People of Color and Attainment of Bachelor’s Degrees
A strategic plan aimed at increasing college access.
Nyeva Bembry
Race, Access, & Higher Education
Professor Amy Gould
June 11, 2007
“Only the educated are free”.
~Epictetus, Roman (Greek born) slave and philosopher
The issue of ethnic equality has been in the limelight since the 1954 Brown v.
Board of Education landmark decision. Up until this point, segregation and the
establishment of “separate but equal” schools were the norm. Access to high-quality
educational programs was limited, and the likelihood that people of color would have the
knowledge base to obtain solid employment and lead a life of choice was low as a result.
The subsequent Civil Rights Movement of the ‘50s and ‘60s further highlighted the
difficulty surrounding the idea of equality, and although it has been 53 years since the
Brown decision, we can still see the struggle for equal access to education in today’s
classrooms.
The American Heritage Dictionary defines access as “the ability, right, or
permission to approach, enter, speak with, or use,” and in the case of higher education we
are currently seeing similar access-related issues as stated above. This time around,
however, we are not seeing so obvious barriers as were previously seen that blocked
people of color in the attainment of higher education. Today, the obstacles come in many
more subtle forms, some which derive from financial, academic preparedness, and social
issues. These obstacles, in fact may be becoming worse, as trends in college enrollment
show a decrease of 5 percent or more for African American, Hispanic, and American
Indian ethnic groups (see chart below).
Washington State boasts a thriving employment environment. With large
businesses such as Boeing and Microsoft, Washington residents should have the
opportunity to enjoy the industry that is in their own backyard. What we are finding,
however, is that people of color are not attaining the education necessary to be
competitive in the marketplace. We should, therefore, explore some of the reasons
behind this disparity as well as some of the possible solutions to those problem areas.
Source: Higher Education Coordinating Board: Readiness Participation in college Transfers Achievement (Jan. 2006). Note: Data reflect public 4-year
institutions. Accessed 6/8/07 from http://www.hecb.wa.gov/news/newsfacts/documents/Part3-Readiness-participation-transfers-achievement.pdf.
Family History and Support
Being the first to do anything that has associated high risks can be a bit unnerving.
Being the first in a family to graduate from college is no exception. Without an example
or parental advice on college-related issues, first generation students often find
themselves beating down a tough path. Colleges and universities have recognized this
difficulty, and have created programs to help these students. Seattle University reports
that “First generation students are three times more likely than their peers to leave college
without earning a bachelor’s degree”. They have, in conjunction with a reported 14 other
colleges and universities, created “The First-Generation Project,” a program dedicated to
addressing this very issue. Mentoring and tutoring are the two main focus areas of the
program, and the target population is underserved high school students.
In addition to being first generation, many students in this situation also come
from single parent households. In the cases where there is more than one child present,
the college-hopeful student may find themselves shouldering the responsibility of caring
for their siblings. They may also be responsible for supplementing family income by
obtaining an after-school job. While employment does present an opportunity to learn
valuable life skills, when a student works too many hours not only are their grades
affected but the likelihood of them leaving their family to attend college is significantly
reduced. When this is coupled with the ever-increasing costs associated with college, a
student in this situation may not feel encouragement from their family to take this route.
Possible strategies for assisting first generation students in the college-going
process are as follows:

Provide advising to the family of first-generation students through Parent
Information Nights and other parent-focused workshops. Discuss financial aid
options and scholarship opportunities.

Create mentor programs that target first-generation students.

Coordinate college visits and overnight stays to help students envision themselves
on a campus. Tour ethnic/diversity centers and speak with representatives that
work directly with students involved in these types of support programs.
Financial Aid
One of the major concerns that a low-income family has surrounding college is
financial aid. Financial aid comes in many forms, such as in the form of loans which
need to be paid back, as well as in some other forms that do not need to be repaid. One
of the most efficient ways for a student to become eligible for financial aid is to complete
the Free Application for Federal Student Aid (FAFSA). The information submitted in
this form is sent to colleges to which students are applying, and allows the institution to
create a financial aid package around the financial status of the student and family. The
FAFSA, in that it is one form that can be used nation-wide, has made it easier for
students to apply for and colleges to award aid.
The document itself requests in-depth financial information from families, making
it extremely difficult and confusing to complete if the family does not file taxes and has
to make calculations (such as adjusted gross income) on their own or if there has been a
recent change in the family due to marriage or divorce. The FAFSA also requires a
person to have a Social Security Number in order to be eligible to file, leaving ALL of
the undocumented students (no matter the length of their history in the United States)
ineligible to receive any type of assistance. For those who are citizens, however, the
FAFSA allows colleges to offer additional funding, such as loans and work-study, as well
as aid that does not need to be paid back, such as grants and scholarships.
State Need Grants, Pell Grants, college grants and scholarships, and private
scholarships (from organizations and high schools) are a few examples of ways students
can receive outside assistance to cover university costs of attendance without incurring
debt. State Need and Pell Grants are offered on a need-basis, and families are usually
eligible if they make below 65% of the state median income (ex. Up to $46,500 for a
family of 4) (Higher Education Coordinating Board). These are only offered through
completion of the FAFSA, and each year they provide thousands of dollars to students in
need.
However, with the costs rising each year, families are finding it more and more
difficult to make up the difference between the cost of attendance and aid offered. The
Higher Education Coordinating Board, in its report entitled “Key Facts about Higher
Education in Washington,” offers a contrast between the college costs and income in this
state: “Over the past 10 years, tuition and fees have increased 81 percent at the University
of Washington; Per capita personal income in Washington increased 49 percent during
this period” (February 2007). It is also reported that community colleges have seen an
increase in cost of 84 percent, highlighting that the gap between what families can afford
and what is being charged is growing. Two universities in the State of Washington have
recognized this issue, and in turn have offered similar programs to assist low-income
families.
Cougar Commitment
This program was created by Washington State University in 2006 and assists
low- and middle-income students with tuition costs. Students must first be eligible for
the Washington State Need Grant or Pell Grants, and to do so they must first submit the
Free Application for Federal Student Aid (FAFSA) by March 1st. They must also apply
to WSU prior to January 31st if they plan to start the fall of that year.
Husky Promise
This program was created by the University of Washington, also in 2006.
Eligibility requirements are the same as the Cougar Commitment, however it is specified
that a student must also make satisfactory academic progress by passing at least half of
courses taken in a quarter, among other caveats. Priority deadline for applying to UW is
January 15th and for the FAFSA is February 28th for enrollment in the fall quarter.
These two programs are definitely a step in the right direction. There are,
however, additional considerations that need to be discussed when looking at the impact
these measures may actually have. Although these programs will help some students, for
the neediest of students these tuition assistance programs may have no impact
whatsoever. According to the Higher Education Coordinating Board, if a family is
earning 0-50% of the state’s median income (up to $36,000 for a family of 4) they will be
eligible to receive up to 100% of the State Need Grant, or $5,156. In addition, the
families in this financial situation will also be eligible for a Pell Grant, which can award
them up to $4,050 (CollegeBoard.com). The Husky Promise and Cougar Commitment
each state that State Need & Pell Grants must be applied to tuition first, and then if there
are additional funds needed to cover tuition only the university will offer the additional
aid. For the lowest-income student, these programs will more than likely not offer any
assistance, and in addition, these students will still need to find funds to cover room and
board, books, personal expenses, and transportation costs (all included in a university’s
“cost of attendance”).
Possible strategies for assisting low-income students in the financial aid process
are as follows:

Create an early awareness of the financial aid process in the 12th grade year
through discussions and activities, such as budgeting exercises, exploration of
scholarship opportunities, and enrolling in scholarship search engines such as
www.fastweb.com. Having current college students and/or financial aid
counselors from local universities lead discussions can make the information
seem more pertinent. Important deadlines should be frequently stressed.

Create opportunities for families to attend workshops that explain the FAFSA and
offer assistance with on-site filing. In conjunction with these workshops, provide
information regarding tax-filing assistance, such as through the United Way of
King County (www.uwkc.org). Offer information about student loans to increase
factual awareness.

Provide during- or after-school programs that will assist with scholarship
processes (volunteer opportunities, proofreading of essays).
Support Services
Even with ambition and goals, the motivation to succeed can be discouraged by a
lack of support services. Advising, community resources, and opportunities for financial
assistance are all ways that educational institutions can assist students with reaching their
aspirations. In an environment where over 68% of students are white (see chart below),
those from other ethnic groups may feel like a “fish out of water”. For students who will
be entering a university where they share a cultural, financial, and family background
with few others, support services may make the difference between dropping out and
graduation.
Percentage of students, by race and ethnicities, earning bachelor’s degrees: 2004-05
Source: Higher Education Coordinating Board: Readiness Participation in college Transfers Achievement (Jan. 2006). Note: Data reflect public 4-year
institutions. Accessed 6/8/07 from http://www.hecb.wa.gov/news/newsfacts/documents/Part3-Readiness-participation-transfers-achievement.pdf.
Offering help in each of the k-12, community college, and 4-year university
environments can help provide a seamless support network to students who need it the
most. The following case studies serve as examples of what these support systems may
look like.
Clover Park High School
At Clover Park High School in Lakewood, WA the staff has taken a strategy of
actively encouraging students of their postsecondary education options. In 2001, it
became a host high school for the Achievers Scholarship Program, a program aimed at
increasing the number of low-income students that obtain baccalaureate degrees (this
program is also hosted at 15 other high schools in Washington) (College Success
Foundation, 2006). A College Preparatory Advisor at each school works with students
on their college applications, financial aid and scholarship searches, as well as provides
guidance and refers students to community resources when social issues arise. Although
the main focus of the College Preparatory Advisor is on the students in the Achievers
Scholarship Program, outreach activities, such as college-related discussions or college
visits, involve students from feeder middle schools as well as 9th through 12th grade
students at Clover Park.
The Career and College Resource Center at Clover Park provides an immense
amount of information regarding technical schools, 2- and 4-year colleges, and
scholarships. With the hiring of a full-time Career and College Resource Specialist to
oversee the center in 2004, Clover Park has increased the number of students that are
encouraged to continue their education after graduation. College trips, such as the
Warrior College Experience that occurs during summer break, enable students to visit
local colleges, experience dorm life, and speak with college representatives to learn more
about the institutions. The Specialist also gives in-class presentations about upcoming
scholarship deadlines, study sessions for college-entrance assessments (SAT and ACT),
and college application considerations to students from the 9th through the 12th grade.
These activities are a direct reflection of Clover Park’s attempt to make sure that each
student, regardless of background, has a basis of information to make more educated
decisions of what they will do upon graduation.
Tacoma Community College & University of Washington-Tacoma
With the formation of a Dual Enrollment Program, Tacoma Community College
and the University of Washington Tacoma campus have created a unique partnership that
focuses on assisting transfer students with a seamless 4-year plan. According to the UW
Tacoma website, after being admitted into the program, students are able to take classes,
use libraries, computer labs, participate in student activities, and access resources on both
campuses (2007).
Washington’s state colleges and universities currently serve 500,000 students,
nearly 60 percent of which first studied at a 2-year community or technical college
(Washington State Board for Community and Technical Colleges, 2006). Although this
is a significant number, there is an increasing need for programs like the Dual Enrollment
Program. The Higher Education Coordinating Board has found that only about 20
percent of community college students actually transfer to a 4-year university within 2
years- a trend that has been steady for the past 10 years (February 2007). Many students
who choose the 2-year route do so because a financial need, and because of the same
reason many do not continue on to obtain a 4-year degree. In addition, students also elect
to begin at a community college because of a need to take remedial courses. Sixty-seven
percent of Latino/Hispanic and 63 percent of Black/African American students “take at
least one pre-college (remedial) class in math, reading, or writing” (Washington State
Board for Community and Technical Colleges, 2005). This Dual-Enrollment Program
allows students who are unprepared or who need extra help to be supported by a
university they will eventually attend, and provide a feasible plan for obtaining a
bachelor’s degree.
Washington State University
The mission statement for The Office of Multicultural Student Services (MSS) at
Washington State University (Pullman/main campus) is “To facilitate the best
undergraduate experience for multicultural students through the provision of culturally
relevant services that foster their successful transition, persistence, achievement, and
graduation” (Washington State University, 2007). The University does this by offering
individual student support and on-campus support in the form of multicultural student
centers. WSU currently has 4 student centers- African American, Asian
American/Pacific Islander, Chicano/a Latino/a, and Native American.
Currently, only 14.2 percent of students at WSU are reported as multicultural
students (2007). In an effort to increase retention of this population, each center offers
academic advising, resource referrals, social and cultural support, scholarship
information, and cultural-oriented graduation ceremonies. Each center also offers a
mentoring program, matching first-year students with an upperclassman in order to,
among other goals, “help students of color achieve academic and social success at
Washington State University” (2007). The wraparound services offered through MSS
and WSU have offered a “home away from home” for students. For students who may
have otherwise left WSU, the sense of community they experience through MSS
increases the likelihood that they will finish their educational programs.
Possible strategies for assisting students of color through support services are as
follows:

Have a Career and College Resource Center at each high school. Employ
a full-time staff member to run the Center and to push post-secondary
information into classrooms. Provide budgets for computers and other
materials to facilitate scholarship, college, and career searches.

Create partnerships between universities and local community colleges to
increase the student transfer rate.

Create academic and social activities at 2- and 4-year colleges to help
create a sense of community. These activities could be in the form of
bringing guest speakers to campus to discuss current events and issues,
holding celebration dinners/events for accomplishments and historical
successes, provide volunteer activities for students to “give back,” and
academic and social advising.

Provide opportunities for current college students to visit high schools and
discuss issues related to being in the minority population in higher
education.
College Entrance Requirements
There is a current gap between the requirements for graduating high school and those
for entering college. Although there are currently no requirements for entering a 2-year
college, there are strict admissions guidelines for those wishing to enter a 4-year
university. On a case-by-case basis universities can choose to conditionally admit
students who are lacking in some of the requirements, but in general (as reported by the
Office of Superintendent Instruction, or OSPI) the admissions guidelines are as follows:
1. Complete a distribution of college preparatory high school courses.
2. Take either the SAT or ACT.
3. Achieve a minimum score on the Admissions Index. [Appendix 1]
There has been a trend in Washington high schools to include some type of postsecondary education in the classroom. Currently, the OSPI requires students to complete
a “High School and Beyond Plan” in order to graduate from high school. Plans are begun
in 8th or 9th grade, and guidelines are determined by district. However, even with these
post-high school plans we may still be setting our children up to fail. Currently, college
admissions require 2 years of foreign language, but high schools require none for
graduation. There is also a gap in regard to social studies and math requirements, and
only recently did English requirements become the same for high schools and
universities.
Coupled with these strict admissions coursework requirements, the use of standard
guidelines, such as the Admissions Index and entrance exams like the SAT and ACT,
have created a difficulty for traditionally underrepresented students to have the
opportunity to attend college. Some have argued that the standardized tests cater to a
certain population, one that has the financial means to spend on extensive test-preparation
courses and tutoring. Other students, such as immigrants, those who have a first
language other than English, or even students from poor school districts may find
difficulty with the extensive vocabulary and writing components of the test. These exam
scores and a student’s Grade Point Average (G.P.A.) are cross referenced on the
Admissions Index to either automatically admit or deny a student into a 4-year institution.
The resulting problem is many students being overlooked because of low test scores or a
weak academic year in high school.
Possible strategies for assisting students of color through high school graduation
and college admissions issues are as follows:

Align high school graduation and college admission course requirements.

Employ a holistic review in the college admission to include factors other than
G.P.A. and standardized test scores. Allow a review of essays, recommendations,
and transcript trends for each applicant.

Provide a budget for SAT/ACT preparatory courses for each high school or
school district.
Summary
Overall, the creation of a strategic plan that increases the number of people of
color attaining bachelor’s degree is long overdue. Although helpful to the cause,
programs such as Affirmative Action take effect too late in a student’s educational career.
By the time a student reaches their 12th grade year, and even with special admissions
considerations based on ethnicity, their overall lack of preparedness may decrease their
ability to be competitive in a college classroom. Schools must make a conscious effort to
bridge the gap that is currently being seen between students of color and their white
counterparts through more college-related discussions, scholarship assistance, and help
with college applications.
Once a person of color makes it on campus, the effort to keep them there should
be as purposeful as that needed to get them there. Social issues can hinder a student from
graduation just as easy as receiving bad grades can, and a university offering guidance to
this population may ease concerns that arise. Mentoring, advocacy, and ethnic/diversity
centers can help create a sense of community, especially for students who are firstgeneration or for those attending a university with a small percentage of multicultural
students.
The benefits related to a strategic approach to issues related to access to higher
education greatly outweigh the cons. Since the Brown v. Board decision in 1954 there
has been a marked improvement in the educational opportunities for people of color, but
statistics have shown us we have a long way to go in this journey to equality. Adjusting
one aspect of the system will not make the change; a multi-pronged approach is necessary
to close the gap we are currently experiencing. Educational access in the classroom is
just one component of access-related issues that people of color experience as a whole,
but it is an issue that already has an infrastructure in place to facilitate the change: college
campuses. By improving access to higher education, we provide not only an avenue for
improved academic foundations for the current generation but also provide a means for
future generations to be successful as well. If Epictetus is correct, and only the educated
are free, not changing the current educational system will only continue the oppression
that people of color have experienced throughout history. If our goal is equality for all,
access to higher education is the road that must be paved in order for us to travel there.
References:
access. (n.d.). The American Heritage® Dictionary of the English Language, Fourth
Edition. Retrieved June 11, 2007 from:
http://dictionary.reference.com/browse/access
CollegeBoard.com. (2007). What Exactly is a Pell Grant? Retrieved June 6, 2007 from
http://www.collegeboard.com/parents/pay/scholarships-aid/36817.html.
College Success Foundation (2006). Achievers Scholarship Program. Retrieved June 10,
2007 from http://www.collegesuccessfoundation.org/achievers/index.htm.
Higher Education Coordinating Board. (February 2007). Key Facts about Higher
Education in Washington. [Electronic Version]. Retrieved June 7, 2007 from
http://www.hecb.wa.gov/news/newsfacts/KeyFacts2007.asp.
Higher Education Coordinating Board. (n.d.). State Need Grant. Retrieved June 6, 2007
from http://www.hecb.wa.gov/paying/waaidprgm/sng.asp.
Office of Superintendent of Public Instruction, 2007. Graduation Requirements: Credit
Requirements. Retrieved February 18, 2007 from
http://www.k12.wa.us/GraduationRequirements/CreditReq.aspx.
Seattle University. (n.d.). First Generation Project. Retrieved June 11, 2007 from
http://www.seattleu.edu/csce/center_programs/FGP/FGP.asp.
University of Washington. (2007). The Husky Promise. Retrieved June 6, 2007 from
http://admit.washington.edu/Paying/Freshman/HuskyPromise.
University of Washington Tacoma. (2007). Dual Enrollment Program. Retrieved June
10, 2007 from
http://www.tacoma.washington.edu/enrollmentservices/admissions/dual/.
Washington State Board for Community & Technical Colleges. (2006). About the
Community and Technical Colleges. [Electronic Version]. Retrieved February 3,
2007 from: http://www.sbctc.ctc.edu/public/a_index.aspx
Washington State Board for Community & Technical Colleges. (December 2005). Access
and Success for Systems Goals for People of Color in Washington Community
and Technical Colleges: Progress Report. Retrieved June 10, 2007 from
http://www.sbctc.ctc.edu/docs/data/research_reports/resh_053_peopleofcolor_dec2005.pdf.
Washington State University. (2007). Office of Multicultural Student Services. Retrieved
June 10, 2007 from: http://www.mss.wsu.edu/.
Washington State University. (2007). Scholarships & Finances- Future Students.
Retrieved June 6, 2007 from
http://www.wsu.edu/future-students/scholarships/index.html.
Appendix 1
Source: Higher Education Coordinating Board, 2007. Admissions Index Summary for Freshman Applicants- Fall 2005. Accessed 2/18/07
http://www.hecb.wa.gov/docs/FreshmanIndexChart-2005.pdf