History of Higher Education

I have chosen diversity and inclusion in America’s higher education. I will refine the
topic by looking specifically at race and ethnicity in America and promising practices in higher
learning institutions. Racial and ethnic disparities have been evident in higher education
enrollment and attainment in the country. The same has been seen through gaps in employment
rates and earnings. Based on this information, I plan to review an article that shows practices that
directly impact college enrollment. I will analyze historical trends in college enrollment among
young people from different ethnic and racial communities.
I the last five decades, the share of the population among White and Asian students have
significantly differed from that of students from communities of color. The share of Hispanic,
Black, white, and Asian origin students graduating with a high school diploma has risen.
However, there is a widening gap in the rate of bachelor’s degree attainment for Hispanic and
black adults in comparison t white adults. The implication is that more white adults are
graduating with a bachelor’s degree. However, fewer black and Hispanic adults are attaining
similar qualifications.
The country’s population has steadily become more diverse in terms of its racial and
ethnic composition. Eighty-nine percent of the total residents were white in 1960; black residents
were only 11 percent while Asian or American Indians were barely one percent (United States
Department of Education Office of Planning, Evaluation, and Policy Development, 2016). In
1964, white residents accounted for fifty percent of the total number of students who have
graduated with a high school diploma. Black students made up only twenty-six percent. Fifty
years later, in 201, 93 percent were white students, while black students who graduated with a

high school diploma were 86 percent. High school diploma graduates directly affect college
enrollment. As such, the enrollment and attainment of students in colleges have been on the rise.
Attainment of a bachelor’s degree has doubled over time. More black, Hispanic, and
white adults have graduated in the last few decades. In 1974, only six percent of black and
Hispanic residents attained a bachelor’s degree (United States Department of Education Office of
Planning, Evaluation, and Policy Development, 2016). However, in 2014, Hispanics were fifteen
percent, while blacks were twenty-two percent. Asians had the highest increment as they
accounted for fifty-two percent. The gap in the attainment of a high school diploma across
different racial and ethnic communities has been closing. However, there is a worrying trend as
the gap in the attainment of a bachelor’s degree continues to widen. There are more white
residents who are attaining a bachelor’s degree compared to blacks and Hispanics. The gap
between Hispanics and whites and blacks and whites has more than doubled from 1974 to 2014.
The increase in attainment gaps is partly due to lesser students of color enrolling for programs
that take four years to complete. Also, completion rates are lower among students of color who
enroll compared to their white counterparts.
Americans attend higher education as it aids in social mobility. A person’s earnings are
directly related to the level of education. Thus, the higher a person’s academic achievements are,
the higher their earnings. A person’s educational level affects their children’s level of education.
Part of why there are lesser students of color attaining a bachelor’s degree is that most parents to
these children do not have a bachelor’s degree (Tatum, 2018). A parent’s educational attainment
directly affects their ability to pay fees for their children. Thus, it is evident that one of the
reasons why Americans attend school is for career and professional development.

Further, the proportion of students joining college differ depending on the type of
program. Thus, knowledge also affects college enrollment and, consequently, diversity in higher
education (Neem, 2016). For instance, Hispanic and African American students enrolling for an
associate degree program account for thirteen and twelve percent, respectively (American
Federation of Teachers, 2010). However, those enrolling for a bachelor’s degree program
account for an even lesser percentage.
My decision to obtain a Master’s degree is based on a combination of career and
knowledge. I changed my career a few years ago. I decided to take a sabbatical from practicing
finance to pursue education. After graduating with a bachelor’s degree, I realized that I needed to
continue pursuing a master’s degree for career growth. Thus, I am on this course for purposes of
career growth and development. Secondly, I enrolled for Master’s to gain additional knowledge.
As a teacher, I felt that I needed increased education levels to manage the changing classroom
landscape. The integration of technology has revolutionized the role of a classroom teacher.
Students have access to a lot of information online. Thus, the teacher is no longer the source of
knowledge. With a master’s degree, I have a better chance to facilitate learning in better and
effective ways. Thus, I enrolled for MAED to be more knowledgeable and better positioned to
move up the professional ladder.

References

American Federation of Teachers. (2010). Promoting Racial and Ethnic Diversity in the Faculty:
What Higher Education Unions Can Do. ERIC Clearinghouse.
Neem, J. N. (2016). [Review of the book The history of American higher education: Learning
and culture from the founding to World War II by R. L. Geiger]. Journal of Higher
Education, 87(2), 300-302. https://doi.org/10.1080/00221546.2016.11777403
Tatum, B. (2018). Identifying Inclusive Practices on US University Campuses That Create
Engagement for Diverse Populations.
United States. Department of Education. Office of Planning, Evaluation, and Policy
Development. (2016). Advancing diversity and inclusion in higher education: key data
highlights focusing on race and ethnicity and promising practices.