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Matthew Lynch published in HBCU's, Higher Education, Policy & Reform

Will guns on campus lead to grade inflation?

Jessica Smartt Gullion, Texas Woman’s University

Editor’s note: This is an updated version of an article first published on April 27, 2015

Texas college professors may soon face a dilemma between upholding professional ethics and protecting their lives.

On Thursday, December 10, a task force at the University of Texas at Austin recommended restricting guns in residence halls, at sporting events and in certain laboratories, but allowed them in classrooms.

The 19-member task force was set up following a “Campus Carry” law passed by the state in Spring 2015. The law, which will come into effect on August 1, 2016, will allow people with handgun licenses to carry concealed firearms on college campuses.

With the recommendation to allow firearms in classrooms, a question coming up for many academics is whether they would be forced to give As to undeserving students, just so they can avoid being shot.

This is not as far fetched as it sounds. In my five years as a college professor, I have had experience with a number of emotionally distressed students who resort to intimidation when they receive a lesser grade than what they feel they deserve.

Threats on campus

Here is an example of one such threatening experience: one evening in a graduate course, after I handed back students’ papers, a young woman stood up and pointed at me. “This is unacceptable!” she screamed as her body shook in rage.

She moved toward the front of the class waving her paper in my face and screamed again, “unacceptable!” After a heated exchange, she left the room, and stood outside the door sobbing.

All this was over receiving a B on a completely low-stakes assignment.

What followed was even more startling. The following week, the student brought along a muscle-bound man to class. He watched me through the doorway window for the entire three hours of the class, with his arms folded across his chest.

And if this wasn’t enough, the young woman’s classmates avoided me on campus because, they said, they were afraid of getting caught in the crossfire should she decide to shoot me.

After that, every time she turned in a paper I cringed and prayed that it was good so that I wouldn’t have to give her anything less than an A.

Guns on campus could create an environment of fear.
Gun image via www.shutterstock.com

Learning from this experience, now I give papers back only at the end of the class or just “forget” to bring them with me.

I was lucky that the student didn’t have a gun in my classroom. Other professors have not been so lucky.

In 2014 a student at Purdue shot his instructor in front of a classroom of students. In another incident in 2009, a student at Northern Virginia Community College tried to shoot his math professor on campus. And, in 2000, a graduate student at the University of Arkansas shot his English professor.

In each of these states, carrying handguns on campus was illegal at the time of the shooting, although a bill was introduced in Arkansas earlier this year to allow students to carry guns.

Grade inflation

Despite these and other shootings, a new trend has emerged across the US that supports guns on college campuses.

Nine states allow firearms onto college campuses and 11 states are now considering similar legislation.

We know that some students will carry guns whether it is legal or not. One study found that close to five percent of undergraduates had a gun on campus and that almost two percent had been threatened with a firearm while at school.

Allowing students to carry weapons to class strips off a layer of safety. Students are often emotional and can be volatile when it comes to their GPAs.

Who would want to give a student a low grade and then get shot for it?

Many majors are highly competitive and require certain GPAs for admission. Students on scholarships and other forms of financial aid must maintain high grades to keep their funding. It’s no surprise that some might students resort to any means necessary to keep up their GPAs.

An international student once cried in my office and begged me to change his F to an A, as without it, his country would no longer pay for him to be in the US. I didn’t. He harassed me by posting threatening messages on Facebook.

So, the question is, will we soon see a new sort of grade inflation, with students earning a 4.0 GPA with their firepower rather than brain power? And if so, what sort of future citizenry will we be building on our campuses?

The Conversation

Jessica Smartt Gullion, Assistant Professor of Sociology, Texas Woman’s University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in HBCU's, Higher Education, list, Matthew Lynch

4 Random Facts You Didn’t Know About Community College

Ever since their inception, community colleges have been viewed as the step children of higher education. Sure, anyone with a brain knows the important role that they play in America. However, many people can’t see past their perceived lack of “prestige” or “swagger” if you will. Yet without much acclaim or fanfare, they continue to be the backbone of America’s higher education system.

Here are four facts you might not have known that will change your perception of these schools.

  1. Obama proposed free community college tuition in his State of the Union address this year.

President Obama laid out proposals to revamp the tax code by raising taxes and fees on the wealthiest Americans and largest financial institutes to pay for free tuition for two years of community college.

Obama’s plan would give many people in America the opportunity to receive post-secondary education– something that many people in our country have always wanted, but could never afford.  The President points out that more people will have the ability to obtain a degree, and we will also see a more competitive nation with a stronger middle-class economy.

In his proposal for free tuition, Obama highlights that students would need to maintain a 2.5 GPA, attend at least half time and be on track to graduate on time. The proposal would not be exclusive to recent high school graduates.

The President estimates the cost of the free tuition program at $6 billion a year.

  1. About 7 million students enroll in community colleges—over half of all undergraduates at public colleges and universities in the U.S.

According to Dr. Alicia Dowd, associate professor of Higher Education at the University of Southern California, about 7 million students are enrolled in community colleges. As she says, “[I]t’s not an overstatement to say that community colleges are an integral part of the national narrative in the United States about the ‘American Dream.’ Sandwiched between high school and four-year colleges and universities, they are an important rung in the ladder of our very stratified society and educational system.”

Community colleges are important to many students because of the increased opportunities for success provided by conveniences such as price, flexibility for those with busy work schedules, proximity, and accessibility for non-traditional students.

  1. There are more than 1000 students for every counselor at community colleges.

Budget problems are a real concern at community colleges, according to Dr. Dowd. There are more than 1000 students for every counselor, and in places such as California, 1700 students for every counselor. Figuring out the requirements for a degree, setting up a transfer to another school, or even just going for career advice becomes much more difficult.

Some other practical implications of budget concerns: students are often turned away from classes they need to take because there are not enough seats, and classrooms are overcrowded. These problems all have real-life effects on the quality of a student’s education, and can even affect the timing of completing a degree program.

  1. Over 1/3 of community college students in the U.S. come from California, Texas, Florida, and New York.

Dr. Dowd says that California contains over 20% of all community college students today. California, Texas, Florida, and New York combined enroll over 1/3 of community college students.

All of these states happen to have large Latino populations, and community colleges have made efforts to serve their Hispanic students. However, the diversity of the faculty does not quite match that of the student population. As Dr. Dowd says, “But the number of Latino faculty is still very small and colleges haven’t been intentional about developing their Hispanic serving identity, for example through curriculum development.”

Many Americans wish they could pursue their dream of college education. Community colleges are the key to an affordable one, especially when paired with 4-year college initiatives. Let’s remember them as an option and support initiatives that strengthen them.

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Matthew Lynch published in Diversity, Equity, HBCU's, Matthew Lynch, Policy & Reform

The Call to Teach: Multicultural Education

America’s “melting pot” status is one that most citizens are proud to claim. The fact that people here often refer to themselves as one ethnicity or another, and rarely as simply an American, is proof that being from somewhere else – however far removed – is a source of familial pride. Even African Americans, who do not always have an Ellis Island story in the family tree, find collective strength in the stories of their ancestors and what it means for their lives today. This blending of cultures is both a blessing and curse of the K-12 classroom. With more diversity than ever, teachers have to adjust methods from one student to the next, and from one year to the next. Multicultural education is about more than a classroom with varied skin color – it includes careful examination of the neighborhoods, parenting styles and general experiences that shape each and every K-12 student.

In my new book The Call to Teach: An Introduction to Teaching, I examine multicultural education and what impact the diverse students of today will have on the next generation of educators. Today I want to touch on the term “multiculturalism” and examine its meaning in K-12 classrooms.

Defining Multiculturalism

In its most basic sense, multicultural education is a progressive approach for transforming education based on educational equality and social justice. The components required in educating a multicultural education are content integrations, prejudice reduction, empowering school culture and social culture. These all relate and all require attention as they relate to the efforts of conflict resolution in today’s world. What kids learn in their classroom environments when it comes to interactions with those who are different from them translates into how well they will manage life in the global marketplace.

In the last century, there has been an increase in global mutual acceptance of opposing views and different cultures – though arguably, there is still a long way to go. Specifically when it comes to America, it is crucial that multicultural education exist with the increasing number of students who speak a second language and come from somewhere else. Diversity exists even within mainstream society and students need to have the communication life skills that multicultural education promotes.

Teaching in a Multicultural Society

So what does all this talk about multiculturalism really mean in the contemporary classroom? What can teachers do to make sure they practice pedagogical individualism and promote the diversity that exists in society as a whole? Since each classroom is different, each approach will be varied as well. Some important common ground when it comes to multicultural teaching should include:

Careful observation. David Kolb created a four-step model for really understanding the needs of a particular student group. He starts with concrete experience, adds reflective observation and then moves to abstract conceptualization and active experimentation. In other words, multicultural education cannot be taught in a textbook. It must be developed by each educator based on a particular student group.

Learning style guidance. Teachers can help students discover their academic strengths by helping them discover their own learning style. In this way, students discover what method of comprehension works best for them based on their own backgrounds and personalities. If educators make this learning style quest a class project, an inherent lesson in multiculturalism is taught.

Pride in heritage. Educators should look for ways to emphasize the differences between students in a positive light. This might mean writing essays on family background or partnering with other students to help each other develop projects that accent the culture of the other. This can include prompts that look back on family history for generations, or could ask students to look at their current family setup.

There are scores of ways that educators can approach multiculturalism in K-12 classrooms but the first step is recognizing its importance. For today’s students to experience lifelong success on the global scale, educators must recognize the need for multiculturalism in pedagogy.

How do you adjust to and promote multiculturalism in your classrooms?

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Matthew Lynch published in HBCU's, Higher Education, Matthew Lynch

Missing Men: The Lack of African American Head Coaches in College Football

College football is arguably the most popular sport at the nation’s colleges and universities. Bringing in over $90 million annually in revenue at the highest grossing University of Texas, it is no wonder that school leaders view the football team as less of an extracurricular activity and more of a moneymaker. The revenue that is generated by college football programs only represents a small piece of the overall financial benefits. Schools with strong athletic programs, particularly in the area of football, bring in more prospective students and have larger booster groups in place.

The Facts

Not many African American head coaches at the college level have had the same success as Strong – mainly because many have not been given the chance. Of the 124 Division 1-A college football schools, only 15 had African American coaches in the 2012 season, according to an executive report by the Black Coaches Association. The Big Ten conference has seen zero black head coaches in the past 10 years.

While head coaches are the most visible, support positions are severely underrepresented as well. Only 312 of 1,018 of college football assistant coaches are black and only 31 of 255 of offensive and defensive coordinators are African American. Combined, black football coaches and support staff represent a measly 5 percent of Football Bowl Subdivision numbers.

At Division II and Division III schools, diversity is even worse. The Black Coaches Association reports that in the 2012 season, only 9 schools of 113 in these two categories had head coaches of color. These numbers exclude historically black universities.

The Problem

Despite the thousands of black college football players in recent decades, barely a handful have been trusted with leading teams. These ex-players obviously understand the game and know what college athletes face on the field — so what gives?

Part of the problem is that schools are quick to dismiss coaches of all backgrounds when immediate improvement does not take place. The most recent high-profile example was the firing of Jon Embree by the University of Colorado in November. Floyd Keith of the Black Coaches Association called the firing a “disappointment” and wished that the school had given Embree a third season to prove himself. The school pointed to a 4-21 record over the course of two seasons as the reason for the firing but critics, like Keith, say that just two years is simply not enough time to turn a team around.

Many critics are also quick to point out that white coaches with bad numbers are often still considered a hot commodity by other schools when they are on the market, whereas black coaches have historically been given just one shot to prove their talent.

It is also important to note that a college football coach does not have the same responsibilities as an NFL one. Winning is valuable to the university, but so are other aspects like graduation rates of players and team conduct. Both play an indirect role in the revenue the school is able to generate in future years by attracting new students. Yet with turnover rates of all college coaches rising every football season, a shift toward a “winning takes place on the field” mentality is evident.

Solutions

The statistics are indisputable when it comes to underrepresentation of African Americans in all levels of college football coaching. With so much being said about this issue, not much in the way of problem solving has arisen. Colleges and universities would do well to take a cue from the NFL when it comes to hiring minority coaches. Established in 2003, the Rooney Rule requires NFL teams to interview at least one minority candidate for all vacant head coaching positions and other executive football operation spots. After just three seasons, the Rooney Rule lead to an increase of 22 percent in the number of African American head coaches in the NFL and those numbers rise every season. A similar rule only makes sense in a college athletic setting, especially since so many other aspects of higher education use affirmative action programs to bolster diversity and opportunity.

Another possible option is for schools to set up coaching mentorship programs for minority players that show leadership potential. An even better approach would be an NCAA-sanctioned program that seeks out talented players and gives them some exposure to coaching and maybe even a certificate program. These earmarked players could then begin working their way through the coaching ranks sooner and have a common knowledge base.

All changes need to be initiated by the NCAA, college athletics governing body. For a real dynamic shift to be felt across the board, every school needs to have the same diversity opportunities and rules as all the others. It is not enough to wish that more schools took a closer look at African Americans to fill head football coaching spots; an overarching game plan needs to be in place for true change to occur.

 

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Matthew Lynch published in HBCU's, Higher Education

Gallup poll: College affordability out of reach

According to a new Gallup-Lumina Foundation poll, many Americans feel that college is no longer affordable. Just 17 percent of white Americans polled believe that “education beyond high school is affordable to anyone in this country who needs it” and only 19 percent of black people polled believe the same.

Hispanics are far more optimistic in their view of college affordability. By way of the Gallup poll, more than 50 percent of Hispanics polled responded that college is affordable to those who live in America.

Separated into three categories of white, black, and Hispanic, the gulf between how Hispanics feel about the cost of higher education compared to whites and blacks is staggering. That may mesh with how some view the outlook and direction of the country.

But this study also mentions the rising cost of tuition and the copious amount of debt that students are saddled with upon exiting college. According to Gallup, tuition at a “public four-year college has increased by more than 250% over the past three decades.”

That’s likely why many students carry an average of $30,000 in student loan debt and why some in the federal government want to extinguish student loan debt when filing for bankruptcy.

This new study is another in a long line that show just how un-affordable higher education has become for some. With the rising cost of tuition and student fees, many students are being priced out of the ability to attain a college degree.

The cost is also turning off some students as they are afraid of amassing thousands of dollars in debt and ruining their financial future. If anything, this shows just how dire the situation has become and why the federal government needs to act on fixing the problem.

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Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch

Projecting False Truths: The 4.0 GPA at an HBCU vs. a PWI

Note: Today’s op ed comes to you courtesy of George M. Johnson, an advocate for change in Higher Education.  He is the Former Director of Student Accounts at Virginia Union University and counsels students properly preparing for college.  He has been published in HBCUDigest.com and blogs at iamgmjohnson.com.  Follow him on twitter @iamgmjohnson

Yesterday, a tweet from @Med_School12 took Social Media by storm that stated “A 4.0 at a HBCU is not equivalent to a 4.0 at a rigorous PWI.  Sorry, but it’s the truth”.  Immediately twitter swarmed this tweet as the thousands of retweets with comments ranged from a question mark to all out fury.  I too, took my frustrations out tweeting how my multiple degrees from HBCU’s have in no way made me less that of a person who received their degrees from a PWI.  After the initial shock and awe of the situation, I decided to sit down, gather my thoughts, and really think about what she actually wrote.

The tweet, although less than 140 characters is much layered in contradiction and furthermore should have been sold as her opinion not truth.

Issue 1: What differs a PWI from a Rigorous PWI

At first read, the tweet all but diminishes the worth of attending an HBCU in comparison to going to a PWI.  But upon further analysis, she actually does compliment and offend all in the same sentence.  Based on her teeth, she agrees that a 4.0 at an HBCU is equivalent or better than that of one from a normal PWI, just not a rigorous PWI.  So the true question that needs to be answered is “what is a rigorous PWI”.  Is it a top 20 ranked college? Is it a private school as opposed to a public school?  Is it based on the college’s endowment?  Either way, the determination of what makes one college rigorous compared to another is purely subjective to the student that attends.  Some students probably thought Harvard was easy as compared to those who may have struggled at Rutger’s.  There is no true way of determining the “rigors” of one college over another.

Issue 2: Is the statement based on where you were educated or where you teach?

This is one I had to think about.  Let’s say the PWI is made up of 5 professors that all were educated at HBCU’s.  The school they are being compared to is an HBCU that is made up of 5 professors that were all taught at PWI’s.  There is probably no need to go any further as you can probably see where I am going with this.  The statement does not take into account the people that are actually doing the instruction.  Based on the statement, your professors could have come from community college and HBCU’s, but as long as they are “worthy” enough to teach at a “rigorous” PWI, the learning will be greater.  But if you attend an HBCU with all professors with Harvard Education, your learning will not be equivalent because the perception of the HBCU as a whole is less than the standard.  The patriarchy and privilege in that statement alone is disappointing.

Issue 3: The final issue, which was also my initial reply, “whose truth”? 

In this age of social media, people are very quick to make accusations, assumptions, opinions, and poorly executed statements and claim that they are truth as if some actual research had been done.  Her claiming that the PWI she is attending is rigorous for her is “her truth”.  This should not be generalized and projected on others as a factual statement about the university that she attends.  My truth is that I have never attended a PWI, and any statement made about the rigors of one would solely be my opinion.  And to play devil’s advocate, there are many people whose truth is that they attended a PWI and an HBCU and found the HBCU to be more rigorous than the PWI.  That statement vice versa is someone else’s truth.

Living in the age of social media can be quite fun and intriguing, but it can also be dangerous when we begin spreading our truth’s as facts and making them the beliefs of others.  Rather than arguing if a 4.0 at an HBCU is equivalent to that of a 4.0 at a PWI, we should be praising and commending anyone that receives a 4.0 at any institution of Higher Education.  For that takes “rigorous” work.

 

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Matthew Lynch published in HBCU's, Higher Education

10 reasons to attend a HBCU for graduate or professional school

**The Edvocate is pleased to publish this guest post on stealth assessment as a way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Dr. Larry Walker

Historically Black colleges and universities (HBCUs) offer comprehensive graduate and professional programs that prepare students to compete in the global economy. After graduation students are equipped with essential skills to challenge economic, political and social issues. For example, Thurgood Marshall the nation’s first African-American Supreme Court Justice was a graduate of Howard University’s School of Law. Today, HBCUs continue to produce students with strong critical thinking and logical reasoning skills committed to important topics including social justice. Moreover, HBCUs offer a rigorous curriculum, student centered environment and communal approach that fosters learning.

HBCU administrators, faculty and staff support the efforts of first generation students seeking to defy societal stereotypes. Despite the odds, students from low and moderate-income families thrive at HBCUs because they don’t consistently encounter micro and macro aggressions. Eliminating environmental stressors allows students to focus on completing their academic requirements and develop secure relationships with peers. Several HBCUs offer graduate and professional programs including Howard University, Jackson State University and Morehouse College that consistently outperform institutions with similar student populations. However, their accomplishments are rarely acknowledged.

Recently, I co-edited a book titled “Graduate Education at Historically Black Colleges and Universities (HBCUs): A Student Perspective” (Routledge, anticipated Summer 2016 release), which includes personal narratives from alumni. Authors shared personal and professional experiences that shaped their graduate education. Their stories highlight the important role HBCUs play in the lives of students from diverse backgrounds. While attending a HBCU is not for everyone. Students’ benefit from the following:

  1. Feeling connected- Students enrolled in S.T.E.M. programs and Medical School have the opportunity to work with students and professors from similar backgrounds.
  2. Communal approach- Graduate and professional programs are extremely competitive. However, HBCUs seek to bring students together to ensure every student succeeds.
  3. Alumni network- Students are introduced to alumni who mentor students. The relationships continue after graduation to assist with employment opportunities.
  4. Developing a global perspective- Traditionally HBCUs enroll students from countries throughout the world. The experience allows students to learn about different cultures and dispel stereotypes.
  5. Working with the local community- Frequently HBCUs emphasize the importance of working with schools, health clinics, community centers and social service programs. Students gain invaluable experiences while helping the community.
  6. Research focus- Students are encouraged to examine issues that impact communities of color. In addition, students can work with classmates and faculty members with similar interests.
  7. Discuss the contributions of diverse researchers- Students are introduced to preeminent scholars from different ethnic and racial backgrounds that made contributions to medicine, science and law.
  8. Attending an institution with a historic mission- HBCUs continue traditions that ensure Black students complete their graduate or professional degree.
  9. Social experience- Students develop relationships with classmates with shared experiences.
  10. Consistent support during turbulent times- Occasionally students encounter academic or personal challenges that hinder efforts to complete their degree requirements. Faculty members and staff play an instrumental role encouraging students to continue despite the obstacles.

HBCUs provide enriching academic and social experiences that cannot be duplicated. Professors challenge students to investigate issues that are important to communities of color. Funding HBCUs is linked to increasing the number of Black students with graduate and professional degrees. Without HBCUs first generation, minority and underserved students would not have the opportunity to improve their socio-economic status.

_____

 

Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.

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Matthew Lynch published in HBCU's

Trouble brewing between FAMU president and board of trustees

Despite receiving an award for HBCU ‘Female President of the Year,’ Elmira Mangum is facing stiff criticism from the school’s board of trustees.

According to Tallahassee.com, Rufus Montgomery who serves as chairman of the board of trustees, wants Mangum placed on a 90-day probation plan.

“And while some board members talked about moving forward and having faith in Mangum’s leadership, trustees chairman Rufus Montgomery pushed members of the Special Committee on Presidential Evaluation to place Mangum on a performance improvement plan “and hold her accountable.” He suggested a 90-day plan.”

Good thing for Mangum that Montgomery doesn’t make the final decision. The board rejected his plan and decided to go another route.

But the problems between the board and Mangum stem from the board’s assertion that Mangum is failing to meet expectations in her role as president. Magnum, obviously, believes otherwise.

She outlined a list of challenges that she’s faced since arriving.

“She said when she arrived, FAMU was dealing with the aftermath of a hazing scandal, unfavorable financial audits, changes in top leadership and addressing the large percentage of students enrolled who were not ready for the academic challenges.”

The board will meet August 6th and the Special Committee on Presidential Evaluation will meet the day before.

FAMU seemed to be on higher ground as the school had emerged from a cloud of scandal. A string of good press and Magnum’s award were definitely good ways to show off what the school had to offer.

But as the power struggle continues between Magnum and the board, the way forward for the school hangs in the balance.

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Matthew Lynch published in Diversity, Equity, HBCU's, Higher Education, list,

Top 4 Reasons Colleges Need the Hispanic Community to Thrive

The face of higher education is rapidly evolving as more middle- to low-class young people find ways to obtain a college degree or technical training. The Hispanic population in the U.S. is no exception as the number of college applicants and enrollees increase every year. While these strides benefit this specific group of students, everyone stands to benefit from Hispanic higher education success. Let’s look at why:

  1. Hispanics are the largest (and fastest-growing) minority in the United States. The U.S. Census reports that the estimated Hispanic population in the nation is 52 million – making residents of Hispanic origin the largest minority in the country. In fact, one of every six Americans is a Hispanic. That number is expected to rise to over 132 million by 2050 and Hispanics will then represent 30 percent of the U.S. population. Children with Hispanic roots make up 23 percent of the age 17 and under demographic — making future higher education legislation critical for this growing and thriving minority group.
  2. Many Hispanic college attendees are first-generation college students. Young people of Hispanic origin face specific challenges when it comes to higher education. Many prospective students are first-generation Americans, or even undocumented residents, and do not have the first-hand experience or guidance from parents regarding the college experience in the U.S. Like all other ethnic groups, Hispanic youth face financial difficulty when trying to determine if college is a possibility. Many young Hispanics may feel overwhelmed by the social and financial pressure associated with college attendance and are in need of the right guidance. While higher education initiatives are changing to address these issues, only 13 percent of the Hispanic population over the age of 25 had a bachelor’s degree or higher in the 2010 Census.
  3. The DREAM Act is giving undocumented immigrants opportunities to thrive here in the United States. The Obama administration recognizes the rapid growth of the Hispanic community, specifically as it impacts higher education, and has put several pieces of legislation into motion including the DREAM Act. First introduced in the U.S. Senate in August 2001, the Development, Relief and Education for Alien Minors Act was designed to reward children in good standing that came to the country illegally. Temporary residency is granted for a six-year time frame for young people that seek out higher educational pursuits with an option for permanent residency after completion of a bachelor’s degree or beyond.

The bill went through several iterations before President Obama announced in June 2012 that his administration would stop deporting undocumented immigrants meeting DREAM Act criteria. While this legislation applies to more than Hispanic immigrants, they are the group that stands to benefit the most from its enactment. With no fear of deportation, Hispanic youth with higher education aspirations are free to pursue them and work toward a better individual and collective future.

  1. Helping the Hispanic community succeed means helping America succeed. Increasing higher education opportunities for Hispanics has obvious positive benefits for the demographic itself, but the influence will be felt even further. Think of it as a ripple effect, where the Hispanic community represents the initial splash and all other ethnic groups feel the impact too. The Obama Administration has made known its goals to make the U.S. the leader in college degrees earned in proportion to population. In order for this goal to be met, Hispanics (specifically those of Latino descent) will need to earn 3.3 million degrees between now and 2020. The economic success of geographic areas, specifically urban areas, is directly affected by the number of college graduates that study and stay there. In states like Texas, this is an especially poignant point where a one-point college graduate rate increase can result in $1.5 billion more in annual economic activity for cities like San Antonio. Without the help of Hispanic youth, these numbers are difficult, if impossible, to achieve.

Legislation like the DREAM Act is just the start of changing the culture of higher education to be more welcoming to Hispanic youth. Individual colleges and universities must also step up and offer academic and financial aid programs with specific Hispanic needs in mind. The future achievements of higher education in the U.S. are dependent upon the inclusion and success of Hispanic students and the same is true of a stable economic climate. The sooner federal and state initiatives, along with colleges and universities, embrace these inevitabilities, the better.

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Matthew Lynch published in HBCU's, Higher Education

Is financial aid meant to help students or colleges?

A recent article via Forbes.com asks a fairly interesting question regarding financial aid for students attempting to attain a higher education.

Does financial aid help colleges more than students?

The article is based on a report via the Federal Reserve Bank of New York that shows how well financial aid works for students.

“Students pay an extra 55 cents in tuition for every dollar of Pell Grant they receive, meaning they only save 45 cents in terms of out-of-pocket costs. Colleges gain even more than the 55 cents from each dollar of new Pell Grants because they collect the extra tuition from all their students, including all the ones who do not receive Pell Grants.”

Basically students can’t seem to catch a break.

The study goes further by stating that student loans make the situation worse as “college tuition goes up by 70 cents for every extra dollar of student loans.”

So basically, if the federal government truly wants to help drive down the cost of higher education and help students, making student loans and Pell Grants more available to students isn’t the best route to take.

The other part of that is how may students attain capital in order to attend college without help from the federal government? Is there a way to place caps on the tuition charged to students who receive loans and grants? If so, then that would make the playing field uneven for everyone.

Certainly a study worth looking further into, the government has to find ways to ensure that colleges aren’t unfairly profiting off of programs meant to help students.

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