Inputs for Post-graduate Education Enrollment and Completion among Hispanics




Cano McCutcheon, Paulina

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In the past decades, we have seen a rise in the demand of post-graduate education with graduate degrees becoming a requirement for job opportunities and social mobility. However, the Hispanic population has remained behind in their educational attainment when compared to other racial groups. Considering that Hispanics are expected to represent close 30% of the population by the year 2050, their current educational attainment level is concerning. This research attempts to uncover potential sources of structural inequality in our academic institutions and systems that are hindering the success of Hispanics at the post-graduate level. Three aims are addressed in this research project. The first aim explores the relationship of social capital on the expectations of Hispanics to complete a post-graduate degree. Social capital is operationalized using high-impact activities previously associated with high levels of learning and development among college students. The second aim focuses on exploring the relationship of immigration status and the attainment of post-graduate degrees among Hispanics. This segment of the Hispanic population is rarely explored in the context of post-graduate education but represents an important group of the highly educated Hispanics. The last aim explores the association of HSI grants and the graduation rates of Hispanics at an institutional level using a causal inference method. Findings suggest that socio-economic and immigration status are important elements in the post-graduate attainment of Hispanics. At the institutional level, this research identifies areas that needs further improvement to serve Hispanic students successfully including online education and support of part-time enrollment students.



Graduation of Hispanics, Hispanic Educational Attainment, Hispanic Immigrants, Hispanic Serving Institutions, HSI, Post-Graduate Education



Applied Demography