These numbers are even more troubling when one looks at particular fields, such as engineering, mathematics, and computer and physical science, where Hispanic participation in graduate education is even less representative of the population. 33 Beyond enrollment, completion is also important. In 1996, Hispanics earned approximately 4 percent of all master's degrees and 2 percent of all doctoral degrees awarded in the United States. The most disturbing consequence of low rates of Hispanic participation in graduate education is that relatively few Hispanics qualify to occupy faculty and administrative positions in the nation's colleges and universities. Participation in graduate education has other implications beyond professional study.
Graduate education is also the pipeline for higher education faculty.
In 1992, Hispanics represented less than 3 percent of full-time instructional faculty and staff in higher education. While there are indications that the percentage has increased slightly since 1992, it had not changed substantially by 1998. Too few Hispanics are attaining graduate degrees and entering their fields of study as academic faculty. This has serious implications given that faculty and staff are influential mentors and role models and that they can enrich the educational experience of all students. The lack of Hispanic representation in graduate education is even more severe than in K-12 education and must be redressed.