Growing social capital: An analysis of minority student choices of major/discipline and occupation

Abstract

Scope and Method of Study:

The purpose of this study was to use a causal-comparative study to explore the relation of race/ethnicity to the selection of academic major/discipline. Demographic data on three academic years (2004-05, 2005-06, and 2006-07) was collected from a community college of 21,000 students located in a Midwestern city of 170,000 people to determine if minority groups are underrepresented as graduates in higher income fields as indicated by occupational wage data pertinent to the community college's metropolitan statistical area. Chi square was used to analyze significant differences in racial/ethnic proportionality within the various academic areas.

Findings and Conclusions:

Disproportionate representation of minority graduates was indicated in the selection of academic disciplines. In the disciplines leading to higher income occupations, such as science, technology, and engineering, African American graduates were underrepresented. In the disciplines leading to lower income occupations, such as social work and teaching, African American and Hispanic graduates were over represented. Disparity of income between race/ethnicities may be ameliorated by promoting the science and technology fields within the minority communities. Social capital's aspects of bonding and bridging may strengthen the relationship between the nation's educational institutions and the minority communities: bonding to strengthen confidence in the benefits of education and bridging to integrate lower income minority students into the economic mainstream.