Interesting trend shows that an increasing number of Latinos are using certification as an alternative educational strategy to enter the workforce faster and with better pay. A Georgetown Center on Education and Workforce report shows this strategy as an option for many low-income students who are not convinced a four-year college degree will pay off.
Certificates with economic value are cost-effective, partly because they are the quickest education and job training awards offered by American higher education. Certificates almost always take less than two years to complete, and more than half take less than one year. They also often pay off more than two-year degrees and sometimes pay off more than four-year degrees.
Florida State student Karen Garza shares advice regarding Latino consumers; however, the same important advice should be understood by organizations targeting Latino talent:
The Hispanic consumer doesn’t want to buy from a company whose only goal is to sell a product, but wants a product that will enhance or add to their cultural identity. What sets the Hispanic market apart from non-Hispanics is that once companies prove themselves to their Latino consumer, they will get not only a happy customer, but a loyal one who is willing to tell others about a product.
Google for Entrepreneurs is supporting Latino tech start ups in a big way:
“Our mission with Google for Entrepreneurs is to grow entrepreneurial communities and equip them with the resources and technology they need to tackle big ideas and build great companies,” said Mary Grove, Director of Global Entrepreneurship Outreach at Google.”
It’s exactly what Google is doing in partnership with Manos Accelerator, a mentorship-driven program that provides education, resources and guidance for promising startup companies led by Latinos.
Fascinating article in the NYT this morning about Harvard’ Business School’s “experiment” aimed at improving women performance and the college’s gender relations. The case study addresses pay equity, faculty representation, and social dynamics. As one might guess, HBS faculty and successful alums are still white male dominated.
At the end of every semester, students gave professors teaching scores from a low of 1 to a high of 7, and some of the female junior faculty scores looked beyond redemption. More of the male professors arrived at Harvard after long careers, regaling students with real-life experiences. Because the pool of businesswomen was smaller, female professors were more likely to be academics, and students saw female stars as exceptions.
Graphic via NYT
While cities and regions in U.S. are confronting their own academic achievement gaps, this issue is having a global impact. While more kids around the world are attending primary schools, many are not demonstrating basic reading or writing skills. The issue has ripple effects starting from elementary to higher education – and ultimately the workforce. Consider Liberia:
And, sadly, Liberia’s woes are hardly unique. Around the developing world, hundreds of millions of students are learning only a fraction of what the syllabuses suggest they should, and often they leave school without even a basic grasp of reading, writing, and arithmetic. Unaddressed, the global learning challenge is likely to become a serious drag on worldwide growth.
The future of work is collaborative – but not how you might think. It’s more than working as “team” or new technology. The future of work is based on new behaviors, engagement, freedom, and connections. Check out Jacob Morgan’s overview below.
I’ve written about the Latino education “pipeline,” particularly the leaky points from college enrollment to graduation. Three new reports again highlight the educational leaks, however, this time from a broader view.
According to the University of Virginia’s Weldon Cooper Center for Public Service, by 2040 Latinos will comprise a large chunk of elementary and high school students.
(Graphic via Washington Post)
An increasing number of these Latino students are heading to college. As compared to other population groups, Latino college enrollments are surging. According to this recent Census report:
Hispanics didn’t follow the trend, as the number enrolled in college grew by 447,000 from 2011 to 2012. Meanwhile, non-Hispanic white enrollment declined by 1.1 million and black enrollment by 108,000. From 2006 to 2012, the percentage of all college students who were Hispanic rose from 11 percent to 17 percent.
Great news, right? Well, yes and no. It’s exciting to see more Latinos heading to college, the problem is getting them to graduate. According to FactTank:
But despite these gains, the share of Latino adults nationally that have a bachelor’s degree, 13.4%, remains significantly below that of whites (31.8%), Asians (50.3%) and blacks (18.7%).
We know where the leaks are – let’s fix them.
Since 2004, the Alliance for Board Diversity has been conducting a census of Fortune 100 board of directors to gauge the inclusion of women and minorities. In the decade since their studies began, and despite many so called ERG and diversity “initiatives,” the composition of Fortune 100 and 500 board rooms has not changed.
According to their latest study, the Alliance for Board Diversity Census reports that white men comprise nearly 70% of the 1,214 Fortunte 100 board seats. Overall, Latinos constitute only 4.3% of board seats as compared to 83% for whites. The representation of minority women is even worse.
Have a great day!
Graphic via Alliance for Board Diversity
Via the Georgetown University Center on Education & the Workforce Separate and UnEqual Study.
“Since 1995, 82 percent of new white enrollments have gone to the 468 most selective colleges, while 72 percent of new Hispanic enrollment and 68 percent of new African-American enrollment have gone to the two-year open-access schools.”
h/t Lumina Foundation
A study by The Center for College Affordability illustrates the on-going dynamics of the U.S. labor force, especially for college graduates. Money quote via the study:
The mismatch between the educational requirements for various occupations and the amount of education obtained by workers is large and growing significantly over time. The problem can be viewed two ways. In one sense, we have an “underemployment” problem; College graduates are underemployed, performing jobs which require vastly less educational tools than they possess. The flip side of that, though, is that we have an “overinvestment” problem: We are churning out far more college graduates than required by labor-market imperatives.
Graphic Credit: Center for College Affordability and Productivity