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ERIC Number: ED594582
Record Type: Non-Journal
Publication Date: 2018
Pages: 36
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students. Executive Summary
Carnevale, Anthony P.; Van Der Werf, Martin; Quinn, Michael C.; Strohl, Jeff; Repnikov, Dmitri
Georgetown University Center on Education and the Workforce
This is the executive summary for the report, "Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students." America's selective public colleges should be among the great equalizers in our society. Funded primarily by taxpayers and carrying a relatively low price tag, these colleges are meant to be engines of opportunity for all. In reality, however, the doors of these colleges are open wider to White students than to their Black and Latino peers. Whites have almost two-thirds (64%) of the seats in selective public colleges even though Whites make up barely half (54%) of the nation's college-age population. Blacks and Latinos are making unprecedented gains in college-going, but the vast majority of Black and Latino students enroll in overcrowded and underfunded open-access colleges, primarily community colleges. Consequently, fewer Black and Latino students receive a bachelor's degree. [For the full report, see ED594576.]
Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Georgetown University, Center on Education and the Workforce
Identifiers - Assessments and Surveys: SAT (College Admission Test); ACT Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A