ERIC ED363250: Minorities in Higher Education. 1992 Eleventh Annual Status Report.

85 Pages·2.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 363 250
HE 026 914
AUTHOR
Carter, Deborah J.; Wilson, Reginald
TITLE
Minorities in Higher Education. 1992 Eleventh Annual
Status Report.
INSTITUTION
American Council on Education, Washington, DC. Office
of Minorities in Higher Education.
SPONS AGENCY
Philip Morris Inc., New York, NY.
PUB DATE
Jan 93
NOTE
85p.
AVAILABLE FROM
American Council on Education, Publications
Department M, One Dupont Circle, Washington, DC 20036
($10.50 each for 1-10 copies, $9.50 each for 11-50
copies, $7.50 each for over 50 copies).
PUB TYPE
Reports
Evaluative/Feasibility (142)
Statistical
Data (110)
EDRS PRICE
MF01 Plus Postage. PC Not Available from EDRS.
DESCRIPTORS
American Indians; Asian Americans; Black Students;
College Students; *Degrees (Academic); Educational
Finance; Enrollment Influences; *Enrollment Trends;
*Ethnic Groups; Financial Problems; Higher Education;
*High School Graduates; Hispanic Americans; *Minority
Groups; Postsecondary Education; Racial Differences;
State Aid; Statistical Data; *Trend Analysis
ABSTRACT
This report provides an overview of the latest
available racial and ethnic data on high school completion rates,
college participation and enrollment trends, and degrees conferred.
Major data sourcs are reports of the U.S. Bureau of the Census and
the National Cenier for Educational Statistics. The report also
includes a special focus on state enrollment trends for students of
color, especially from 1980 to 1990. State trends are identified for
African Americans, Hispanics, Asian Americans and American Indians at
both 2-year and 4-year institutions and graduate and professional
programs. Additionally, current information from eight states is used
to assess preliminary effects of the recession on minority
enrollments. Among trends identified by the report are the following:
(1) the gender gap in the high school completion rate has widened
especially for Hispanics with male Hispanics graduating at
a record
low of 47.8 percent in 1991;
(2) the gap between white and African
American high school graduates in college participation has increased
4 percent since 1990; and (3) students of color (especially females)
gained in number of degrees awarded from 1989 to 1990;
(4) graduate
schools recorded more frequent gains in minority enrollment than did
professional schools; and (5) gains in the 1980s are being challenged
by state budget problems, including major tuition increases.
Twenty-six tables provide detailed statistical data supporting the
report's findings. (DB)
*********************************************************************
*
Reproductions supplied by EDRS are the best that
can be made
from the original document.
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BEST COPY AVAIL/ISLE
Additional copies of the Eleventh
Annual Status Report on Minorities
in Higher Education are available
from the
American Council on Education
Publications Department M.
One Dupont Circle
Washington, DC 20036
Charges for copies are as follows:
$10.50 each
1-10 copies
11-50 copies
S9.50 each
Over 50 copies
$7.50 each
L
All orders must be paid by check,
money order, or credit card
(Master Card or Visa).
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Acknowledgements
The Office of Minorities in Higher
Education of the American
Council on Education is pleased to issue
the Eleventh Annual Status Report on
Minorities in H(gher Education. This
report has become an integral part of
the Council's eftbrt to inform our con-
stituency of significant trends and issues
for minorities. We hope the special
focus on state enrollment trends for stu-
dents of color will be informative to pol-
icy makers and administrators who are
grappling with minority access and
retention issues in the wake of severe
state budget reluctions.
Your comments and suggestions on
ways to improve the report are always
welcome. This report would not !lave
been possible without the support of
Charles Dervarics, Lachone Fuquay,
Linda Mabrey, Ray Porras, and Bernice
Davis. Special thanks are also extended
to those who served as reviewers, espe-
cially Charles Andersen, Elaine El-
Khawas, David Merkowitz, and Cecilia
Ottinger. This report has been pro-
duced under a generous grant from the
Philip Morris Companies Inc.
Copyright 0) 1993
American Council on Education
All rights reserved
Table
of Contents
iv
FOREWORD
1
EXECUTIVE SUMMARY
High School Completion
1
College Participation and College Enrollment
1
Degrees Conferred
1
Special Focus: State Enrollment Trends for Students of Color
2
State Higher Education Enrollment Trends, 1980 to 1990
2
State Trends in Graduate and Professional School Enrollments, 1980 to 1990
2
Recent State Enrollment and Financing Trends, 1990 to 1992
3
4
HIGH SCHOOL COMPLETION RATES
4
A Wider Gender Gap
High School Completion for Asian Americans and American Indians
5
6
COLLEGE PARTICIPATION RATES
6
African Americans
Hispanics
7
COLLEGE ENROLLMENT TRENDS
8
African Americans
9
Hispanics
9
Asian Americans
American Indians
10
11
DEGREES CONFERRED
General Trends
11
African Americans
11
Hispanics
12
Asian Americans
12
American Indians
13
14
DEGREES CONFERRED BY FIELD
General Trends
14
African Americans
15
Hispanics
15
Asian Americans
16
American Indians
16
Doctoral Degrees
17
Doctorates by Field
17
18
SPECIAL FOCUS: STATE ENROLLMENT TRENDS FOR STUDENTS OF COLOR
Total Enrollment Trends
19
State Enrollment Trends, 1980 to 1990
19
African Americans
19
Hispanics
21
Asian Americans
23
American Indians
24
Implications
25
Graduate and Professional Education
26
African Americans
27
Hispanics
28
Asian Americans
29
American Indians
30
Recent State Enrollment and Financing Trends, 1990 to 1992
31
Conclusion
36
37
NO IFS
40
TABLES
Foreword
This year's status report also
This is the eleventh Annual Status
includes a special focus on state enroll-
Report on Minorities in Higher
ment trends for students of color,
Education released by the Office of
focusing primarily on the period from
Minorities in Higher Education (OMHE)
1980 to 1990. This section provides a
of the American Council on Education
detailed look at state trends for African
(ACE). This year's report provides an
Americans, Hispanics, Asian Americans,
overview of the latest available racial
and American Indians at both two- and
and ethnic data on high school comple-
four-year institutions and in graduate
tion rates, college participation and
and professional programs. In these
enrollment trends, and degrees con-
categories, we have analyzed the per-
ferred. As in past years, the major data
centage changes in enrollment and
sources for this report include the U.S.
changes in the proportion of ethnic
Bureau of the Census's Current
minorities within total enrollment. For
Population Reports and the Higher
this section, the report relies heavily on
Education General Information and
1980 and 1990 population and enroll-
Integrated Postsecondary Education
ment data provided by the U.S. Census
Data System survey reports of the U.S.
Bureau and the U.S. Department of
Department of Education's National
Education's NCES.
Center for Education Statistics (NCES).
In addition, the special focus also
OMHE must note once again that
contains data gathered from eight
U.S. Census Bureau data on high school
states to assess some of the preliminary
completion and college participation
effects of the recession on minority
rates for Asian Americans and American
enrollments. This section is based
Indians are not available on an annual
largely on interviews with state-level
basis. Because of this lack of informa-
personnel and data supplied by state
tion, it is not possible to calculate high
higher education commissions and
school completion and college partici-
departments of education. We caution
pation rates for these groups every
year. Again, we emphasize the need
that our canvassing and analysis is
designed to provide only a limited
for such information and encourage the
snapshot of certain trends within these
federal data coilection systems to
improve their annual efforts to monitor
states. Nonetheless, given the gravity
of the budget problems in many areas
the college-going patterns of all racial
of the nation, we consider this informa-
and ethnic groups. In addition, it is just
tion important as policy makers debate
as important for state higher education
the direction of higher education in the
coordinating boards and governing
boards to ensure the annual collection
1990s.
and reporting of racial and ethnic col-
lege enrollment and earned degree data
by institution.
7
Executive
Summary
High School
Degrees Conferred
to participate in higher education,
even though the white college-age
Completion
population continues to decline.
As a group, students of color
Hispanics reported a slight gain in
achieved small gains in the number of
The high school completion rates
participation during 1991, however,
degrees awarded from academic year
for whites, African Americans, and
while African Americans experienced a
1989 to academic year 1990. Overall,
Hispanics all declined slightly in 1991,
small decrease. As a result, the gap
these gains ranged from 5 percent at
primarily due to lower rates among
between participation of white high
the associate degree level to 9.5 per-
men. This trend widened the long-
school graduates and African American
cent at the first professional level:
standing gender gap in all three groups,
high school graduates has increased 4
Women of color posted larger gains
a gap that had showed signs of narrow-
percentage points since 1990.
than men of color at all four major
ing in 1990. Among both men and
degree levels.
women, the decline was slightly
More Hispanic high school gradu-
greater for African Americans and
ates are participating in American high-
African Americans showed their
Hispanics than for whites.
er education, but the increase consists
largest proportional gain in master's
almost entirely of gains among
degrees from 1989 to 1990, while
The gender gap in completion
Hispanic women. Among high school
Hispanics posted their largest increase
rates was most notable among
graduates ages 18 to 24, the number of
at the bachelor's degree level. Asian
Hispanics, where the rate for men
Hispanic women attending college
Americans continued to show small to
dropped 6 percentage points to a
increased nearly 10 percent from 1990
moderate gains in all categories,
record low of 47.8 percent in 1991.
to 1991, reaching its highest level ever.
though in several areas this grow th was
This is the lowest completion rate for
By comparison, at least one indicator of
at somewhat lower levels than in the
Hispanic men since the Census Bureau
college participation showed a record
rnid-1980s. For African Americans,
first began collecting data on Hispanics
low among Hispanic men in 1991.
Hispanics, and Asian Americans, the
in 1972.
number of women earning degrees
All four ethnic minority groups
increased at a higher rate than the num-
The high school completion rate
showed small to moderate increases in
ber of men in most bachelor's and mas-
for Asian Americans is higher than the
college enrollment from 1990 to 1991.
ter's degree areas.
rate for whites and for the general U.S.
Most of these gains occurred at two-
population. However, the rate for
year institutions, which recorded a
Minorities are continuing to
American Indians is the lowest among
13.4 percent gain compared with a 5.9
return to education and the social sci-
the four major ethnic minority groups;
percent increase at four-year colleges
ences in larger nu.abers, a trend first
American Indians complete high school
and universities.
documented in the 1991 Minority
at a rate 10 percentage points below
Status Report. From 1989 to 1990 at
the rest of the nation's 18-to-24-year-old
Men of color and women of color
the bachelor's level, a 10.2 percent
population.
registered nearly equal gains during the
increase in social sciences was the
1990-91 period. Overall, minority men
largest gain for minorities among the
College Participation
recorded a 8.8 percent enrollment
six major degree fields. At the master's
increase, while the rate for minority
and College
level, social sciences again had the
women increased by 9.4 percent.
largest increase-15.1 percent for
Enrollment
African American men, long underrep-
minorities from 1989 to 1990. The
resented in higher education, account-
gains for education, though more mod-
Whites remain much more likely
ed for an increase of 6.5 percent, for
est, provided further evidence that stu-
than African Americans or Hispanics Ithis period.
dents of color are beginning to reverse
Photo credit thntell I Wilersily
Special Focus: State
a lengthy decline and return to this
States generally enrolled more -
important field in greater numbers.
minorities in 1990 than in 1980, but in
Enrollment Trends
most cases total enrollments in higher
for Students of Color
At the same time, minorities were
education also increased. As a result,
reporting much smaller growth in engi-
few states showed significant gains in
neering in the late 1980s than earlier in
the actual proportion of African
State Higher Education
the decade. Overall, students of color
Americans, Hispanics, and American
registered a slight (1.2 percent) gain in
Enrollment Trends,
Indians among the total student popula-
baccalaureate engineering degrees
In most states, these ethnic
tion.
1980 to 1990
from 1989 to 1990 and a 2.1 percent
minorities remain far underrepresented
decline at the master's level during the
compared with their share of the
In 1990, students of color made up a
same period. These figures are in
state's citizenry.
larger share of total enrollments at two- and
sharp contrast to the steady increases
four-year institutions than in 1980. But
in engineering degrees during the early
Twenty-one states doubled their
these guns generally L-Igged far behind the
and mid-1980s. Growth in the number
two- and four-year enrollments of Asian
actual population incTeases for minoritic
of business degrees continued at both
Americans during the 1980s while at
during the 1980s.
the bachelor's and master's levels from
the same time doubling their Asian
1989 to 1990, but at a lower rate than
American population during the
Overall, more than 30 states
the growth in education, social sci-
decade. By comparison, African
reported larger increases in total enroll-
ences, and other categories.
Americans, Hispanics, and American
ment at the two-year level than at the
Indians recorded slower enrollment
four-year level from 1980 to 1990. In
Asian Americans and American
and population growth.
more than half the states, African
Indians achieved the greatest percent-
Americans, Hispanics, and American
age growth in the number of doctoral
State Trends in
Indians also experienced larger gains at
degrees awarded from 1990 to 1991.
Graduate and
the two-year level than at the four-year
even though American Indians repre-
level. From these data, it is clear that
Professional School
sented only a tiny fraction of all
educators still need to improve articula-
degrees conferred. African Americans
Enrollments,
tion efforts between two- and four-year
registered only a small increase for the
1980 to 1990
institutions, so that gains at two-year
year, while Hispanics experienced a
colleges promote progress at baccalau-
slight decline.
reate institutions.
Nationally, graduate schools
recorded more frequent gains than pro-
9
fessional schools in state enrollments
despite state budget problems.
from 1980 to 1990. Among all the
However, more recent state budget
states, only two showed declines in
cuts have further reduced funding for
graduate enrollment, while 29 states
higher education, forcing many institu-
cited losses at professional institutions.
tions to raise fees and more students to
seek financial aid, often in the form of
Thirty-one states cited progress
loans.
among African Americans in both grad-
uate and professional enrollments,
Preliminary 1992 data indicate
including eight that doubled their
that several key states experienced
enrollments. Yet the actual number of
enrollment declines that coincided
students remained abysmally low; four
with major tuition increases in those
states had ten or fewer African
states. Other surveys have reported
Anr.:ricans enrolled at the graduate
similar findings. In a separate
level, while 12 states had as few at the
December 1992 ACE survey, seven of
professional level.
19 states reported lower total enroll-
ments for fall 1992 than for fall 1991.
Hispanic and Asian American
Of these seven, five prwided less
enrollment in post-baccalaureate pro-
money for higher education this fall
grams rose considerably during the
than two years ago, and a sixth provid-
1980s, Among Hispanics, four states
ed the same level of funding.
failed to show gains at both levels and
14 states doubled their graduate and
A number of states with higher
professional enrollments. Thirty stat. s
minority enrollments during the reces-
doubled Asian American enrollments at
sion also have increased support for
both levels and some showed threefold
financial aid to offset rising college
and fourfold gains. Similar to the gains
costs. Many of these states have pro-
among other ethnic minorities, the
vided more support for financial aid
improveme.it among Asian Americans
while at the same time reducing sup-
was greater at the professional level
port for public colleges and universities
than at the graduate level.
because of budget constraints,
American Indians showed large
States continue to confront a vari-
percentagc gains but few numerical
ety of problems in enrolling more
gains from 1980 to 1990. Although 27
minority students. In Pennsylvania,
states reported progress at both the
African American lawmakers complain
graduate and professional levels, the
about the lack of enrollment progress
numbers remained very small. For
at the state's colleges and universities.
example, 24 states had ten or fewer
In California, students, administrators,
American Indians enrolled at their pro-
and others worry about potential long-
fessional institutions in 1990.
term damage for all ethnic minorities
because of the state's budget troubles.
Recent State Enrollment
More states are beginning to study
and Financing Trends,
or impose enrollment "management"
1990 to 1992
practices to control the growth of pub-
lic higher education institutions,
Nationally, students of color made
Although it is possible to administer
enrollment gains in American higher
such programs in a way that continues
education during the late 1980s. But
to promote minority access, little
recent state budget shortfalls have cre-
research is ;minable on the effects of
ated a variety of different issues and
these programs on students of color.
challenges in many regions of the coun-
We urge both states and the higher
try that may affect student enrollments
education community to undertake this
during the 1990s.
research and to closely monitor enroll-
ment management practices so that
In 1990 and 1991, many states,
such policies, when necessary, do not
including those with large numbers of
reduce access or jeopardize efforts to
ethnic minorities, continued to report
increase minority enrollment.
limited progress in minority enrollment
0