Although Hispanics are seeking college in greater numbers than ever before, achievement gaps remain. Indeed,
Hispanic college students are less likely than their white counterparts to enroll in a four-year college (56% versus 72%), they are less likely to attend a selective college, less likely to be enrolled in college full time, and less likely to complete a bachelor’s degree. (Fry & Taylor, 2013, p. 5)
Completion rates echo this achievement gap. In 2000, only 10% of Hispanics aged 25–29 had earned a bachelor’s degree or higher compared to 34% of whites and 18% of African-Americans (Llagas & Snyder, 2003).
Although Hispanics have historically been underrepresented in higher education, the data suggest that this trend is ending, requiring universities to examine how to serve Hispanic students and modify strategies that encourage completion among the Hispanic population. For the demographic data presented to culminate in improved graduation rates and long-term higher success levels for Hispanics beyond graduation in addition to creating a diverse university environment, a response to the surge in Hispanic college attendance confronted with low completion rates merits attention and responsiveness.