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It finds that 82% of new white enrollments have gone to the most selective 468 colleges, while 72% of Hispanic and 68% of African American enrollments have gone to two-year open access schools. As a result, whites attend colleges with greater resources that lead to higher completion rates, graduate enrollment, future earnings and degrees - even for equally qualified students - perpetuating racial inequalities across generations.","url":"https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109","datePublished":"2013-07-31 08:13:11 UTC","publisher":{"@type":"Organization","name":"Slideshare","url":"https://www.slideshare.net/"},"encodingFormat":"application/pdf","fileFormat":"pdf","inLanguage":"en","mainEntityOfPage":{"@type":"WebPage","@id":"https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109"}}</script><script 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class="stats Stats_root__p_BoZ"><div class="Stats_leftContent__588PR"><time dateTime="2013-07-31 08:13:11 UTC"><span class="skeleton Skeleton_root__U4QqL Skeleton_rounded__BLBq2" style="width:75px;height:24px"></span></time><span class="Text_root__is73U Text_medium__rk8Tn text" style="-webkit-line-clamp:0">•</span></div><div class="Stats_rightContent__8d0AF"><span class="Text_root__is73U Text_weight-strong__yEO2S Text_secondary__EPWj0 Text_medium__rk8Tn Likes_root__WVQ1_ text" style="-webkit-line-clamp:0" tabindex="0">13 likes</span><span class="Text_root__is73U Text_medium__rk8Tn text" style="-webkit-line-clamp:0">•</span><span class="Text_root__is73U Text_weight-strong__yEO2S Text_secondary__EPWj0 Text_medium__rk8Tn Likes_root__WVQ1_ text" style="-webkit-line-clamp:0" tabindex="0">42,915 views</span></div></div><div class="author Author_root___6Bx5"><a data-cy="author-link" class="Author_link___lVxw ellipsis" title="CEW Georgetown" href="https://www.slideshare.net/CEWGeorgetown"><div class="Avatar_root__GNWHY" style="width:24px;height:24px;line-height:24px"><img class="Avatar_image__Bbtll" src="https://cdn.slidesharecdn.com/profile-photo-CEWGeorgetown-48x48.jpg?cb=1629233294" alt="CEW Georgetown" loading="lazy" decoding="sync"/></div><span>CEW Georgetown</span></a></div><div class="description Description_root__kt4uq Description_clamped__PaV_1"><div class="Description_wrapper__hYE9_" data-cy="document-description"><p>The document analyzes enrollment trends in higher education over the past 15 years and finds that the system reinforces racial inequalities. It finds that 82% of new white enrollments have gone to the most selective 468 colleges, while 72% of Hispanic and 68% of African American enrollments have gone to two-year open access schools. As a result, whites attend colleges with greater resources that lead to higher completion rates, graduate enrollment, future earnings and degrees - even for equally qualified students - perpetuating racial inequalities across generations.<button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_small__sqsEx Description_less__BvWbY Description_hidden__a9QZJ" data-testid="button" aria-label="Read less"><span>Read less</span></button></p></div><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_text__ZT_3O Button_small__sqsEx Description_more__ChrRK" data-testid="button" aria-label="Read more" data-cy="read-more-button"><span>Read more</span></button></div><div class="actions Actions_root__00yIC"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi like-button unliked" data-testid="button" aria-label="Like" data-favorited="false" data-cy="like-button" 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popover="manual" data-popover-position="bottom-start" style="position-anchor:--popover-Rqc94f6"></div></div><span data-cy="page-number" class="MetadataToolbar_pageNumber__i6Bhj">1 of 11</span><div class="MetadataToolbar_actions__FB33C"><div class="DownloadButton_root__adY00"><button type="button" class="Button_root__i1yp0 Button_primary__K25Gq Button_contained__gyjai Button_large__Yv_oe" data-testid="download-button" data-cy="download-button-toolbar"><span><span class="Icon_root__AjZyv" style="--size:24px"><span class="Icon_icon__4zzsG" style="mask-image:url(https://public.slidesharecdn.com/_next/static/media/download.b1b2622c.svg);background-color:currentColor"></span><span class="sr-only"></span></span>Download now</span></button><span class="Text_root__is73U Text_secondary__EPWj0 Text_xsmall__vYp9p text" style="-webkit-line-clamp:0">Downloaded 192 times</span></div></div><div class="MetadataToolbar_underline__QQn0C"></div></div></div><div class="player Player_root__L1AmF"><div id="new-player" class="vertical-player VerticalPlayer_root__K8_YS" data-slideshow-id="24800109"><div><div id="slide1" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-0" alt="Separate & Unequal How Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege By: Anthony P. Carnevale and Jeﬀ Strohl July 31, 2013 " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="eager" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-1-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-1-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-1-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-1-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide2" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-1" alt="Overview •  The higher education system is more and more complicit as a passive agent in the systematic reproduction of white racial privilege across generations.This report analyzes enrollment trends at 4,400 postsecondary institutions by race and institutional selectivity over the past 15 years. •  Since 1995, 82 percent of new white enrollments have gone to the 468 most selective colleges*, while 72 percent of new Hispanic enrollment and 68 percent of new African- American enrollment have gone to the two-year open-access schools * Barron’s Education Series, College Division. 2009 Barron’s Profiles of American Colleges. Hauppauge, NY: Barron’s Educational Series, 2008. A shortlist of the 468 most selective colleges is available on our website. For a full list, please consult Barron’s Profiles of American Colleges. " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-2-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-2-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-2-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-2-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide3" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-2" alt="•  The good news is that the percentage of African- Americans and Hispanics enrolling in postsecondary has dramatically increased. More African Americans and Hispanics are going to postsecondary institutions, but it is a good news, bad news story " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-3-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-3-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-3-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-3-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide4" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-3" alt="•  The vast majority of white freshmen are going to the 468 most selective, four-year colleges. African-American and Hispanic freshmen, on the other hand, are primarily attending under-resourced two- and four-year colleges. The bad news is that there are two separate secondary pathways " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-4-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-4-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-4-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-4-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide5" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-4" alt="•  Whites have an advantage over their African- American and Hispanic peers since they attend colleges with greater financial resources and higher completion rates. •  As a result of attending more selective colleges, whites have higher rates of graduate school enrollment and advanced degree attainment, as well as higher future earnings, even among equally qualified students. These separate pathways lead to unequal educational and economic outcomes " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-5-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-5-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-5-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-5-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide6" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-5" alt="Whites are attending colleges that spend almost five times as much on instruction as open-access two- and four-year colleges, which African Americans and Hispanics disproportionately attend " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-6-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-6-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-6-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-6-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide7" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-6" alt="Whites also attend colleges in which graduates have higher predicted earnings than the colleges their African-American and Hispanic peers attend " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-7-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-7-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-7-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-7-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide8" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-7" alt="The inequality in the postsecondary system also carries over to the labor force •  Workers with professional degrees earn more over a lifetime than workers who dropped out of college " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-8-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-8-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-8-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-8-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide9" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-8" alt="Your parents’ past can aﬀect your future •  In the United States, parents’ education plays a large influence on their children’s educational attainment and whites are twice as likely as African Americans and three times as likely as Hispanics to complete a BA or higher. " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-9-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-9-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-9-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-9-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide10" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-9" alt="Conclusion •  The United States is currently stuck in a cycle where whites take one educational path and African Americans and Hispanics take a diﬀerent one. •  These diﬀerent paths result in unequal educational opportunities that also lead to lower wages for African Americans and Hispanics. •  Separate paths, combined with both unequal outcomes and low social and economic mobility in the United States has led to the intergenerational reproduction of white racial privilege. " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-10-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-10-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-10-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-10-320.jpg" sizes="100vw"/></div></div></div><div><div id="slide11" class="VerticalSlide_root__jU_9r slide-item" style="aspect-ratio:720 / 540" data-cy="slide-container"><div class="VerticalSlideImage_root__64KSA"><img id="slide-image-10" alt="For more information: See the full report at: cew.georgetown.edu/report/SeparateUnequal Email Us | cewgeorgetown@georgetown.edu Follow Us on Twitter | @GeorgetownCEW Find Us on Facebook | Facebook.com/GeorgetownCEW Follow Us on LinkedIn | linkedin.com/company/georgetowncew " class="vertical-slide-image VerticalSlideImage_image__VtE4p" data-testid="vertical-slide-image" loading="lazy" srcSet="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-11-320.jpg 320w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-11-638.jpg 638w, https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/75/Separate-and-Unequal-11-2048.jpg 2048w" src="https://image.slidesharecdn.com/separateunequalppt-130731081311-phpapp01/85/Separate-and-Unequal-11-320.jpg" sizes="100vw"/></div></div></div></div></div></div><div class="RelatedContent_root__29Np1"><div class="RelatedContent_wrapper__riU7l"><h2 class="Heading_heading__3MAvZ Heading_h2__f9yvs RelatedContent_title__QUhpL">More Related Content</h2><div></div><div></div><div id="between-recs-ad-1-container" class="freestar-ad-container FreestarAdContainer_root__qPPC_" style="--fallback-aspect-ratio:undefined / undefined" data-testid="freestar-ad-container"><div><div class="" id="between-recs-ad-1"></div></div></div><div></div><div id="between-recs-ad-2-container" class="freestar-ad-container FreestarAdContainer_root__qPPC_" style="--fallback-aspect-ratio:undefined / undefined" data-testid="freestar-ad-container"><div><div class="" id="between-recs-ad-2"></div></div></div><div></div><div></div></div></div><div class="Transcript_root__Vrf6Q"><h2 class="Transcript_title__YgAka"><span class="Icon_root__AjZyv" style="--size:24px"><span class="Icon_icon__4zzsG" style="mask-image:url(https://public.slidesharecdn.com/_next/static/media/file.5db1ba24.svg);background-color:currentColor"></span><span class="sr-only"></span></span>Separate and Unequal</h2><div><ul class="Transcript_list__faItj"><div><li>1. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#1">Separate & Unequal How </a> Higher Education Reinforces the Intergenerational Reproduction of White Racial Privilege By: Anthony P. Carnevale and Jeﬀ Strohl July 31, 2013 </li></div><div><li>2. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#2">Overview •  The higher </a> education system is more and more complicit as a passive agent in the systematic reproduction of white racial privilege across generations.This report analyzes enrollment trends at 4,400 postsecondary institutions by race and institutional selectivity over the past 15 years. •  Since 1995, 82 percent of new white enrollments have gone to the 468 most selective colleges*, while 72 percent of new Hispanic enrollment and 68 percent of new African- American enrollment have gone to the two-year open-access schools * Barron’s Education Series, College Division. 2009 Barron’s Profiles of American Colleges. Hauppauge, NY: Barron’s Educational Series, 2008. A shortlist of the 468 most selective colleges is available on our website. For a full list, please consult Barron’s Profiles of American Colleges. </li></div><div><li>3. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#3">•  The good </a> news is that the percentage of African- Americans and Hispanics enrolling in postsecondary has dramatically increased. More African Americans and Hispanics are going to postsecondary institutions, but it is a good news, bad news story </li></div><div><li>4. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#4">•  The vast </a> majority of white freshmen are going to the 468 most selective, four-year colleges. African-American and Hispanic freshmen, on the other hand, are primarily attending under-resourced two- and four-year colleges. The bad news is that there are two separate secondary pathways </li></div><div><li>5. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#5">•  Whites have </a> an advantage over their African- American and Hispanic peers since they attend colleges with greater financial resources and higher completion rates. •  As a result of attending more selective colleges, whites have higher rates of graduate school enrollment and advanced degree attainment, as well as higher future earnings, even among equally qualified students. These separate pathways lead to unequal educational and economic outcomes </li></div><div><li>6. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#6">Whites are attending </a> colleges that spend almost five times as much on instruction as open-access two- and four-year colleges, which African Americans and Hispanics disproportionately attend </li></div><div><li>7. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#7">Whites also attend </a> colleges in which graduates have higher predicted earnings than the colleges their African-American and Hispanic peers attend </li></div><div><li>8. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#8">The inequality in </a> the postsecondary system also carries over to the labor force •  Workers with professional degrees earn more over a lifetime than workers who dropped out of college </li></div><div><li>9. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#9">Your parents’ past </a> can aﬀect your future •  In the United States, parents’ education plays a large influence on their children’s educational attainment and whites are twice as likely as African Americans and three times as likely as Hispanics to complete a BA or higher. </li></div><div><li>10. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#10">Conclusion •  The United </a> States is currently stuck in a cycle where whites take one educational path and African Americans and Hispanics take a diﬀerent one. •  These diﬀerent paths result in unequal educational opportunities that also lead to lower wages for African Americans and Hispanics. •  Separate paths, combined with both unequal outcomes and low social and economic mobility in the United States has led to the intergenerational reproduction of white racial privilege. </li></div><div><li>11. <a class="Transcript_link__MLbGS" href="https://www.slideshare.net/CEWGeorgetown/separate-and-unequal-24800109#11">For more information: See </a> the full report at: cew.georgetown.edu/report/SeparateUnequal Email Us | cewgeorgetown@georgetown.edu Follow Us on Twitter | @GeorgetownCEW Find Us on Facebook | Facebook.com/GeorgetownCEW Follow Us on LinkedIn | linkedin.com/company/georgetowncew </li></div></ul></div></div><div class="actions-menu-container ActionsMenu_root__4k507" data-cy="actions-menu-mobile"><button type="button" class="Button_root__i1yp0 Button_secondary__hHiHI Button_text__ZT_3O Button_small__sqsEx Button_icon__1C4qi save-button" data-testid="button" aria-label="Save Separate and Unequal for later" data-saved="false" data-cy="loggedout-save-slideshow-button" aria-haspopup="dialog" aria-controls=":Ricf6:" popovertarget=":Ricf6:" style="anchor-name:--popover-Ricf6"><span 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\u0026 Politics","url":"news-politics"}],"createdAt":"2013-07-31 08:13:11 UTC","description":"The document analyzes enrollment trends in higher education over the past 15 years and finds that the system reinforces racial inequalities. It finds that 82% of new white enrollments have gone to the most selective 468 colleges, while 72% of Hispanic and 68% of African American enrollments have gone to two-year open access schools. 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Pacific Islander-Serving Institutions 20\nAdmission to the University of California 21\nBarriers to Access and Success 22\n\t Poverty\t 22\n\t English\tLanguage\tProficiency\t 25\n\t Academic\tPreparation\t 26\n\t College\tReadiness\t 28\n\t First\tGeneration\tCollege\tAttendance\t 32\n\t Undocumented\tStudents\t 34\nRecommendations 35\nConclusion 38\nAppendix A 39\nAbout This Report 40\nAcknowledgments 40 \nMethodology 41\nInfographic Notes and Sources 41\nEndnotes 42T\nh\ne\n S\n\nta\nt\ne\n o\n\nf\n H\n\nig\nh\ne\nr\n\nE\nd\nu\nc\na\nt\nio\n\nn\n i\nn\n C\n\na\nli\nf\no\n\nr\nn\nia\n\nFor the purposes of this report, when we do not name specific groups individually, we will refer to \ntwo larger groups: Asian American and Native Hawaiians Pacific Islander (NHPI). Asian American \ninclude Bangladeshi, Bhutanese, Burmese, Cambodian, Chinese, Filipino, Hmong, Indian, \nIndonesian, Japanese, Korean, Laotian, Malaysian, Napalese, Pakistani, Sri Lankan, Taiwanese, \nThai, Vietnamese, and Other Asian. Native Hawaiian and Pacific Islander include both Native \nHawaiian (NH), the indigenous Polynesian people of the Hawaiian Islands or their descendants. \nPacific Islanders (PI) include (but is not limited to) Samoan, Guamanian or Chamorro, Tongan, \nMarshallese, Fijian, Micronesian, and Tahitian. Occasionally we will reference Southeast Asians, a \ngroup which includes (but is not limited to) Cambodians, Hmong, Laotian, Thai, and Vietnamese.\n\n\n\nThe State of Higher Education in California—Asian American, Native Hawaiian, Pacific Islander Report 3\n\nCalifornia is home to the nation’s largest Asian American \ncommunity and second largest Native Hawaiian and Pacific \nIslander (NHPI) community. Approximately, 6.3 million Asian \nAmericans and 347,501 NHPIs live in California.1 More than \none in seven Californians are either Asian American or \nNHPI.2 The Asian American, Native Hawaiian, and Pacific \nIslander community is one that is both significant in size \nand in diversity. It also represents the fastest growing racial/\nethnic group in the state, ensuring their access to and \nsuccess in California’s public higher education system is \ncritical for the California economy. With 87 percent of Asian \nAmericans and 73 percent of NHP.","tags":[],"url":"https://www.slideshare.net/slideshow/the-state-of-higher-educationin-californialatinos-bldocx/255421284","userLogin":"sarah98765","userName":"sarah98765","viewCount":9},{"algorithmId":"3","displayTitle":"Sreb florida facts_report","isSavedByCurrentUser":false,"pageCount":38,"score":0.4482,"slideshowId":"13728613","sourceName":"cm_text","strippedTitle":"sreb-florida-factsreport","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/srebfloridafactsreport-120723093526-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document discusses demographic trends in the Southern region of the United States, specifically increasing diversity, and challenges in education. By 2030, the Southern region will account for nearly 40% of the US population and experience significant growth among Hispanic residents. Helping the growing diverse population of high school graduates transition to and complete postsecondary education will be key, as the US has fallen behind other nations in attainment levels. While enrollment of women and minorities has increased, completion gaps persist between racial/ethnic groups. Increasing college costs also present a challenge as the populations seeing the most growth typically have lower incomes.","tags":[],"url":"https://www.slideshare.net/slideshow/sreb-florida-factsreport/13728613","userLogin":"FLHigherEd","userName":"Florida Blue Ribbon Task Force on State Higher Education Reform","viewCount":412},{"algorithmId":"3","displayTitle":"Sept14HigherLearning","isSavedByCurrentUser":false,"pageCount":1,"score":0.4444,"slideshowId":"49910068","sourceName":"cm_text","strippedTitle":"sept14higherlearning","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/5aa790b9-a6be-4f0e-b1cd-536e9cae0460-150627165548-lva1-app6891-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"President Obama introduced a $200 million initiative called My Brother's Keeper to help improve educational outcomes for African-American and Hispanic boys. The initiative focuses on six milestones from early childhood through college and career. 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The initiative aims to motivate Americans to take action and change outcomes rather than accept current poor statistics as inevitable.","tags":[],"url":"https://www.slideshare.net/slideshow/sept14higherlearning/49910068","userLogin":"ShekinahHarper","userName":"Shekinah Harper","viewCount":166},{"algorithmId":"3","displayTitle":"Education ","isSavedByCurrentUser":false,"pageCount":27,"score":0.4413,"slideshowId":"76316001","sourceName":"cm_text","strippedTitle":"education-76316001","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/educationpptbyayeshaarif-170524194538-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"Schooling can contribute to social inequality in several ways according to the document. Standardized testing and tracking in schools often place students from disadvantaged backgrounds at a disadvantage. Additionally, inequality exists between public and private schools, as well as among public schools themselves that are unequally funded. This unequal schooling limits access to higher education, perpetuating social inequality. However, the expansion of community colleges in the US has increased access to higher education for many groups.","tags":["education"],"url":"https://www.slideshare.net/slideshow/education-76316001/76316001","userLogin":"maheetori","userName":"mahee tori","viewCount":793},{"algorithmId":"3","displayTitle":"College for More DL Moguel CCSSO 2011","isSavedByCurrentUser":false,"pageCount":12,"score":0.4412,"slideshowId":"7161206","sourceName":"cm_text","strippedTitle":"college-for-more-dl-moguel-ccsso-2011","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/collegeformoremoguelccsso2011-110305132957-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.","tags":[],"url":"https://www.slideshare.net/slideshow/college-for-more-dl-moguel-ccsso-2011/7161206","userLogin":"dlmoguel","userName":"dlmoguel","viewCount":296},{"algorithmId":"3","displayTitle":"DU in Education Trust Advancing to Completion Hispanics 2012","isSavedByCurrentUser":false,"pageCount":16,"score":0.4412,"slideshowId":"60127878","sourceName":"cm_text","strippedTitle":"du-in-education-trust-advancing-to-completion-hispanics-2012","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/8d670523-8a81-4577-949f-178ee40342fc-160328185554-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document discusses trends in graduation rates for Hispanic students at four-year colleges. It finds that while Hispanic graduation rates overall improved modestly from 2004 to 2010, rising 3.5 percentage points to 47.2%, rates declined at about 1 in 3 schools. However, some schools demonstrated significant gains, with the top 25 public and private schools averaging an increase of almost 9 percentage points. Schools that saw the largest improvements, such as Stephen F. Austin State University and Virginia Commonwealth University, implemented intentional policies and practices to support student success and close equity gaps.","tags":[],"url":"https://www.slideshare.net/slideshow/du-in-education-trust-advancing-to-completion-hispanics-2012/60127878","userLogin":"FrBrendanCurranOP","userName":"Fr. Brendan Curran, O.P.","viewCount":93},{"algorithmId":"3","displayTitle":"Multicultural Education Needs and Risks","isSavedByCurrentUser":false,"pageCount":34,"score":0.4384,"slideshowId":"82779638","sourceName":"cm_text","strippedTitle":"multicultural-education-needs-and-risks","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/collaborativepowerpointfinaledit1-131122131600-phpapp02-171126194037-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document discusses the need for inclusive multicultural education. It begins by defining multicultural education and noting that students come from diverse backgrounds that affect their education. It then provides evidence that multicultural education is needed, such as demographic data showing the increasing diversity of students and achievement gaps between racial groups. It also discusses disproportionate education outcomes for minority students in Oregon specifically. 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Kritsonis, National FORUM Journals, www.nationalforum.com","isSavedByCurrentUser":false,"pageCount":14,"score":0.4375,"slideshowId":"5619812","sourceName":"cm_text","strippedTitle":"article-1-west-use","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/article1west-use-101030202725-phpapp02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.","tags":[],"url":"https://www.slideshare.net/slideshow/article-1-west-use/5619812","userLogin":"Will1945","userName":"William Kritsonis","viewCount":1337},{"algorithmId":"3","displayTitle":"Future trends of african american students","isSavedByCurrentUser":false,"pageCount":8,"score":0.4326,"slideshowId":"58208614","sourceName":"cm_text","strippedTitle":"future-trends-of-african-american-students-58208614","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/future-trends-of-african-american-students-160212211721-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"The document summarizes future trends for African American students in education. It finds that the educational achievement gap between black and white students' parents has declined. While disciplinary actions have disproportionately affected black students more than white students for the same offenses, efforts are being made to address this issue. The dropout rate for black students has been gradually decreasing over decades and is predicted to continue declining. College graduation rates for black students, while still lower than whites, have shown steady increases in recent years, with some colleges now having a higher percentage of black graduates than white graduates. 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The workshop will cover defining these student populations, the importance of college access, models of college choice, and obstacles to access. It will use theoretical frameworks like Hossler and Gallagher's college choice model and Freeman's model of predetermination. 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Successful multicultural programs infuse diverse cultures throughout the curriculum and see improved academic and social outcomes.","tags":[],"url":"https://www.slideshare.net/slideshow/race-and-multicultural-education/28534323","userLogin":"gingerspice83","userName":"Ginger Huizar","viewCount":9817},{"algorithmId":"3","displayTitle":"2021 Training of Ohio Financial Aid Administrators","isSavedByCurrentUser":false,"pageCount":22,"score":0.4314,"slideshowId":"246054165","sourceName":"cm_text","strippedTitle":"2021-training-of-ohio-financial-aid-administrators","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/2021oasfaatraining-210410232914-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This training for Ohio Association of Student Financial Aid Administrators was attended by financial aid administrators from all over the state, and facilitated by Tina Jacob of Ohio Reach, Lisa Dickson of ACTION Ohio, and Ohio Reach Peer Mentors Kyajah Rodriguez, Cloe Cooper, Amadea Jennings and Lamar Graham. ","tags":[],"url":"https://www.slideshare.net/slideshow/2021-training-of-ohio-financial-aid-administrators/246054165","userLogin":"ohioreach","userName":"Lisa Dickson","viewCount":257},{"algorithmId":"3","displayTitle":"Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal ...","isSavedByCurrentUser":false,"pageCount":11,"score":0.4312,"slideshowId":"145599277","sourceName":"cm_text","strippedTitle":"born-to-win-schooled-to-lose-why-equally-talented-students-dont-get-equal-chances-to-be-all-they-can-be-145599277","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/caseyborntowinppt-190514184635-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal Chances to Be All They Can Be","tags":["cew","equity","education"],"url":"https://www.slideshare.net/slideshow/born-to-win-schooled-to-lose-why-equally-talented-students-dont-get-equal-chances-to-be-all-they-can-be-145599277/145599277","userLogin":"CEWGeorgetown","userName":"CEW Georgetown","viewCount":3664},{"algorithmId":"3","displayTitle":"CHCI White Policy Paper 2012","isSavedByCurrentUser":false,"pageCount":7,"score":0.4307,"slideshowId":"47628478","sourceName":"cm_text","strippedTitle":"chci-white-policy-paper-2012","thumbnail":"https://cdn.slidesharecdn.com/ss_thumbnails/0aa4b25c-4223-4218-a445-765d9a82e173-150430171916-conversion-gate02-thumbnail.jpg?width=600\u0026height=600\u0026fit=bounds","description":"This document summarizes research on Latino enrollment practices at for-profit colleges and universities. It finds that while Latino enrollment at for-profits is growing, completion rates for Latinos at these institutions remain significantly lower than at non-profit schools. 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It notes that while Latino high school dropout rates and college enrollment have increased dramatically in recent decades, Latinos still lag behind other groups in obtaining 4-year degrees. Only 15% of Latinos ages 25-29 have a bachelor's degree compared to 40% of whites and 20% of blacks. Reasons for this gap include that Latinos are less likely to attend 4-year colleges and more likely to attend 2-year community colleges. 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Carnevale and Jeﬀ Strohl\nJuly 31, 2013\n ","Overview\n•  The higher education system is more and more complicit as\na passive agent in the systematic reproduction of white racial\nprivilege across generations.This report analyzes enrollment\ntrends at 4,400 postsecondary institutions by race and\ninstitutional selectivity over the past 15 years.\n•  Since 1995, 82 percent of new white enrollments have gone\nto the 468 most selective colleges*, while 72 percent of new\nHispanic enrollment and 68 percent of new African-\nAmerican enrollment have gone to the two-year open-access\nschools\n* Barron’s Education Series, College Division. 2009 Barron’s Profiles of American Colleges. Hauppauge, NY: Barron’s Educational Series, 2008. A shortlist of\nthe 468 most selective colleges is available on our website. For a full list, please consult Barron’s Profiles of American Colleges.\n ","•  The good news is that the\npercentage of African-\nAmericans and Hispanics\nenrolling in postsecondary has\ndramatically increased.\nMore African Americans and Hispanics are going\nto postsecondary institutions, but it is a good news,\nbad news story\n ","•  The vast majority of white\nfreshmen are going to the\n468 most selective, four-year\ncolleges. African-American\nand Hispanic freshmen, on\nthe other hand, are primarily\nattending under-resourced\ntwo- and four-year colleges.\nThe bad news is that there are two separate\nsecondary pathways\n ","•  Whites have an advantage over their African-\nAmerican and Hispanic peers since they attend\ncolleges with greater financial resources and higher\ncompletion rates.\n•  As a result of attending more selective colleges, whites\nhave higher rates of graduate school enrollment and\nadvanced degree attainment, as well as higher future\nearnings, even among equally qualified students.\nThese separate pathways lead to unequal\neducational and economic outcomes\n\t\n \n ","Whites are attending colleges that spend almost five times as much on\ninstruction as open-access two- and four-year colleges, which African\nAmericans and Hispanics disproportionately attend\n ","Whites also attend colleges in which graduates have higher\npredicted earnings than the colleges their African-American and\nHispanic peers attend\n ","The inequality in the postsecondary system also\ncarries over to the labor force\n•  Workers with professional degrees earn more over a lifetime\nthan workers who dropped out of college\n ","Your parents’ past can aﬀect your future\n•  In the United States, parents’ education plays a large influence\non their children’s educational attainment and whites are twice\nas likely as African Americans and three times as likely as\nHispanics to complete a BA or higher.\n ","Conclusion\n•  The United States is currently stuck in a cycle where\nwhites take one educational path and African\nAmericans and Hispanics take a diﬀerent one.\n•  These diﬀerent paths result in unequal educational\nopportunities that also lead to lower wages for\nAfrican Americans and Hispanics.\n•  Separate paths, combined with both unequal\noutcomes and low social and economic mobility in\nthe United States has led to the intergenerational\nreproduction of white racial privilege.\n ","For more information:\nSee the full report at: cew.georgetown.edu/report/SeparateUnequal\t\n \nEmail Us | cewgeorgetown@georgetown.edu\nFollow Us on Twitter | @GeorgetownCEW\nFind Us on Facebook | Facebook.com/GeorgetownCEW\nFollow Us on LinkedIn | linkedin.com/company/georgetowncew\n "],"twitterShareUrl":"https://twitter.com/intent/tweet?via=SlideShare\u0026text=Separate+and+Unequal+by+%40GeorgetownCEW+https%3A%2F%2Fwww.slideshare.net%2FCEWGeorgetown%2Fseparate-and-unequal-24800109","type":"presentation","viewStats":{"views":15761,"viewsFromEmbeds":27154,"topEmbeds":[]},"slideDimensions":{"height":540,"width":720},"topReadSlides":[{"slideIndex":8,"ranking":3},{"slideIndex":5,"ranking":1},{"slideIndex":7,"ranking":2}],"user":{"id":"37801293","isFollowing":false,"login":"CEWGeorgetown","name":"CEW Georgetown","occupation":"Communications Team","organization":"Georgetown University","photo":"https://cdn.slidesharecdn.com/profile-photo-CEWGeorgetown-48x48.jpg?cb=1629233294","photoExists":true,"shortName":"CEW Georgetown"},"views":42915},"_nextI18Next":{"initialI18nStore":{"en":{"common":{"ad":{"fallbackText":"Ad for Scribd subscription","label":"Ad","close":"Close Ad","dismiss_in":"Dismiss in","ad_info_title":"Why are you seeing this?","ad_info_description":"We use ads to keep content free and accessible for everyone. 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