Cesar Moreno always wanted to attend college. Yet, even after transferring to Washington State University Vancouver from Clark College this past August, getting to college remains only half the challenge for 23-year-old Moreno. He still must find the funds, maintain his dedication and have the social support to finish two more years of schooling.
As more students of Latino heritage like Moreno enter the higher education systems of Washington State, universities have increasingly found themselves searching for the best way to retain students of diverse backgrounds. At Washington State University, retention of minority students functions as a key component of its growing diversity ratio, and 1079 students often constitute the most difficult retention cases.
Retention data compiled by the University’s Office of Institutional Research paint a less than perfect picture for minority students. The graduation rates of WSU minority students have persistently remained 5 to 10 percent lower than that of the combined student average.
A graph charting the six-year graduation rates of WSU freshman in Pullman shows the disparity between minority graduation rates and the combined student average.
According to Nancy Youlden, Vice Chancellor of Student Affairs for WSU Vancouver, retention rates for minority students of both documented and undocumented status may hover at lower levels due to financial concerns, lack of family support and rigorous work schedules.
“As with any legal status, there are often policies—such as the inability to access federal aid or not being authorized to work—that accompany that status which may create some added stress or anxiety,” said Youlden. “This added stress or anxiety potentially can impact a students’ educational experience.”
Although WSU does not track retention data for 1079 students, they fall within the larger minority category and often within the more specific Hispanic subcategory. Of the freshman class admitted to WSU in 2005, 61.4 percent of those identifying as Hispanic graduated within six years, while 67.8 percent of those identifying as Caucasian graduated within that same timeframe.
While it remains impossible to ascertain what percentage of Hispanic students utilized HB 1079 for resident tuition purposes, the gap in graduation percentages may indicate a lower retention rate due to the lack of funding for 1079 students. Additionally, 1079 students who take one or two classes at a time, to lessen the financial burden of paying out-of-pocket for tuition, will not graduate within the same timeframe as their fellow peers taking full course loads.
Yet, even though graduation rates remain notably lower for Hispanic students, first-year freshmen retention rates for minority students have improved in recent years, rising in 2010 to match the 84 percent combined student average. This increased retention means increased levels of diversity for the university.
Bola Majekobaje, Assistant Director for Student Diversity at WSU Vancouver, points out the increase in students of color from 17.8 percent in 2011 to 18.5 percent in 2012 as a good sign but a nonetheless very gradual increase. Instead, she stresses the importance of creating programming to build on the diversity ratio and to increase retention of minority students.
“All students, including undocumented students, who are engaged on their college campus in any way have a greater chance of being retained. Out of all the aspects around retention, I think that’s what we focus on because it’s what we have greater control over,” said Majekobaje.
The Student Diversity office has developed several programs aimed at increasing retention and college awareness for documented and 1079 students alike. One such program, Noche De Familia, takes place entirely in Spanish and educates families on preparing and paying for college. The event serves as both a recruitment event for new students as well as a way for current students to stay involved and engaged.
While Majekobaje proudly touts the programming opportunities offered by Student Diversity, she also highlights the importance of students seeking involvement with other campus groups that place emphasis on community.
“Students will come to campus to interact with high school or middle school students because it feels good to give back to their community,” said Majekobaje. “In the process, they also gain valuable leadership skills and transferable public speaking skills, build their self-confidence and increase their chances of being retained.”
Whether or not such involvement increase minority retention rates may appear purely anecdotal in evidence, but Moreno acts as one success story of a student engaging with campus activities and services.
“Being involved in campus activities has enhanced my education by exposing me to the very best minds that our community has to offer. I get the privilege to interact with extraordinary students and faculty that motivate me to be the very best that I can be,” said Moreno.
Initially, Moreno had few connections on campus, but has since volunteered with Student Diversity and connected to other resources on campus. By doing so, he has increased his own chances of retainment and shown that retention truly comes down to one student at a time.
Searching for Identity Among Numbers 