A National Portrait of College Students in the U.S.

Transcription

A National Portrait of
COLLEGE
STUDENTS
in the
U.S.
Sarah Denes
Emily Hurd
Desmond Irving
Heather Hottle Robbins
Penn State University
REFERENCES:
Bronner, E. (2012, November 1). Asian-Americans in the Argument. The New York Times. Retrieved December 2, 2014,
from http://www.nytimes.com/2012/11/04/education/edlife/affirmative-action-a-complicated-issue-for-asian-americans.
html?pagewanted=all&_r=0
Debard, R. (2004). Millennials coming to college. In M. D. Coomes & R. Debard (Eds.), Serving the millennial generation
(New Directions for Student Services No. 106, pp.33-46). San Fransisco: Jossey-Bass.
Fighting a Different Battle: Challenges Facing American Indians in Higher Education. (2012). Journal of Indigenous Research, 1(1), 1-5. Retrieved December 2, 2014, from http://digitalcommons.usu.edu/cgi/viewcontent.
cgi?article=1008&context=kicjir
Galusha, J. M. (1998). Barriers to learning in distance education. U.S. Department of Education. Retrieved from: http://
files.eric.ed.gov/fulltext/ED416377.pdf
Grasgreen, A. (2013, February 21). New book explains why women outpace men in education @insidehighered. Retrieved December 2, 2014, from https://www.insidehighered.com/news/2013/02/21/new-book-explains-why-women-outpace-men-education
Harper, S.R. and Quaye, S.J. (Eds.) (2009). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge.
Harrington, C. F. and Harrington, B. G. (2011) “Fighting a Different Battle: Challenges Facing American Indians in Higher
Education,” Journal of Indigenous Research: Vol. 1: Iss. 1, Article 4.
Markell, J. (2013, October 7). How to Give Low-Income Students the Chance They Deserve. The Chronicle of Higher
Education.
McCormack, E. (2013, October 28). For First-Generation Students, Crucial Support. The Chronicle of Higher Education.
National Center for Education Statistics. (n.d.). QuickStats. Retrieved from National Center for Education Statistics: http://
nces.ed.gov/datalab/
Renn, K.A. and Reason, R.D. (2013). College students in the United States: Characteristics, experiences, and outcomes.
San Francisco, CA: Jossey-Bass.
RTI International. (2014, October). Profile of Undergraduate Students: 2011-12 (Web Tables). Retrieved November 8,
2014, from National Center for Education Statistics: http://nces.ed.gov/pubs2015/2015167.pdf
Schmidt, P. (2003, November 28). Academe’s Hispanic Future. The Chronicle of Higher Education, p. A8.
U.S. Department of Education, National Center for Education Statistics. (2011). The Condition of Education 2011 (NCES
2011-033), Table A-43-1. Retrieved from: http://nces.ed.gov/fastfacts/display.asp?id=80
PHOTOS: Courtesy of Penn State
ABOUT THE AUTHORS:
DESIGN: Heather Hottle Robbins
Sarah Denes, Emily Hurd, and Desmond Irving are masters students studying higher education at Penn State.
Heather Hottle Robbins is a masters student studying media studies at Penn State.
Table
of Contents
2 ..... Preface
3 ..... Postsecondary Education Institutions
4 ..... Undergraduates in the United States
6 ..... Undergraduates Younger than 24
8 ..... Undergraduates Aged 24 or Older
10 ..... Female Undergraduates
12 ..... Male Undergraduates
14 ..... White Undergraduates
16 ..... African-American Undergraduates
18 ..... Hispanic Undergraduates
20 ..... Asian-American Undergraduates
22 ..... American Indian Undergraduates
24 ..... Foreign Undergraduates
26 ..... First-Generation Undergraduates
28 ..... Low-Income Undergraduates
30 ..... Distance Learning Undergraduates
Preface
This snapshot of undergraduate college students in the United States is an updated version of a 2005 report completed by the American Council on Education (College Students
Today: A National Portrait), which sought to present demographic information and characteristics of college students in 2003-2004. This updated “portrait” draws upon the U.S.
Department of Education, National Postsecondary Student Aid Study, 2011-12, the most
current study. As with the previous report, each section presents a snapshot of a subpopulation of students within higher education in the U.S.
Since 2005, total undergraduate enrollments have increased from just under 15k to just
over 17.7k (2012), and diversity in the undergraduate student population has simultaneously increased since the ACE’s report. Students of color now (2012) represent 42
percent of the undergraduate population, up from 36 percent in 2004, with the sharpest
increase in Hispanic populations and with the recognition and inclusion of multiracial
identification. More and more of the student population are aged 24 or older, are married
or have children, and attend college on less than a full-time, full-year basis. The majority of undergraduates are now first-generation students, individuals who may be the first
in their families to attend college. The number of students receiving Pell Grants in 2012
indicates that there continues to be a large subpopulation of students from low-income
families enrolling in postsecondary institutions.
Enrollment trends in U.S. colleges and universities suggest that students continue to
be “the most racially and ethnically diverse in this nation’s history” (Debard, 2004),
and that socioeconomic status is becoming a more predominant factor, as access
to higher education increases for low-income students. Many student subpopulations face unique challenges that institutions must find ways to address. We
include a sampling of challenges, needs and suggested strategies (some that
have already been implemented at certain institutions) in the individual sections
below. While this report presents a portrait of the diversity of undergraduate
students and institutions in the United States, we recommend exploring the vast
range of data and resources at www.acenet.edu for further information.
2
Postsecondary
Education Institutions
in the United States
• There are 7,021 Title IV program-participating institutions in the
United States, wth a total enrollment of more than 17.7 million
undergraduates.
• 2,870 are four-year institutions
o 1,543 are private not-for-profit, 678 are public, and 649 are private for-profit institutions
• 1,729 are two-year institutions
o 978 are public, 664 are private for-profit
institutions, and 87 are private
not-for-profit
• 2,422 are less than two-
year institutions
o 1,881 are private for-profit institutions,
359 are public, and
182 are private
not-for-profit
institutions
3
Undergraduates
• 86 percent of all postsecondary students in the United States are
undergraduates
• 57 percent of undergraduates are women
• 44 percent of undergraduates are aged 24 or older
• 42 percent of undergraduates are students of color
o 16 percent are African American, 16 percent are Hispanic, 6
percent are Asian American, 1 percent are American Indian, and
3 percent are of other races and ethnicities
• 32 percent of undergraduates
are married and/or have
children
o 12 percent are
married with children,
5 percent are married
with no children, 15
percent are single
parents
4
86%
• 40 percent of
undergraduates attend
public or private not-forprofit four-year colleges and
universities, 38 percent
attend community colleges,
13 percent attend private forprofit institutions, and 9 percent
attend other types of institutions
• 53 percent of undergraduates are
enrolled in something other than a
bachelor’s degree program
o 42 percent are in associate degree programs, 8 percent are in certificate programs, and 3 percent are in non
degree programs
• 62 percent of undergraduates attend on less than a full-time, full-year
basis
o 20 percent attend part time for the full academic year, 24
percent attend part time for part of the academic year, and 18
percent attend full time for part of the year
Note: Throughout this report, details may not add to totals due to
rounding. Most data in this report are from the 2011-12 academic
year and refer to students enrolled for credit at accredited institutions.
5
Undergraduates
Younger Than 24
• 56 percent of undergraduates in the United States are younger
than 24
• 55 percent of undergraduates younger than 24 are women
• 40 percent of undergraduates younger than 24 are students of color
o 13 percent are African American, 17 percent are Hispanic, 6
percent are Asian American, 1 percent are American Indian, and
3 percent are of other races and ethnicities
• 9 percent of undergraduates aged 24 or
older are married and/or have
children
o 1 percent are married
with children, 2 percent are
married with no children,
6 percent are single
parents
6
56%
• 50 percent of
undergraduates younger
than 24 attend public or
private not-for-profit fouryear colleges and
universities, 33 percent
attend community colleges,
7 percent attend private forprofit institutions, and 10 percent
attend other types of institutions
• 45 percent of undergraduates younger
than 24 are enrolled in something other than a
o 37 percent are in associate degree programs, 2 percent are in certificate programs, and 6 percent are in non-degree programs
• 49 percent of undergraduates younger than 24 attend on less than a
full-time, full-year basis
o 17 percent attend part time for the full academic year, 16
percent attend part time for part of the academic year, and 16
percent attend full time for part of the year
7
Undergraduates
Aged 24 or Older
• 44 percent of undergraduates in the United States are aged 24 or older
• 60 percent of undergraduates aged 24 or older are women
• 43 percent of undergraduates aged 24 or older are students of color
o 20 percent are African American, 15 percent are Hispanic, 4 percent are Asian American, 1 percent are American Indian, and 3 percent are of other races and ethnicities
• 63 percent of undergraduates aged 24 or older are married and/or have children
o 26 percent are married with children, 10 percent are married with no children, 27 percent are single parents
• 44 percent of undergraduates aged 24 or older attend community colleges, 27 percent attend public or private not-for-profit four-year colleges and universities, 20 percent attend private for-profit institutions, and 9 percent attend other types of institutions
• 65 percent of undergraduates aged 24 or older are enrolled in something other than
a bachelor’s degree program
o 49 percent are in associate degree programs, 5 percent are in certificate
programs, and 11 percent are in non-degree programs
• 78 percent of undergraduates aged 24 or older attend on less than a full-time, full-
year basis
o 24 percent attend part time for the full academic year, 34 percent attend part time for part of the academic year, and 20 percent attend full time for part of the year
8
Challenges:
— Given that 63 percent of undergraduates aged 24 or older are married and/or have
children, this subpopulation of students often faces multiple-life-role issues (Harper,
2009). They may work full- or part-time in addition to attending college and could be
supporting others, which can be a burden on their already limited time. These competing demands increases the likelihood that students in this subpopulation will not persist
to graduation.
— Out-of-classroom engagement: 78 percent of undergraduates aged 24 or older attend on less than a full-time, full-year basis. This subpopulation is therefore less available for enriching out-of-class experiences due to the demands on their time from
family or work. These students are less likely to participate in valuable learning experiences such as “study-abroad programs, summer internships, and research programs
with faculty” (Harper, 2009).
Strategies:
— A suggested strategy to improve the college experience for this subpopulation is
through assessment measures. Institutions may wish to college data using surveys or
focus groups to regarding multiple-life-role issues they may be experiencing, scheduling conflicts and educational interests. This could include commuting routes, “modes
of transportation, range of times and days that are most convenient to attend classes,
work hours, outside support structures, familial responsibilities, and general interests”
(Harper, 2009). This feedback could help the institution provide support for this subpopulation, such as reduced cost of public transportation, optimization of course offerings,
planning meaningful out-of-class programming, and flexibility in course requirements
(Harper, 2009).
— A large number of this subpopulation may be returning students. A “returning student
advocacy group” (Harper, 2009), creates an inclusive environment for these students
and provides recognition and validation of their needs. It also gives them an opportunity to become more engaged in campus activities, and helps “institutional leaders identify key areas in which the transition…is particularly challenging” (Harper, 2009). This
could provide the opportunity for returning students to serve on committees, “meet with
faculty and student groups, work on policy recommendations, and volunteer to help in
social activities or community events” (Harper, 2009).
9
Female Undergraduates
• 57 percent of undergraduates in the United States are women
• 44 percent of female undergraduates are students of color
o 18 percent are African American, 16 percent are Hispanic, 5 percent are Asian American, 1 percent are American Indian, and 3 percent are two or more races
• 55 percent of female undergraduates are financially independent from their parents
o 15 percent are unmarried with no children, 5 percent are married with no
children, 8 percent are single parents, and 11 percent are married with children
• 65 percent of female undergraduates attend
public institutions, 12 percents attend
non-profit institutions, 12 percent
attend for-profit institutions, and
9 percent of female
undergradautes attend more
than one institution
• 47 percent of female
10
57%
undergraduate students
attend four-year
institutions, 41 percent
attend two-year i
nstitutions, 3 percent
attend community or junior
colleges, and 9 percent
attend more than one
institution
• 45 percent of femal undergraduate
students are in bachelor’s degree
programs, 43 percent are in associate’s degree programs, 9 percent
are in certificate programs, and 4
percent are in non-degree/certificate programs
• 9 percent of female undergraduates are in STEM degree
programs
Challenges:
— Female undergraduates are wellrepresented in undergraduate education
in the United States. However, they are still
underrepresented in STEM majors (Grassgreen, 2013). There is certainly a need for gender
integration in certain fields of study.
Strategies:
— It is important for administrators to promote the STEM fields of undergraduate study
to women. There are very few women in STEM fields, and gender integration is needed. Administrators can help by providing more information about the majors to females,
and incorporating entry level classes in general education plans.
11
Male Undergraduates
• 43 percent of undergraduates in the United States are men
• 40 percent of male undergraduates are students of color
o 16 percent are African American, 16 percent are Hispanic,
6 percent are Asian American, 1 percent are American Indian,
and 2 percent are two or more races
• 46 percent of male undergraduates are financially independent from
their parents
o 22 percent are unmarried with no children, 5 percent are
married with no children, 8 percent are single
parents, and 11 percent are married
with children
• 70 percent of female
public institutions, 12
percents attend nonprofit institutions,
11 percent
attend for-profit
institutions, and 7
percent of female
undergradautes
attend more than
one institution
12
43%
• 47 percent of male
undergraduate students
attend four-year institutions,
41 percent attend two-year
institutions, 3 percent attend
community or junior colleges,
and 9 percent attend more
than one institution
• 49 percent of femal undergradu-
ate students are in bachelor’s degree
programs, 42 percent are in associate’s
degree programs, 7 percent are in certificate
programs, and 3 percent are in non-degree/certificate programs
• 26 percent of male undergraduates are in STEM degree programs
13
White Undergraduates
• 58 percent of undergraduates in the United States are white
• 55 percent of white undergraduates are women
• 42 percent of white undergraduates are aged 24 or older
• 13 percent of white undergraduates are married with children,
6 percent are married with no children, 11 percent are single
parents
• 84 percent of white
undergraduates are enrolled in degree
programs
o 50 percent are in bachelor’s
degree programs and 34
percent are in associate
degree programs
14
58%
undergraduates are a
college or university in their
home state
undergraduates are majoring
in STEM fields
undergraduates receive mostly A’s, 24
percent receive mostly A’s and B’s, 23
percent receive mostly B’s, 15 percent receive
mostly B’s and C’s, 8 percent receive mostly C’s, and
11 percent receive mostly C’s and lower
15
African-American
Undergraduates
• 16 percent of undergraduates in the United States are African American
• 63 percent of white undergraduates are women
• 55 percent of white undergraduates are aged 24 or older
• 11 percent of African-American undergraduates are married with children, 3 percent
are married with no children, 31 percent are single parents
• 83 percent of African-American undergraduates are enrolled in degree programs
o 39 percent are in bachelor’s degree programs and 44 percent are in
associate degree programs
• 80 percent of African-American
undergraduates are attending a
college or university in their home
state
• 12 percent of African-
American undergraduates
are majoring in STEM
fields
16
16%
• 9 percent of African-American
undergraduates receive mostly A’s, 15
percent receive mostly A’s and B’s,
23 percent receive mostly B’s, 19
percent receive mostly B’s and
C’s, 13 percent receive mostly
C’s, and 22 percent receive
mostly C’s and lower
Challenges:
— African-American students
don’t venture off to out-of-state
colleges. Eighty percent of
African-American undergraduates
attend an in-state school. That statistic is based on the economic status of
most African-American households.
— African American students in a predominantly white college sometimes feel intimidated
and alone in the classroom because they are the
only one of their kind. These students tend to have a
profound sense of loneliness, and often feel the need to prove their intellectual abilities
(Harper, 2009).
Strategies:
— Provide opportunities for racial/ethnic minority students to formulate peer networks
with other racial/ethnic minority students. To combat the detrimental desire to expect
the sole racial/ethnic minority student in the class to speak on behalf of her or his entire
cultural group, it is important for faculty to connect these students with their racial/
ethnic minority peers (Harper, 2009).
17
Hispanic
Undergraduates
• 16 percent of undergraduates in the United States are Hispanic
• 58 percent of Hispanic undergraduates are women
• 41 percent of Hispanic undergraduates are aged 24 or older
• 11 percent of Hispanic undergraduates are married with children, 5 percent are
married with no children, 17 percent are single parents
• 77 percent of Hispanic undergraduates are enrolled in degree programs
o 37 percent are in bachelor’s degree programs and 40 percent are in
associate degree programs
• 77 percent of Hispanic undergraduates
are attending a college or university in
their home state
• 15 percent of Hispanic
undergraduates are majoring
in STEM fields
18
16%
• 11 percent of Hispanic undergraduates
receive mostly A’s, 20 percent receive
mostly A’s and B’s, 24 percent receive
mostly B’s, 18 percent receive mostly
B’s and C’s, 11 percent receive mostly C’s, and 16 percent receive mostly
C’s and lower
Challenges:
— Although Hispanic families expect their children to go to college,
Hispanic children are much less likely
than white children to have a parent
who attended college. Hispanic students
have the support of their families but do not
have access to the guidance they need, and in
many cases are the first of their immediate family
to attend college. Overall, Hispanic students are “far
likelier than white students to be enrolled in two-year colleges, to be working to support themselves or their families, or attending college part
time” (Schmidt, 2003). These choices reduce their chances of ever earning bachelors
or advanced degrees.
Strategies:
— Hispanic students should be encouraged by high school and college counselors to,
instead of graduating high school and going on to a two-year institution, aim higher
and apply to four-year universities, which would give them a better chance at earning
bachelor’s degrees. A 2001 report by the Inter-University Program for Latino Research
“determined that if Hispanic high-school students earned their diplomas and went on
to four-year colleges at the same rate as white students, the result — all other things
remaining equal — would be a 25-percent increase in the number who earn bachelor’s
degrees each year” (Schmidt, 2003). Their educational attainment would also improve
if Hispanic students were more willing to travel longer distances for the schools that
meet their needs the most. Most Hispanics try to stay close to home in order to continue helping their families.
19
Asian-American
Undergraduates
• 6 percent of undergraduates in the United States are Asian
American
• 54 percent of Asian-American undergraduates are women
• 35 percent of Asian-American undergraduates are aged 24 or older
• 10 percent of Asian-American undergraduates are married with children, 5 percent
• 82 percent of Asian-American undergraduates are enrolled in degree programs
o 48 percent are in bachelor’s degree programs and
34 percent are in associate degree programs
• 72 percent of Asian-American
college or university in their home
state
• 27 percent of Asian-
American undergraduates are
majoring in STEM fields
20
6%
• 17 percent of Asian-American
undergraduates receive mostly A’s,
25 percent receive mostly A’s and
B’s, 26 percent receive mostly B’s,
16 percent receive mostly B’s and
C’s, 8 percent receive mostly C’s,
and 9 percent receive mostly C’s
and lower
Challenges:
— Asian Americans fall victim to
the stereotype of being extraordinarily intelligent and hardworking,
or the “model minority” myth (Bronner, 2012). However, many Asian
American students face challenges while
trying to attend college because of lowincome statuses and conflicts with parents.
Asian American students often are not considered
under affirmative action.
Strategies:
— Colleges and administrators should be careful when grouping and stereotyping
Asian Americans. They are a large group comprised of many different ethnicities and
cultures. Colleges and administrators should look into the use of unofficial quotas that
emphasize subjective or non-academic criteria, and how they may limit college access
for this particular minority (Bronner, 2012).
21
American-Indian
Undergraduates
• 1 percent of undergraduates in the United States are American Indian
• 60 percent of American-Indian undergraduates are women
• 54 percent of American-Indian undergraduates are aged 24 or older
• 14 percent of American-Indian undergraduates are married with children, 3 percent
• 87 percent of American-Indian undergraduates are enrolled in degree programs
o 43 percent are in bachelor’s degree programs and
44 percent are in associate degree programs
• 83 percent of American-Indian
college or university in their
home state
• 12 percent of American-
Indian undergraduates are
majoring in STEM fields
22
1%
• 13 percent of American-Indian
undergraduates receive mostly A’s,
17 percent receive mostly A’s and B’s,
24 percent receive mostly B’s, 17
percent receive most B’s and C’s,
13 percent receive mostly C’s, and
16 percent receive mostly C’s and
lower
Challenges:
— Low numbers of high school
graduates in this subpopulation contribute to the low number of college
students, and college graduates among
American Indians. The retention rate of
American Indians is lower than other minority groups (Harrington, 2011). The cultural
gap proves to be too large for some students to
be successful in college. Earlier and more widespread
education of American Indian students about collegiate culture,
and vice versa, could contribute to increased attendance and retention rates.
Strategies:
— Colleges and administrators should support the American Indian students by educating administrators, faculty, and students about their culture and learning needs.
Colleges should develop cultural programs for Native Americans to feel connected to
both their campus, and to their people. Recruiters should make a solid effort to identify with the families of the students. Colleges should work harder to reach out to tribal
governments and program leaders to establish relationships with secondary schools,
hopefully making college more visible, and therefore more accessible to American
Indian students. American Indian communities should further develop the curricula in
their educational systems to improve academic rigor and “implement [teacher] training
in culturally sensitive pedagogies to address the cultural distinctiveness of American
Indian students” (Harrington, 2011).
23
Foreign
Undergraduates
• 2 percent of undergraduates in the United States are foreign
students
• 54 percent of foreign undergraduates are women
• 34 percent of American-Indian undergraduates are aged 24 or older
• 4 percent of foreign undergraduates are married with children, 6 percent are married
with no children, 8 percent are single parents
• 76 percent of foreignundergraduates are students of color
o 12 percent are African-American, 15 percent are
Hispanic, 48 percent are Asian-American,
<1 percent are American Indian, and
1 percent are of other races and
ethnicities
• 67 percent of foreign
24
2%
public or private not-for-profit
four-year universities, 32
percent attend community
colleges, and 3 percent
attend private for-profit
institutions
• 43 percent of foreign undergraduates are enrolled in something other than a
• 54 percent of foreign undergraduates attend on less than a full-time, full-year basis
Challenges:
— Having earned honors and demonstrated their intellectual capacities in their home
countries, many international students expect similar performance levels not only for
themselves but also for their families tradition. International students’ perception of their
academic performance can either facilitate or hinder their adaptation to a new environment (Harper, 2009). Most foreign students main focus is their academics which mean
their challenges on a college campus is based upon the grades they are recieving.
—Having earned honors and demonstrated their intellectual capacities in their home
countries, many international students expect similar performance levels not only for
themselves but also for their families tradition. International students’ perception of their
academic performance can either facilitate or hinder their adaptation to a new environment (Harper, 2009). Most foreign students main focus is their academics which mean
their challenges on a college campus is based upon the grades they are recieving.
Strategies:
— Both: Educators should provide mentoring programs for international students.
These mentors would provide necessary cross-cultural interactions and create valuable
social networks, enabling international students to form interpersonal relationships as
well as academic supports groups (Harper, 2009).
25
First-Generation
Undergraduates*
• 62 percent of undergraduates in the United States are first-generation
students
• 60 percent of first-generation undergraduates are women, and 50 percent of firstgeneration undergraduates are aged 24 or older
• 45 percent of first-generation undergraduates are students of color
o 18 percent are African-American, 19 percent are Hispanic, 5 percent are Asian-American, 1 percent are American Indian, and 3 percent are of other races and ethnicities
• 40 percent of first-generation undergraduates are married and/or have children
o 15 percent of foreign undergraduates are married with
children, 6 percent are married with no children, 19
percent are single parents
• 33 percent of first-generation undergradu-
ates attend public or private not-for-profit
four-year universities, 43 percent attend
community colleges, and 16 percent
attend private for-profit institutions
26
62%
* as defined by undergraduates whose
parents’ highest level of education is less
than a bachelors degree
• 60 percent of foreign undergraduates are enrolled in something other than a bachelor’s degree program
Challenges:
— Culture shock: First-generation students may begin their college experience with
little or no knowledge of the expectations, resources, or jargon associated with a college campus. They may feel self-doubt, guilt or like they don’t belong.
— Parents may not understand what the college experience is like and how to support
their children. First-generation students may have trouble communicating the academic
stress, or the importance of participating in extracurricular activities to their parents or
other family members.
Strategies:
— San Jose State University is leading the way in addressing these challenges with
their new program, Generate, which seeks to support first-generation student and increase retention rates. The program was founded by an educational counselor, Jennifer Morazes, with a background in helping first-generation students. Morazes was a
first-generation student herself, and noted “one of my biggest memories was not only
feeling lost and confused and feeling that students whose parents had gone to college
had the upper hand in insider knowledge” (McCormack, 2013). Though “a collaboration
among campus counseling services, student affairs, and other offices,” (McCormack,
2013) the institution will put on a series of workshops on “goal-setting, stress-management strategies, and talking to family members about college” (McCormack, 2013). Intitutional leaders also feel it is important to expand outreach to first-generation students
not only in their first year, but also in each subsequent year to make sure they are still
receiving the resources they need.
27
Low-Income
Undergraduates*
• 41 percent of undergraduates in the United States are from low-income
families
• 62 percent of low-income undergraduates are women, and 40 percent of low-income undergraduates are aged 24 or older
• 52 percent of low-income undergraduates are students of color
o 24 percent are African-American, 19 percent are Hispanic, 4 percent are
Asian-American, 1 percent are American Indian, and 3 percent are of other
races and ethnicities
• 41 percent of low-income undergraduates are married and/or have children
o 13 percent are married with children, 3 percent are married with no children, 25 percent are single parent
• 33 percent of low-income undergraduates attend public or private not-for-profit fouryear universities, 39 percent attend community colleges, and 20 percent attend private for-profit institutions
• 60 percent of foreign undergraduates are enrolled in something other than a bachelor’s degree program
28
* as defined by undergraduate students who received Pell Grants in 2011-12
Challenges:
— College access: Low-income students may not even apply to college because they
believe they cannot afford it and may not have anyone to encourage them or support
the idea that it’s possible.
— Financial awareness: Lack of knowledge regarding college finances and budget
management (Harper, 2009).
Strategies:
— The state of Delaware has instituted a number of initiatives to better inform and provide more resources to low-income students across the state. Using grant funding from
the federal “Race to the Top” program, the state has taken the following initiatives:
• Low-income students will receive application-fee waivers
• Top students around the state will receive letters from highly ranked institutions (like
the Ivy Leagues) encouraging them to apply and informing them of programs allowing
high-achieving, low-income students to attend those institutions at no cost
• Paying for juniors to take the SAT during a school day
• Sending reminder emails and postcards to “college-ready” students
• Two-thirds of high schools “will hold College Application Month events in November,
during which volunteers will offer one-on-one assistance with filling out college applications and financial-aid forms” (Markell, 2013).
Additionally, the College Board will send “information on college affordability and financial aid, as well as materials to help with choosing colleges, to all seniors whose highschool work demonstrates that they are ready for college” (Markell, 2013).
— A second strategy, to combat the financial awareness issues that low-income students and their families encounter, involves engagement with students and parents
while they are still in high school. Seminars in secondary school settings “can demystify the financial aid and college admissions process” (Harper, 2009), introduce scholarships, explain loan repayment and teach personal budgeting and finance. Parents
should also be involved, so workshops should be offered during evening or weekend
hours, where financial aid topics can be addressed. These efforts could go a long way
to helping low-income students and families prepare for college and make the most
informed decision possible.
29
Distance Learning
Undergraduates*
• 3.7 percent of undergraduates in the United States take their
entire program online through distance learning. That is about
769,000 undergraduates.
• 4 percent of female undergraduates are distance learners
• 3.3 percent of male undergraduates are distance learners
• 3.8 percent of white undergraduates are distance learners, 5 percent of
African-American undergraduates are distance learners, 2.5 percent of
Hispanic undergraduates are distance
learners, 3 percent of Asian-American
undergraduates are distance
learners, 2 percent of
American-Indian
undergraduates are
distance learners, and
3 percent of
undergraduates of
two or more races
are distance
learners
30
3.7%
* statistics are for 2007-08
via U.S. Department of
Education
Challenges:
— A strong challenge faced by fully
online students is getting the same
social and outside-of-the-classroom
experience that students at traditional brick and mortar institutions
experience. The lack of a social
experience can come from being
in different locations and the fact
that many distance learners are
often adult learners with other priorities including jobs and children
(Galusha, 1998).
— A second challenge for online
learners is a preceived lack of feedback or contact with an instructor since
there isn’t face-to-face interaction on a
weekly basis. Online students also might not
have the resources, such as tutoring services, that
are available on physical campuses (Galusha, 1998).
Strategies:
— Some strategies for improving the social environment and a feeling of engagement
for online students are similar to strategies for commuter, transfer and part-time students. Harper and Quaye suggest developing an online message board for students to
enable them to maintain a closer contact with the institution and other students. They
also suggest development of a peer mentor program in which students who have already had a year of experience can mentor incoming students (Harper, 2009).
— It is important to maintain a student-teacher connection, or link, in the online educational environment. Instructors should work hard to communicate with students consistently through different types of technology, including email, video conferencing and
over the telephone. Since online students don’t have a constant casual contact with an
instructor, it is important that instructors provide prompt and consistent feedback (Galusha, 1998).
31

A National Portrait of College Students in the U.S.

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