ASPIRA Association Inc., Newsletter

16 Pages·1994·0.68 MB·

by  Maxine Lisboa

ASPIRA
SEP 13 199
National Newsletter of the ASPIRA Association, Inc.
olume7 , No. 4
ASPIRA to participate in AmeriCorps
National Community Service Program
The Corporation for National and ordination of youth clubs in anti-vio- shops for parents and will coordinate
Community Service has selected the lence campaign activities. They willa lso with schools for public safety service-
ASPIRA Association to participate i hold community advocacy training work- earning activities
the new AmeriCorps program starting AmeriCorps
this fall.A SPIRA- volunteers will
grant which will be used to place forty be chosen by
AmeriCorps members in three ASPIRA ASPIRA andby
ssociate offices. AmeriCorps is a part the national
of President Clinton’s national service AmeriCorps of-
initiative. fice. An Ameri-
‘Twelve AmeriCorps members will Corps leader
be placed in Bridgeport, Connecticut will be based in
and Newark, New Jersey, with sixteen Newark, New
membersin Philadelphia, Pennsylvania. Jersey to pro-
In each city the AmeriCorps members vide support for
will bedi vided into two teams, a school volunteers dur-
success team and a crime control and ing the coming
‘ommunity service has always
bfeore ny ouat hc.o meWrset oanree polfe aAsSedP ItRoA ’bes pavritsiicoin- Jaime Santana, National Chairperson, presents Janice
pating in this national effort,” said Ro- Petrovich, former National Executive Director, with a
ntiaolnda lB TlhEeax cekscbcuuhtroionvl-e M osDruiercnecceots,os r . AtSeaPmsI RwAil’l sNb ae - ppcalogameqp ulee6 .t eh onstoorriyn go fh AeSr PhIaRrAd wroerckep twihoinl e ona t CAaSpPiItRolA .H ilSl ee
trained to provide middle and high
schools students with Ianguage skills
and mathematics tutoring, essay-writing
and test-taking workshops, and Satur- Inside. me
day field trips. They will also teach
literacy/E glish language skills to par- Director's Corner +] Legislative Update 9
ents. Newsi n brief. 3 Illinois’ 25th Anniversary. 10
tsetaumdse nTthwse i lwcliret iqhmu ei cpo cnofmnlitidcrdtol le raeasnnoddl uhtpiirgoehnv esncttrhaioioonln- ASNSteuPwdsIe RntAo n lreeaAcdSeePprtsIi RonAin pDroCno. g rtahme s.H.i.ll7.-. .4.-685 BNAoesrwpii crauNnaet we FiprJsretor fsielye C aDmipraeicgtno r. news..111210
event planning workshops, and co- PLUS: The State of Hispanic Education, 1994. A Special Insert
Summer 199.
A New Mobilization
I will argue that we have made two coalitions of our groups to mobilize en-
critically impogarinsti nta henp asttt h ree tire communities at the national or local
decades. First, we now have a rai levels, if that is whati swa rranted; devel-
experience th ping joint advocacy initiatives before
Every so often it is important to step tude of strategies to produce change to state legislatures or Congress when this
back for a moment and reflect on where improve education for our children under can be effective; or coming together to
we are and where we must go. In the different circumstances. We know how persuade business to support education
coming issues of The ASPIRA News I to mobilize a co munity, to organize in a particular community
want to use this space to share some parents, to use the courts, to advocate at Finally, I will argue that there is
thoughts on the state of our struggle to the local and national levels, to lobby another side to this new mobilization. It
ensure a quality education for all Latino legislators, and to persuade those that should not only be an effort to exert the
children; what we have learned in the make decisions that affect tus. Second, power to make others change, but it must
past decades and where we stand today. 1 we have developed a strong and growing include the things that we can do for
will propose that the time has come for a organizational infrastructure as seen in ourselves. In this Ge have ae e
new mobilization to produce the funda- the large number, diversity and strength background, We know how
mental changes needed so that every of our Hispanic organizations that, if parents to better help their children in
Latino childr eceives the education he or brought togethe inpro- school
she is entitled to. moting and directintgh is mobilizat riences for our y 2
I will argue that, af programs, provide
ter decades of struggle, guidance to youth,
things are getting worse or develop leader-
eatrrhaeet hdetrlr oeusnitdnh ogac nwui rltcalhbh eeit nlttoedbtrar .te tenble e Wa reetn-o d To"rIh gesareneei zsiaost maie og nrseo vwiiind neagnd cveuo ncioatfcy t yho ifsa onnuder w t Hhiem sowbpiiallnliiizcna gtnieosns atlo ready saihniidpis viiis n d Htuohoauawlrt el yvcw eooorrmu,rkm iunte-hfge -
vtoe rmsoebdi luinzlee sso urw eacroe mmaubl-e engage in joint programs in our communities." fleicmtiitveedn,e ss whweilrle abse
nity in a new way. To- working together
day, we must fight every we can not only
What but
isnot taken away. Our backs are slowly nize and effectively use our collective thousands that we are not reaching.
but surely being pushed to the wall by an experience and organization to work to- I see some evidence of this new
education system that continues to fail gether. Furthermore, thel e
oruart esch fiulrdtrhene,r ; bAes cotmheisss ituationin toldereatbleer,i ow-e learned and the organizational capabalree - ocfa cyo ur anHdi sptahen icw ilolrignagnniezsast iotno s enigna gaed vo-in
will bem oved to take more drastic action. not unique to Hispanics. Other minority joint programs in our communities, the
1 will argue also that the fundamental groups have also learned and have orga- development of common agendas, such
changes jat are needed can be produced nized nd we have more to gain by as the Boricua First Campaign, the cre-
only through the power generated by working with them than by going out on ation of new umbrella organizations are
community mobilization. However, the someexamplesat thenational level. There
mobilization of the 1990's and beyond The condition of the education of are others at the local and state levels. If
must be different from those of the past. our children, our collective experience we recognize the power of whatw e know,
It must include all the strate and our: of our strengths, and are
learned touse thro ighdecadesof struggle, to set the stage for this new mobilization able to act to bring these together, I be-
flsstuerabgott mels Ie maaandrdvb catohtblceeesa sfc oiynr ei no uarnt hdec olusortbtrbse,ye tisn tgoB tuott w heew i at dgmmoiou nrsgetin wIkten owwikl nnli ozhwaco towni asorinetss ot mtuoosos ef tu sbiene r fitfnhegcoiitscniehvg cseit trraoacngtudeemt gshitteeharsa n t ctoehwua;ert lthiee vee dTwuoec abtewii olclno nstoeifen uoefudur,n dcahimlednrtena.l change in
combine these strategies in new ways uniting our legal organizations to take
and with a new organizational base. cases to court where necessary; creating
theirefforts. Raul Martinez,
Executive Director, was
nominated for the United
Way Human Services Pro-
fessional of the Year Award,
Milagros Torres, Executive
News from the Association Assusnigs taHnetr, oirneec eiAvwead rdt he frUonm
the City of Miami Commis-
sion onthe Status of Women,
Tnhwehoacrnsteo ierc snu tAa smtpheiiidnsr anJButrVneiaesd.l geedfpiroScoratmrto i rAvieSagtnPrt aeId RuERAaot derdoui fg uCweoi znt.-h aDlainibsdroh euectWdt oirli,ltn hiheaEa Imd pRalnaiagmrhtoti scl eoD fe ppuuttbhy-e aSFl tohurodimedane'tlsse Assna tndsoh neAiltae r Pda unrtionjga rECoalsmut ber A.bS rPinTgR Ac heer to
Wynwood
Polson Dalv alle of New York .S tudents who wanted to
‘Swcahso onla.m e The community isB apsasritcikcu lHairglyh Ate High School at ASPIRSAP IRoAf psaayr tiocni psacteh oowle revi olrenecqeu ired antdo yowruitthe/ paonl iecse-
proud that two of the three valedictorians linois graduated on June 24. Part of the relations. Over 80 Aspirantes from the
in Bidgeport this year are Puerto Rican school’s mission is to encourage the stu- South Bronx Beacon Program and the
» . Twenty-eight Aspirantes from dents to pursue a higher education and to surrounding South Bronx community
Bridgeport’ the hei attended the event, Fernando
Cwaemepk eHnido- Rfo Jcukn e in1 7 Maansds ac18h uaste tthtes .Y MCStAu- cJuomm muins ibtaiseesd aonn d ismopcrieotvyi, ng ‘Tbhaes iccu rrsikiclul-s CBrBoSn x GeBnoerroaulg h MaPnraegseird,e nhtoa,snt eddB udt heC acroeny-.
dents were taught skills such as leader- and developing social, personal and ca- ference and promised to host five more
teamplwanniong, rtruskt-bu,ildi ng, reerg oals... During this year’s ASPIRA Youth Empowerment Days wit
off José G. a After a year of hard ous
Real,f ormernCahatirimaon,n waaslh o n- ASPIRA of New York successfully met
ASPIRA of Florida hosted the Third ored through a special dedication of a its challenge grant of $125, 000 from the
Annual Young Latinas Conference on scholarshipi nh is name. The first recipi- DeWitt Wallace-Reader’s Digest Fund.
March 9. Over 150 Latinas from 22 ent of the award was Tania Rodriguez, a Congratulations on an excellent job!
ASPIRA Clubs attended the conference 1993A SPIRA National Intern. The Matos ASPIRA's services in New York are ex-
entitled, “Claiming the Present, Rewrit- family annoa$u 5,n000c conetribduti on panding, as Rockland, NY celebrated its
ing the Future.” The keynote luncheon to the scholarship fund, first Areyto ceremoJunney4 th.O ver 40
speawaksM earria El , presi- students from five Rockland County
dent and CEO of META (Maria Elena Aspirantes from ASPIRA of New Jersey schools took the Areyto Oath to commit
Torano Associates)... Over 800elemen- coordinated and presented this year’s themselves to cultural development and
tary, middle, and senior high schoo! stu- Eighth Annual Statewide Youth Confer- to empowerintgh eL atino community
dents who participated in the ASPIRA ence at Rutgers University on April 29.
Youth Leadership Program from 2p2u b- They presented topics on School Vio- ‘The Philadelphia Foundation, nonprofit
lic schools and six outreach community- lence, Access to Higher EducatioCno,m - organization that guides incomes from
based clubs received awards during the munity Service, and Sexual Responsibil- individual and family trusts to nonprofit
13th Annual Youth Awards Ceremony Alicia Díaz,D irec- Jed ASPIRA of Penn-
May 27. Students were honored with tor of the Center for Hispanic Policy, sylvania a $30,400 April. Fund:
Research, and Development, gave a mo- ing from the organization will go toward
rovement tivational speech on how policy issues general support for ASPIRA of
and family involvement. Aspirante of affect the lives of Latino youth. Pennsylvania's programs .. . Ov er 150
the yearawardwsen tt o Danny Menéndez, students and parents attended the 23rd
Louis Dilbert, and Tracy Wieszala The first Youth Empowerment Day at Annual Awards Ceremony in Philadel
Congratulations to three staff members Bronx Community College on June 24 phia in June. The ceremony’s highlights
who recently received recognition for was a triumph for Aspirantes at ASPIRA (Continued on page 7)
Aspirante leaders in nation's capital
Fifteen high school students from responsibilities and to show him inter- guage Affairs at the U.S. Department of
across the country participated in the esting places. Pifiero-Fontanes said he Education.
ASPIRA Public Policy Leadership Pro- willa ttend the University of Puerto Rico Also in attendance representing
gram (APPLP) National Internships June in Carolina and will study Accounting Toyota, the program's funder since 1990,
30 through August 5. After a year-long Students ended their internships were Douglas West, Group Vice Presi-
program, facilitators at each of the witha Capitol Hill graduation ceremony dent, Toyota Motor Sales, U.S.A., Inc.
ASPIRA Associate offices chose out- This year's keynote speaker wasb e Eu- and Patricia Hull, Program Officer, The
standing thadenis int ie program to gene García, Director of the Office of Toyota U.S.A. Foundation.
participate in the national internship pro- Bilingual Education and Minority Lan-
‘gram.
Each student worked thirty hours a
week with a mentor in a public policy
field. Mentors included Secretary of the
Department Transportation Federico
Peña, Secretary otfhe Department Hous-
ing and Urban Development Henry
Cisneros, and U.S. Representative Nydia
Velázquez.
During the internship, the students
partcipated in workshops and discussed
issues such as college attendance, rac-
ism, andother internship opportunitiesi n
Washington, D.C. They also went on a
trolley touro f Washington, D.C.,atrip to
Busch Gardens (Compliments of
Anheiser-Busch) and a tour of the Na-
tional Holocaust Museum.
Grant Vitale, ASPIRA'S Manager
for Youth Leadership and Community
Service, students were very
pleased with their internships. He said
the students benefit most from the people
they have met.
jest udents made the most of their
eee experience." said Vitale.
variety of mentors, the
pied aie toexperiencef irst-hand
the different areas of the public sector
his mentor, Roberto Esparza, from the
Federal Deposit Insurance Corporation
(FDIC), has taken the time to share his
APPLP: A long road to DC internships
The APPLP Interns who come to theconcepts being presented, guest speak- The final component of the program
Washington for a summer internship be- ers such as Aldermen Billy Ocasio is involvement in the community service
gin their journey long before July. Laura Rick Muñoz, and State Senator Miguel internship during our spring break in
Hurtado, an APPLP Intern from Chi- del Valle would present their own ideas April. Nineteen students partic a in
cago, describes the year-long program at and thoughts to the group. We internships in law offices, housin
ASPIRA of Illinois in the following ar- opportunity to discuss and debate cies, political offices, and media
ticle. While specifics vary by site, all topics Jocelyn Luna, 19, of Amundsen High
ASPIRA offices use the same structure During the sec
of seminars, speakers, community ser ond phase of the pro-
vice, and internships. gram, we put our
Students attend leadership seminars skills and ideas i
on Saturdays from November through action by planning a
April, and eventually receive a 40-hour
paid internship in their area of interest project. We decided
Select students are then nominated for a to organize a Youth
summer internship program inW ashing- Roundtable at
ton, DC. Roberto Clemente
Geraldine Franco, 17, a junior at High School, which
Amundsen High School, participated in consisted of work-
the progtrhaismy e ar." I developed skills shops on civil rights,
for leadership, commitment, and lots of health, economidce - The 19 students in the ASPIRA of Illinois program.
responsibility,” she said. velopment, housing,
Our leadership seminars consisted CRT development, and edu tion. School, said, "Ih avem ore confide
ofinformation about Latino culture, pub- ieA PPLP participants wei myself now. I leamed that if you really
lic policy, and leadershsikipl ls.M ucho f sepa for planning and organizing want todo something, you can doiti fyo u
the program focused on the situation of the workshops and the Roundtable sub- try hard
Puerto Ricans and Latinos in the United committees. Nearly 100s tudents from
s. To gaina area high ended.
Everett Interns work hard during summer
The Everett PublicP olicy Internship ment intern, assisted in scheduling and ment of for the Alumni Association
Program sponsored five college students coordinating events for the APPLP Na- project. Shealso helped develop amanual
to work in the ASPIRA National Office tional Interns. indevel: ASPIRA
this summer. Each intern researched and oping the graduation program for of New York Alumni Program for the
assisted in five of ASPIRA’s most suc- APPLP’s closing ceremony remain ig sites to follow.
cessful programs, Birago Jones, dropout prevention Antigoni Koumpounis, health policy
Melissa Chabrén,l egislatainvaley st intern, wrote the site evaluations for intern, attended and reported on several
intern, was responsible for tracking and 1 health policy related hear
analyzing federal legislation of impor- ASPIRA a ings. She reviewed educational curricu-
tance to ASPIRA, primarily in the areas in charge of writing the manual for the Jum materials to attract minoritie espe
of education and human services. She Teachers Organizations and Parents for cially women, into math and technology
also conducted research on waivers and Students Program. fields. Antigoni was alsore sponsible for
schoolwide projects and wrote an issue Paloma Marchand, program devel- interviewing Aspirantes who are involved.
brief for publication. opment intern, researched and produced in health careers today for feedback on
Aída Montalvo, program develop- detailed prorgeporrto ent hsed esvelo p- the ASPIRA process.
ASPIRA News Summer 1994
ASPIRA reception marks leadership change
The ASPIRA National Officela sted receptioMna y
19 bringin, ether Washing n advocates, educators,
and government officials to honor the pes net
of Janice Petrovich, ASPIRA's former National Execu:
tive Director, and to celebrate the arrival of the new
National Executive Director, Ronald Blackburn- Moreno.
Petrovich was awarded ap laque for her hard work during
eight yearsa tA SPIRA.
Norma Cantú, Assistant SecretfaorrC iyvi l Rights at
the U.S. DepartomfEe ducnattion , Nelson Diaz,G eneral
Counsel at the Department of Housing and Urban Devel-
opment, Puerto Rico's Resident Commissioner Carlos
Romero-Barcel6, and other prominent Latinos attended
the reception and showed their support for ASPIRA. The
good spirit was so pervasive that the reception lasted an
hour longer than planned.
Top right: Norma Canti, Assistant Secretary for Civil
Rightsa tth e DepartomfEed ucnattion . Below: Crowd
gatherst oh ear ASPIRA chairperson Jaime Santana,
Bottom right: Ronald Black-Moreno, new National
Executive Director, with Bernard L.Ch arles, Senior
Executive of the McKenzie Group.
Hispanic Families f1o9r9 3b otahn d K-119294 . and higher education between fiscal years
f©mH11aiiT90sls9ht%lp3ee i,ar o nonitft ch hpa teehn pieo HHoc ipiltspltpushuaoedepntli e aacadl r—nt, eip ispcototo 9pnhpu oe%pul f olga npartotuuthefiilme wooa bt nnthep b.ieor oypi nnnu al oIottannfihht l eoiaHty nodhi anU esl6.. gp . Ssa.8rp a%noo.miwBp iecnesu s tl gawp5rteei6oisre %owin2n,io 6, nd. g31t to9I h8mfme20i u2P l.ncula8oeihn nro d-tn o or adpo$t@nhta6iL ehn,sa ei0aarrc$7vd g53eved, reai5 annsf1grttou2oerarr il gbclseaontmusdanfe bt niu$itossrn5,t ncb, uahta2dlohn0ae oe r0nl et a sssvtcp,edcaher ithoraseros tlgo.rleap nis.ruci. gptc esiWa ,lhl u Tilrhwiylbanh e ati n uc1 nd9hade9 md1aeio,lhrsu tia-nrnvfcitgeuco tnmswdaw pi eaatw2dsrhe8 er.aedcm9l oo%smro awp elilHa tboirhets elt-edo d w to
nTy©ehoTainhrr-setH y i fsHoppriea srnHpciieacsnn tpi acpn ooipfpcu ostlpha uetal inaoHdnti .is o3pn4a .nI4iin sc y1se9tpaa9ort3psi,u s ltfiatocthraei l onlnoym ne-dybHiouiatus nnpo ganenalrigy ce s t2.hw2 aa%ns to2hf6e . 7 ss@ccShhiooxootlly s- sstithuxad te npwteser creean ntdp roe7fd3 ob%lm aicnokaf n teHillseypm aecnniotcam rpyos tsueadnded n tossf e camiotnontridetianesdr eyd in
the non-Hispanic population was under 15 years of age. the 1991-92 school year, However, in 1993, only 8% of
teachers were Black and 3% were Hispanic.
@in 1992, 26.2% of Hispanic families livedi n poverty,
while the Whites was Prep ry
7.3%. This figure represents a 3% increase for Hispanics
from the previous year--the highest among ethnic groups. @For all races, children from families earning under
Children are particularly vulnerable to poverty. Nearly nursery school classes as children from families earning
40% of Hispanic and 20% of non-Hispanic children under over $40,000,
the age of 18 years old lived in poverty in 1992. Hispanic
children accounted for over one-fifth oafll U.S. children @At all income levels, a smaller percentage of Hispanic
l(i5v2i%ng) ionf paolvl ePruteyr tion tRhiacta ns acmhei ldyreeanr. wIenr e1 9l9i2v,i nmg orine potvhearnt yh.a lf cIhni l1d9r9e2n, a1r8e .3e%n roolfl ed Hiisn pannuircs e3r-y4 ysecahro olo ldtsh awne roet heern roclhlielddr enin.
Parents’ education level plays an important role in n3u4r.s6e%r y ofs chWoholi,t ec cohmipldarreend. to 29.2% of Black children, and
whether or not children will live in poverty. In 1990, 37%
oefd uHciastpioann ico r clheislsd rleinv edw hions epo vpearrteyn,t sc omhpada rae dg ratod e 19sc%h ooofl ry and Secondary
cobhfei ylcodhnrideln d rhewingh how shseoc hsopeoa lr.ep natrse ntwse rhea dh icgohn tsicnhuoeodl tghreaidr uaetdeusc atainodn 14% sH1t9iu9s2d.ep natnsH iocaw nedvs etru1d,0e .n4tt%sh eymo fa mdhaeid gehu pus pc1 h1oo.onle6 -%f sitfoutadhfle nl ot fse slecenhmroeoonlltlcaehrdi yl dinrs ecnh ool
whose families earned less than $20,000.
Education Spending and Personnel
©The number of Hispanic children in central city schools
(S4p7e%n)d ionf gs tatoen aenddu calotciaoln bundogwe tsa.c couStnattse fsopre nndeianrgly ihnaclrfe ased ednoruoblllemde ntb.e twIet eins pr1o9j7e3c taendd th1a9t9 1,H isrpiasinnigc teo nr2o0l.l6m%e nto f wtioltla l
©1994 The ASPIRA Association, Inc.
The Stateot Hispanic Education
increase 54%, from 3.3 million studentsi n1 985-86 to 5.1 Migration is a contributing factor to the high His-
million in 1994-95, panic dropout rate, but it does not completely account
for it. While 31% oafll Hispanic 16-24 year olds had
@Hispanic 12-19 year olds are more likely than any other dropped out of school by 1989, the figure was 43% for
‘gOrnoeu pi n tot wroe poHrits patnhiec sp,r esoennec ei n ofth srteree etW hgiatnesg,s ainn dt h4ei2r% scohfo ols. Hthoowseev ewrh,o dhraodp obuete nr atbeosr nf oro utfisrisdte- atnhde msaeicnonlda-ngde nUe.rSa.t ion
Blacks reported that gangs operated in their schools in Hispanic youth were still well above the national norm
~ 17.3% for first generation and 23.7% for second
1992. generation youth.
Hispanic youth are also likely to report having been
physically attacked at their school -- 15% of Hispanic ©Ab ility to speak English factors significantly in a
students in the 12th grade, 18% otfho se in the 10th grade, student's capacity to stay in school. In 1992, of those
and 22% oft hose in the 8th grade reported such an incident dHriosppapneidc so uwt hoof dhiidg hn ostc hsoople,a k coEnmgplairsehd wteol lt,h e6 21%7 %
in 1992. dropout rate of students who did speak English well.
Hispanic high school students aged 16-24 are generally
more likely than Black students but less likely than Whites During the 1991-92 school year, there were 2.31
to be working while enrolled in school. However, Hispanics million limited English proficient (LEP) students in the
are far more likely than other high school students to work United States -- a 70% increase from 1984 -- and 3 out
of 4 of these students spoke Spanish as their home
pared to 2.2% oafl l students worked at least full time while language. Despite this number, 45% odfis tricts with
in high school in 1992. LEP students reported offering no instruction that used
the native language, thus causing students to fall behind
Hispanic scores on the Scholastic Achievement Tests in content classes as they struggled to learn English.
(SAT) have in general improved from the mid-1970’s to
1992, although they were at least 40 points lower than the in 1992, students who had repeated grades seven
national average through nine had a much higer dropout rate (34.1%)
AMdovranec edth aPnl a1c,e2m0e0n tc ol(lAePg)es teasntd scuonrievse rsfiotri ecsr edaictc eoprt ortreh taan1i 0n-se1td2u deh(na1td9s . 1a%wn) h.ao v eSwrteaurgdeee nrtdesrt oapwionhueotd hirana tde g rnoaefdv eesr 9.K4b-%e.6 e n (16.7%)
tplaakcienmge ncto.l legBee-ltewveeeln AP1 99t2e-st9s3 ,i ntchree asneudm bbeyr 1o4f% .H ispanics ©The average number of years of school attended by
Hispanics oafll ages was 10.2 years in 1992. This
Between 1982 and 1990, Hispanic high school
ghriagdhu astcehso old evcootuerds e-awn orikn crteoa stihneg reshcaormem eofn dtehedi r ctoortea l Percentage of 16-24 year olds
courses, from 6.3% to 32.7%. Black and Asian who are high school dropouts
students showed similar increases, while White
students increased the time they spent on core
courses from 14.9% to 40.5%.
Factors Affecting School Retention
to find in
dropout rates between socioeconomic groups. In ||1 977
1992, 44.7% oHfi spanic students aged 16-24 from 1982
low-income families dropped out, compared to
f2r5o.m2 % hifgrho-mi nmciodmdel ef-aimniclioemse families and 9.6% tor. a7 92 1088 1082
The State of Hispanic Education
fleisgsu ryee acrosn toifn ueedsu catot iionnc retahsaen, tahle thgoeunegrha lH ipsoppaunliactsi onst.i ll have ‘‘tTi@hoIinns c1ma9am9ye2 , afcmrcooormue n ftat mhiianln i pehasar tl wfif t(ohr5 2H.ii3ns%cp)oa mneiosfc tochofel llHeeisgsse p atshntaiuncd e$np2to0sp, u0l0ba0e-.i ng
College Education slightly more likely to be employed full-time while attending
c2o1l.l6e%ge opfa rBtl-atckism)e. (26.8% compared to 25.3% of Whites and
Hispanics are less likely than other groups to be in
college. Although they were 17.7% of the population age ‘©The average cost (tuition/fees, supplies, room/board, and
i1n5 -t2h4e, ftalhle yo fw e1r9e9 2 only 7.8% of students enrolled in college t1r9a9n2s-p9o3r tawtaiso n)$ 8,o0f7 1a.t tenFdoirnga par ipvuabtlei c incsotlilteugtei ono r itu nwiavse rsity in
More Hispanics are going to college after high school. $fo1r7 ,a0l2l7 .n onM-eHdiisapnan ihco usWehhiotled hoiunsceohmoel dsi,n 1$92922, 6w8a8s f$o3r2 ,al3l1 1
Between 1980 and 1991, the college participation rate for Hispanic households, and $17,967 for all Puerto Rican
H2i9s.p9a%n icto h3i4g.h4 %s,c hwohoill eg rtahdeu aptaerst icaigpea t1i8o-n2 4o f iWnhcirteaesse da lfsro om households.
increased from 32.5% to 41.1%. @ After adjusting for inflation, public college costs increased
26% and private college costs increased 43% from 1982 to
Although the educational attainment ofpa rents is a 1991. Overall median family income increasedb y1 1%.
significant factor in whether or not a student will attend
college, it is less so for Hispanic students. More than 80% @Federal grant and work-study programs increased their
ofofu rb ootr hmW ohriet e yeaanrds Bolfa ccokl lcehgiel dpraernt icwihpoastee d pairn epnotsst -fsiencioshnedda ry finufnldasti obn,y 34St%a tef rgorma nt1 9p8r3o-8g4r amtos 1i9n9c1r-e9a2s,e d afbteyr 3a1d%ju satnidn g for
education, compared to the less than 60% of Hispanic institutional and other grants increased by 104.5%, Guaran-
children in 1991. teed federal loan program funds increased by 32.4%. Yet
because expanding numbers of students apply and qualify
for financial aid, the average amount received per individual
Percent of population 25 and has actually declined in real dollars for most federal grant
over with a bachelor’s degree and loan programs,
©The amount of student costs covered by the Pell Grant
Pell Grants paid for 77%o veorf tthhee apvaesrta gdeec aidnes.t ituItni on1a9l7 9-c8h0a,r ges
at a public four-year college or university, but by 1992-93,
Pell Grants covered only 39% of those costs
Thirty-six percent of Latino undergraduates received
federal aid in 1989 -- an 8% decrease from 1986, However,
piensrtiiotdu tiootnfiaml e.a id Itno L1a9t8i6n,o cosltluedgeenst s anidn cruneiavseerds iotvieers tahwea rsdaemde
@Hispanics are the only major ethnic group to be more grants to 14.7% otfhe ir Hispanic students, compared to
likely to attend two-year than four-year colleges. More than grants awarded to 16.2% ofHi spanic students in 1989. Yet
52% of Hispanic undergraduates were attending two-year this increase is not sufficient as Hispanic students still
colleges in 1992, compared to 36% of Blacks and 36% of receive less financial aid than students from any other
Whites. ethnic group.
More Hispanics, Blacks, and Whites get their Bachelor's @ About 38% of all Hispanics who started college completed
degrees in Business than in any other area of study, followed four or more years by ages 25-29 in 1991. Although this
by the Social Sciences and Education. The Bachelor's was well below the 53% completion rate for White students,
Degree in Business is most popular among Asian Americans it marked an improvement over completion rates in the
as well, but they choose Engineering second and Social 1970's, which hovered around 33%.
Sciences third
The State of Hispanic Education
© Women of all races were more likely than men to earn One in four working adults overall, but less than one in
tochfoe miHpri lseBptaaecndhie cl ao frBe'amsca hleeDlseo,g rr'e3se6 %di en gorffeo Buelr aicynke saf,ros u ra onryd e alre5sss1.. % Ionf W1h99i0t,e s 38% jfoibv.e Hispanics, have received work-related training on their
@The percentage oyfea r-round, full-time workers with low
‘@Hispanics do not participate in and do not complete earnings increased for all workers from 1969 to 1990,
graduate education proportionate to their population. From However, workers with less than twelve years of schooling
1985 to 1991, the number of Hispanics receiving master’s were three times more likely to earn low wages in 1990 than
degrees increased by 27%. However, these gains did not workers with 13 or more years of schooling.
keep pace with the growth of the Hispanic population aged
20 to 26, which increased 51% from 1980 to 1990. Asa
result, in 1991 only 2.5% of all master’s degrees were
awarded to Hispanics, This publication was produced by the ASPIRA institute
for Policy Research, which receives core funding
Women have made significant gains in the number of the Anheuser-Busch Companies. Prepared by Elizabeth
doctorates earned over the past decade. The number of Weiser Ramirez and Kimberly Linde
Hispanic women earning doctorates has increased 85% from
d1o9c8t2o ratot es1 99i2n,c rwehaisleed tbhye 1n7u%m beovre r oft hHei sspaamnei c pemreino d eoafr ntiimneg. Sources:
1992,
School to Work Transition
Chronicle
@In 1992, 62.8% oafll recent high school graduates were theC alege Boardc el Weekly Report,1 994,
‘employed, but only 53.9% of Hispanic graduates had a job, —=;, TTrreenaddss iinn SSttuuddeennttAA iidd::11 998823--11999923,, 11999923..
— Borrowing in 992.
Overall, employment rates are higher for those with more
cyeeodalurlc eagtoeli dosnw,,e r8ee5 s.pe3emc%pi laoolfyl yea dl,la mwomonomrgee n w tohwmaientn h. t wfiocuIern to1hr9e 9 m2o,r ea myoenagr s 2o5-f2 9 Gen‘BeNarsaeelw li AEncdecu ocIuanntdtiiiconangta olrO sfC fhi1ac9el9,l1 e-n9Sg2ce,sh ,o1 1o999!93 3A.. geD emographics: Rec1e9n9t3. Trends Pose
working high school dropouts. Among men, 88.5% of Harvard Project on School Desegregation, 1993.
ceomlplleogye edg raduates and 68.3% of high school dropouts were Impact onHi spanics andH ispanic-SeInrstviituntigon s, 1994, 1993,
1994.
Hispanic women who were 25-34 years old with a —, Povertyi nth e U.S.: 1992, 1992.
Bachelor's degree earned a median annual income of ‘Oct. 1992, 1993,
g$r2a3d,u8a6t5e s in( $11919,29,3 8m),o rea ndt hamno rtew icteh ana s tmwuo chan dh igh school —, 19W90h,a t1’99s3I. tW orth? Education BackgranoduE cnonodmi e Status: Spring
much as high school dropouts ($9,578). U—,S DWeoprtk eorfs twaitch tL,o wDE eanrnripntgisv: e1 9S6t4 atyo 1o990f,e r19i92.e b LEPti a, 1993.
NCES, AdultL iteracy in. 4 FleL ookt teR ens obfe
Hispanic men who were 25-34 years old with a Bachelor’s Nason AdulLta arneS urvey, 1
dceogmrpeaer eeda rnteo dt hae m$e1d7i,a0n93 anonhufia gl h insccohomoel ogfr a$d2u7a,t6e0s9 ainnd 1992, ioR el Migr? 1992.
$12,301 of high school dropouts. Pacts:T readsio nSncO h poportlnn idyH,o meN oC &on19t 9e3,t fNòor. L1e2a, r1n9i9n3g1 ,9N o 13,
Although both White and Hispanic women earn less than 1993, Nu 171993 No 1 1998
their male counterparts, there are fewer discrepancies
between their earnings than those of Whitea nd Hispanic
men. In 1992, the median income of Hispanic men was
44% that of White men, while the median income of
Hispanic women was 77% of White women.