Differing racial cultural attitudes towards education affect college graduation rates. In this paper we will be discussing the racial attitudes of four distinct racial groups: Asian, African-American, Hispanic and Caucasian. At the very outset of the paper I want to begin with my personal observations and how they stemmed this question. In my observations of being a black male, and a fairly observant one at that, I noticed that there are few (at least around UNC and CSU where I get to see the most) minority students. While it could be the demographics of the area, I am not going to blame it on that. It has been my observation around the cultural centers that there aren't many successful minority students. Let me modify that statement, there aren't very many successful minority students with one major exception, Asian-American students. I wanted to know why and thus began my research. Why don't minorities graduate from college in 2008?
[...] Group Caucasian This group encompasses a great deal and is very middle of the road with median graduation rates. Traditionally white graduation rates have been tied to income in many cases. The rate of Caucasian graduation is holding steady at (Kodyrzki 3). Usually this group is mixed, with some successes and some failure. As with all groups a positive campus culture that involves them and keeps them at the institution is critical in keeping them on campus and graduating. However, there is one significant thing, the white culture the idea that white students go to college as a rite of passage, a pathway to success and is something that all kids do, is very significant. [...]
[...] Dissimilarities We can safely conclude that the African American culture graduates last because they were oppressed for the longest time and were restricted from graduation from the largest part of American history. The other groups do not share this. Affirmative Action has done an effective job of getting minorities students into institutions and causing institutions to change their acceptance policies to accommodate minorities. However, as we are accepting more freshmen, as at the University of Louisiana with a 2003 entry class of 5,361 compared to 3,361 in 1990 (Le Reville 1). [...]
[...] In this study Career Decision Making process of Chinese-American Youth” the authors study the factors of Chinese youth and their career choices. This study found that family was the largest factor with immigration status following a close 2nd. Also these students were expected to go school and be in major programs that would result in jobs considered important in Chinese society. This was especially so if the students families were traditional. As you can see there are several factors that contribute to why they choose what they choose, they are. [...]
[...] An objective observer would presume that the Black race does not value education at all and that generally Blacks do not care about going to college or other academic pursuits. According to a study published in the Sociology of Education by Dr. Roslyn Arlin Mickelson in 1990, the study begins with this helpful quote, “Education has had a special place in the hearts and minds of black American since the era of Reconstruction. Although public schooling was not widely available until lover 100 years after the demise of slavery blacks held fast to their faith in education as one of the few institutions that could lift them from poverty and oppression. [...]
[...] "Minority Graduation Rate Falls Behind Whites." The Daily Revielle of Louisiana State University 8 July Mar
Online readingwith our online reader
Content validatedby our reading committee