Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Research
Diversity Digest Volume 10, Number 2

Diversity Digest
Volume 10,
Number 2

Download our print issue (PDF)
Institutional Leadership and Commitment
Diversity and Learning: “A Defining Moment”
Institutional Diversity in a New Nation: Lessons Lived, Lessons Learned
The Pedagogy of Sentipensante: Recasting Institutional Core Agreements
Transforming Our Institutions for the Twenty-first Century: The Role of the Chief Diversity Officer
Creating Institutional Transformation Using the Equity Scorecard
Curricular Transformation
Service Learning, Multicultural Education, and the Core Curriculum:
A Model for Institutional Change
Drop It Like It’s Hot! Hip-Hop in the Twenty-First-Century Classroom
A Sustainable Campus-Wide Program for Diversity Curriculum Infusion
Campus-Community Involvement
El Camino Real: Where Culture and Academia Meet
Faculty Involvement
Advancing Diversity through a Framework of Intersectionality: Inclusion of LGBT Issues in Higher Education
Transitioning on Campus: Creating a Welcoming Climate for Transgender People
Complicating Diversity Categories: Jewish Identity in the Classroom
Student Experience
Dealing with Student Resistance: Sources and Strategies
Beyond Tourism: Race, Space, and National Identity in London
Graduate and Professional Degree Attainment for Students of Color
Affordability of Postsecondary Education for Students of Color
Diversity and Learning Resources

Graduate and Professional Degree Attainment for Students of Color

In a recent issue of Diverse, Victor M. H. Borden and Pamela C. Brown analyzed preliminary data from the Integrated Postsecondary Education Data Set collected by the U.S. Department of Education’s National Center for Education Statistics. This data is based upon graduate degrees awarded by accredited institutions in the U.S. during the 2004–5 academic year.

Analysis of the data showed the following:

  • Both the number and share of students of color who earn graduate and professional degrees is increasing (up to nearly 138,000 from 73,000 ten years ago, with an increase from 15 percent to 21 percent of all degree recipients).
  • Students from particular groups—African Americans, Hispanics, and American Indians—are still less likely than their peers to attain first professional and doctoral degrees, particularly in the STEM fields (science, technology, engineering, and mathematics).
  • Achievement rates vary across disciplines according to race/ethnicity (Asian Americans, for instance, obtain engineering degrees in higher numbers than other non-white ethnic groups; African Americans, meanwhile, earn almost half of their doctoral degrees in education).

The authors analyzed the data according to race/ethnicity, type of degree earned, and discipline. Charts included with the data analysis rank institutions by the total number of graduates in 2004–5. They also detail the number of male and female graduates, the percentage of the graduating class indicated, and the percentage change since the 2003–4 academic year.

For the full report, see “The Top 100: Interpreting the Data,” by Victor M. H. Borden and Pamela C. Brown, Diverse: Issues in Higher Education 23, no. 11 (July 13, 2006): 34–103.

Questions, comments, and suggested resources should be directed to campbell@aacu.org.
Copyright 1996 - 2014
Association of American Colleges & Universities | 1818 R Street NW, Washington, DC, 20009