Access and Participation of Latinos in the University of California: A Current Macro and Micro Perspective

Introduction THE DRAMATIC UNDER-REPRESENTATION OF LATINOS AT ITS ELITE PUBLIC INSTITUT-ion of higher education, the University of California, remains a critical issue for California. Growing significantly faster than any other ethnic group in the United States, Latinos currently comprise 14.5% (3.6 million) of the total traditional college-age population of 18 to 24 years and are projected to comprise 22% by the year 2020 (White House Initiative for Educational Excellence for Hispanic Americans, 2000). California is the state with the lion's share of this population. The stakes for families, communities, and persons of all ethnic and racial backgrounds are considerable as the talents and skills of Latinos continue to be disproportionately underdeveloped. Strengthening the ability of academic institutions, in partnership with families and communities, to improve outcomes for Latino students from the pre-K to graduate levels will be key to insuring the health and strength of our nation's democracy and economy in the next ce ntury. Despite growing evidence that the access gap has begun to narrow for Latinos in higher education, this article will indicate that access and participation in the University of California (U.C.) remains a significant challenge for Latino students. We provide two forms of evidence for this conclusion. First, we rely on the research and analyses of U.C. 's Latino Eligibility Task Force and related research over the last five years. That task force entered into this discourse with reports as early as 1993 and completed its work in 1997. Those reports contain the most significant "macro" data related to Latino student access to U.C. They are an important benchmark for continued research on issues related to Latino student access to U.C. These reports, however, fail to provide any significant insights into actual participation within the walls of U.C. Therefore, a second form of evidence comes from recent research at a highly selective U.C. that we will call West Coast University. That study relies on an in-depth, microanalysis of two students who successfully negotiate their way through the "social landscape" of the highly selective institution. These case studies indicate that the challenge of succeeding in U.C. is not about academic performance, but rat her concerns crossing social bridges under constant perceptions of negative individual difference, isolation, and the need for perseverance and networking. Some conclusions regarding enhanced access to, and successful participation in, U.C. will be offered. Current Status Latinos in the U.S. are the fastest growing segment of the population, currently accounting for 11.4% of the total population and are predicted to become the nation's largest "minority" group early in the 2lst century (Gandara, 1999a). With a median age of only 26 years, they are also the most youthful segment, one indicator of the importance of education to the group's opportunities for full participation in the economic, civic, and professional life of the communities in which they live and work. The number of Latinos enrolled in undergraduate education increased 202% between 1976 and 1996, with an increase of 31% since 1990. Although numerically significant, these increases represent a decreasing market share of higher education class seats when we factor in the growth of the overall population. Latinos remain the least likely group to attend college and the least likely to attain their degrees when compared to white and black students (NCES, Digest of Educational Statistics, 1998: Table 207). Moreover, they are more likely to attend a low-cost institution (85%), less likely to receive financial aid, and progress at a slower rate as a result--a pattern that continues for those who pursue graduate and professional degrees (NCES, Descriptive Summary of 1989-90, Beginning Postsecondary Students, Table 15. …