ERIC Number: ED477423
Record Type: RIE
Publication Date: 2003-Jun
Reference Count: N/A
With Diploma in Hand: Hispanic High School Seniors Talk about Their Future. National Center Report.
Research has indicated that the parents of Hispanic high school seniors place enormous emphasis on education and believe that a college education is an essential prerequisite for a good job and comfortable middle-class life style. However, compared to non-Hispanic Whites or African Americans, Hispanics are less likely to obtain higher education degrees. To study this discrepancy, Public Agenda held 8 focus groups with 50 Hispanic high school seniors in all, interviewed parents of Hispanic high school seniors, and interviewed teachers in predominantly Hispanic high schools. Findings show the enormous diversity of the Hispanic population, ranging from students well-prepared for college to those who seemed poorly prepared. A number of "college-maybe" students appeared to be qualified for college but hampered by challenges ranging from lack of financial resources to lack of knowledge of how to proceed. Even among the college-maybe students, some seemed headed for a successful college career. Often the difference seemed to be a teacher, role model, or strong adult in the family who helped them stay on track. The report also contains these commentaries: (1) "Afterword" (Deborah Wadsworth); (2) "Opening the Discussion" (Arturo Madrid); (3) "Building a Consensus for Equity" (Alfredo G. de los Santos, Jr.); (4) "A Challenge and an Opportunity for Policy" (Marlene L. Garcia); and (5) "Low Expectations Equal Low Outcomes" (Jaime A. Molera). (SLD)
Descriptors: College Bound Students, Educational Attainment, High School Seniors, High Schools, Hispanic American Students, Noncollege Bound Students, Student Attitudes
National Center for Public Policy and Higher Education, 152 Third Street, Suite 705, San Jose, CA 95112. Tel: 408-271-2699; Fax: 408-271-2697; Web site: http://www.highereducation.org.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Public Agenda Foundation, New York, NY.; National Center for Public Policy and Higher Education, CA.