The number of Latino students going to college is increasing, and not all of them fit the profile of what institutions might consider the typical on-campus freshman.
They are more likely to be first-generation, work to support themselves and care for dependents than other college students, a study finds. new analysis for Excellence in Education. The nonprofit organization researches and promotes policies related to Latinos in higher education.
“Our intention in putting together this compilation was not only to clarify the current profile of our students, but also to inform and generate ideas about what more we can do to better serve them and increase degree attainment,” says Deborah Santiago, executive director of the organization. and co-founder.
Real life vs. college life
Half of Latino college students are the first in their families to earn a higher education degree, which means they can't necessarily ask their parents for advice on how to cope with their new environment. Their families also have lower average incomes than any other group except black students.
Instead of viewing those characteristics as obstacles, Santiago says colleges have the opportunity to provide “information guardrails” for students who need help understanding essentials like financial aid or the courses they will need to graduate.
More than half of Latino students were enrolled exclusively part-time or had “mixed enrollment,” which the analysis describes as between part-time and full-time enrollment, during the 2019-20 academic year.
This may be partly because many also work while they go to university, either to finance their education or to support themselves. According to the analysis, more than a fifth of Latino students worked 30 to 39 hours per week, while another third worked 40 hours or more.
Santiago says that students who work at least 30 hours a week are more likely to “stop working” and take time off from school to save more money for tuition. Or they could choose to attend part-time to make the cost more manageable.
“Those are all things that we know can generally limit completion potential,” Santiago says, adding that institutions can respond with strategies like employing those students directly on campus, providing more financial support, or having strong online access. line to support services.
“If (students) have chosen to go to university, they have an educational goal. How do we help them achieve it? says Santiago. “And I think we don't ask that question enough, because we always say, 'What do students need to do more of?' And what do they need to change?' I think it's okay to say that, but we also have to hold institutions and decision makers accountable.”
Weighing the 'opportunity cost' of college
While Latinos overall are earning more degrees, Latinas are outpacing their male peers and now represent 60 percent of Hispanic degree earners.
That's not to say Hispanic men are declining in degree attainment, Santiago says, but the data illustrates the trade-offs Latinos must consider when comparing higher education with entering the workforce after high school.
“If you go to school and pay someone to take classes, instead of working and earning money, that's an opportunity cost,” Santiago says.
A young Hispanic man who can go into a field like construction and immediately earn $25 to $30 an hour may see a good reason to postpone college, he explains, while college may seem more attractive to young Latinas who face starting salaries of $12 to $15 per hour in other fields.
(Latinos overall made up nearly a third of the construction workforce in 2020, according to the US Bureau of Labor Statistics, and in general women represent 1 in 10 construction employees. Full-time weekly wages were nearly $1,000 at the time, about four times the minimum wage, and about 56 percent of construction employees had a high school diploma or less. )
Then there's the appeal for some Latinos of a hands-on job, Santiago explains, combined with the lack of Hispanic male role models in higher education, which influence decisions about post-secondary careers.
The question institutions should consider, Santiago says, is how they can engage degree-seeking students after starting out in an industry like construction.
“You can make a good amount of money now, but in five years you'll probably reach the limit of what you can make,” he says, not to mention the physical toll over time. “So how do you balance that? Will you go back to college afterwards and continue earning and advancing professionally? “I think it’s just an understanding of how opportunities are a little bit different and how higher education adjusts or adapts to that.”
Support upward mobility
Other good news from the analysis is that Latinos are entering STEM careers at a rapid pace, with a 44 percent increase in obtaining STEM degrees from 2015 to 2020.
There are more things colleges and universities could do to help Latino students get better-paying jobs, Santiago says. While Latinos had the highest labor force participation of any ethnic group in 2022, they also held a huge share of the lowest-paying jobs and the smallest share of managerial and professional jobs.
With so many first-generation and low-income Latino students, Santiago says colleges need a game plan to educate those students about the types of jobs and salaries their degrees may demand.
“I think the second part is recognizing that many of us, because we tend to be low-income, might need to start (college) and work at the same time, so we may need to get a certificate,” he says. “The opportunity to continue training rather than thinking of the certificate or associate degree as terminal, but can you get credentialed for the next degree and go from phlebotomist to LVN to RN?” So that there is clarity about the progression paths towards better paying fields.”
And the third factor, says Santiago, falls on entrepreneurs to expand their networks.
“Too often, employers hire from the same 20 institutions,” he says. “There are Latinos who obtain doctorates in electrical engineering. Have you thought about recruiting at those campuses or do you always go to the same three or four? So, to me, there is an opportunity for students, institutions and employers to play a role here to provide a better service.”
