos and Jones 149). Unfortunately, graduating from college as a Hispanic in America is difficult. According to the National Center for Education Statistics (NCES), in 2009 the percentage of Hispanic students enrolled in college was 12 compared to 62 of White students. Of that 12% only 8% graduated with a Bachelor’s degree compared to 71% of the White population. It is crucial to find out what factors prevent Hispanics from obtaining a degree and what changes need to be made to help them reach their goals. As the number of Hispanics enrolling in college increases, the resources colleges and universities provide should be increasing as well. It is clear that Hispanic students are trying to succeed in college; however, it is not their fault if they do not have the proper resources to utilize their full potential. Many students are the first in their family to attend college and that brings in different factors that make their transition into college difficult. Low socioeconomic status, infrequent interaction with faculty and administration, lack of guidance from family, and poor quality secondary education are some factors that make it difficult to ease into the college experience (Garcia 840). It is important for Hispanics to get a college education not only for themselves but for society and future generations.
The first step towards college is getting to know what college is. Promoting college in elementary schools would be a great start to create awareness in the Hispanic communities. “A college education [should be] presented as an imperative rather than an option. ‘The message is: You will go to college’” (qtd Serrata in Mangan). I agree with this method because if it is commonplace and expected of the student then graduating college would be as expected as graduating high school. At Evangelina Garza Elementary School in Texas they have their teachers display their framed college diplomas. Also, once a month the teachers wear T-shirts with their alma maters. Celebrating college at a young age will instill a positive image of college rather than mandatory objective. When 10-year-old Christian Ortiz was asked why he saw college in his future he answered, “I want to live a happy life and not have any problems--but mostly to be a doctor” (Mangan). Children are aware of their surroundings and it is important to let them know that college will be a key aspect in maintaining a comfortable life. If they see their parents struggle with money they should be told that a college degree will open up new job opportunities that will allow them to live without those struggles. A common problem among Hispanic college students is the low socioeconomic status their families come from. “Having limited financial means has been associated with higher attrition rates for Latina/os. Latina/os tend to experience greater levels of stress associated with financial concerns than White students” (Castellanos and Jones 5). Financial aid is beneficial to students, but bringing awareness to it will make a huge difference. Since most students are the first in their family to attend college, they are unaware of the financial aid applications and timelines. Schools can offer workshops early summer, both on campus and in Latino communities, which teach students step-by-step instructions on how to apply for Federal Application for Federal Student Aid (FASFA). Those workshops can also inform the students of grants and scholarships, some even designated for Latinos, as well as work-study programs that that school may offer (Valverde 46). Announcing these workshops would help alert students of the assistance available to them because “Unfortunately, many students had not filed their financial aid paperwork until the date they entered college to register” (Garcia 841). This should be a concern for colleges because the application process does take about 8-10 weeks. If students do not file until the first week of school, if they are awarded money, they will not receive it until two month later. How are students suppose to pay their tuition or textbooks without those funds? The inability to pay for those things can cause students to stop attending their classes because they see no other option. It is important to provide substantial information about financial aid because it can make a considerable difference in the college attendance rates of Hispanic students (Valverde 55). Stepping into the college world without any previous exposure to it can be mind-boggling and chaotic. Providing “A campus climate that values and validates [Hispanic] culture” (Cortez) would be essential to make Hispanic students feel welcomed. An inviting environment would decrease any intimidation students may feel going into the new atmosphere. “Latinos are commonly raised in extended-family environments, and peer groups provide a similar network of support and responsibility” (Cortez 2). Maintaining a group of peers, that may develop into friendships, would increase motivation to stay on track for graduation. Sharing the college experience with other students does not necessarily make it easier, but it does ease the stress levels. It is comforting to know other people who are going through the same process as you, especially when there is not a family member who you can turn to for their wise words of experience. Even for those who have an older sibling or cousin that attended college, it might still be difficult to get practical knowledge from them. One explanation may be that they attended about a decade ago, and with the increase in technology a lot of things have changed in that time. For that reason faculty advising is extremely vital to success. “Latino students [rely] heavily on faculty member for career advice, and often [consider] them indispensable mentors who [inspire] them to continue their education” (Cortez). Strong faculty advisement is important to motivate Hispanic students to obtain their degree and pursue a career and/or continue to graduate school. Building a student-faculty relationship will benefit the student because there will always be that role model that can guide them toward the future they want. It would be beneficial to have faculty and staff members to reflect the student body (Castellanos and Jones 215). Regrettably, the NCES reported in 2009 that 4% of college and university faculty were Hispanic compared to 79% who were White. Diverse perspectives would enhance the learning of all students, but successful Hispanic faculty can model, for Hispanic students, their own achievement. Faculty may substitute parents, older siblings, and cousins, because some Hispanics currently enrolled in college have not seen those family members complete or even attempt to go to college. Seeing a fellow Hispanic accomplished can be all the motivation necessary to complete their degree.
One tool advisors can continuously use throughout the four year program is a degree plan (Cortez). Laying out a tentative schedule makes the courses you are taking and why you are taking them relevant to your time at school. Time management workshops would also be effective. College can be overwhelming with the new found freedom that comes with it and the demanding course work. Students can learn how to break up their studying habits into multiple times per week and prioritize their goals to eliminate stress (Valverde 98). Advisement is crucial for first-time college students to help them take the proper courses so they do not waste extra time or money, get accurate information about the school’s programs and policies, and just acknowledge there are people on campus, daily, to help them with any problems.
These ideas can be put into action by colleges and universities to welcome and guide the Hispanic population into a successful academic career. Although, the key to the degree, according to Valverde’s section “How I Did It,” is believing in yourself, “I can do it, and I can do it well” (145). Many Latina/o students come from a family where their parents did not get a college education, not due to lack of desire but lack of money (155). That is why it is so important to the Hispanic population, and why first-generation college students are encouraged to go to college. Parents want their children to live a better lifestyle than they could provide, and they know a college degree will open their children’s doors to a new world of experiences and opportunities. Self-determination and persistence will help students overcome the obstacles that stand in their way and lead them to their goals.
There are multiple obstacles Hispanic students face on a daily bases on their road to success. However, these obstacles are not only affecting Hispanics, they are affecting other minority races: Blacks, Asians, and Native Americans. These things need to be implemented for each minority group because they are all underrepresented in higher education in America. But it does not stop at race, returning students, early accepted students, single mothers, and any other underrepresented group needs to be acknowledged and welcomed into the college and university institutions. Administrators need to become more active in the policy progress by creating new standards that are more useful to the current and changing population. It is imperative that all students get well-educated because they will live a better life and society will also benefit from their education. Ultimately, they are the leaders and future minds of America.
Works Cited

Castellanos, Jeanett, and Jones, Lee. The Majority in the Minority: Expanding the Representation
Latina/o Faculty, Administrators and Students in Higher Education. Sterling: Stylus Publishing, LLC, 2003. Print.

Cortez, Laura J. "A Road Map To Their Future: What Latino Students Need To Graduate."
Chronicle of Higher Education 58.6 (2011): B21-B25. Academic Search Premier. Web. 21 Nov. 2011.

Garcia, Mozella. "When Hispanic Students Attempt To Succeed In College, But Do Not."
Community College Journal of Research & Practice 34.10 (2010): 839-847. Academic Search Premier. Web. 21 Nov. 2011.

Mangan, Katherine. "Educators Start Early To Create A College-Going Culture Among
Hispanics In Texas." Chronicle of Higher Education 58.6 (2011): B4-B7. Academic Search Premier. Web. 21 Nov. 2011.

Valverde, Leonard A. The Latino Student’s Guide to College Success. Westport: Greenwood
Press, 2002. Print.

United States. Department of Education, National Center for Education Statistics. Digest of
Education Statistics. 2010. Web. 28 Nov. 2011.

United States. Department of Education, National Center for Education Statistics. The Condition of Education. 2011. Web. 28 Nov. 2011.

United States. Economic and Statistics Administration. Department of Commerce. The Hispanic
Population: 2010 Census Briefs. 2010. US Census Bureau. Web. 28 Nov. 2011

Cited: Cortez, Laura J. "A Road Map To Their Future: What Latino Students Need To Graduate." Chronicle of Higher Education 58.6 (2011): B21-B25 Garcia, Mozella. "When Hispanic Students Attempt To Succeed In College, But Do Not." Community College Journal of Research & Practice 34.10 (2010): 839-847 Mangan, Katherine. "Educators Start Early To Create A College-Going Culture Among Hispanics In Texas." Chronicle of Higher Education 58.6 (2011): B4-B7 Valverde, Leonard A. The Latino Student’s Guide to College Success. Westport: Greenwood Press, 2002