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My professional perspective is being a graduate student in Higher Education for Student Development and Leadership at Angelo State University. I received my bachelors of Arts in History with an Minor in Mexican American Studies at Angelo State University in August of 2016. Upon completion of the master degree in Higher Education in Student Development & Leadership, I would like to work within Student Affairs as a student success coordinator at a public university to help develop students to be the leader; I know they can be.

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I interviewed Dr. John E. Klingemann, History Department Head/Instructor at Angelo State University about the changing demographics within Texas in public education and what issues will arise with the changing demographics.

#1 Texas population in 2011 was around 25.8 million with 38.10% of it being Hispanic. By 2020, The Texas Population should reach 30.5 million with 42.50% being Hispanic (J. Klingemann, personal communication).

#2 Total enrollment of Texas students within high school was 42% White, and 40% Hispanic in 2008-2009. By 2019-2020 total enrollment of Texas students within high school should be 30% White and 55% Hispanic (J. Klingemann, personal communication).

#3 Texas Highschool graduates in 2013 were 107.4K White and 139.9K Hispanic. By 2034, Texas Highschool graduation rates should reach 107.K white and 177.6K Hispanic (J. Klingemann, personal communication).

#4 With the increasing graduation rates of minorities, more first-generation minority students will attend the university. Universities need to learn how to deal with hateful speech that reflects discrimination on a particular race.

#5 Frequently one of the biggest challenges when it comes to recording demographics is the number is not accurate. Poor recordings will results in states not getting the proper funding.

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In my review of the Student Affairs Administrators in Higher Education (NASPA) website, they announced
a policy on October 22, 2018, that will respond to the 2020 Census and with an influencing policy that will affect national and state system in 2020 to at least 2032. "The census data are used to allocate billions of dollars in federal funding to states and municipalities- nearly $600 billion in FY2015 distributed across 16 programs supporting low-income families, highways, and Medicaid (Hinds,2018)".

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In an era of ubiquitous data and data collection, the notion of completing an official count of every person in the United States every ten years may seem outdated. The Census, however, is a vital component in the foundation of our national government. Understanding the importance of the Census and the role it plays in ensuring the health of our representative democracy is essential as we head into the final year of preparation for the 2020 Census. This post provides a brief history of the Census and how it relates to the United States House of Representatives and the distribution of federal funds before addressing how student affairs professionals can help ensure all members of the campus communities are counted in 2020.

Role of the Census in Today's Federal Government

As described in our post from May, the decennial national Census is stipulated in Article I, Section 2 of the United States Constitution, as amended by the Fourteenth Amendment. It links the number of all people[1] within a state directly to the number or representatives allotted that state in the House of Representatives. Following each decennial Census, representatives are apportioned to the states on the basis of their population counts from the most recent Census. States may gain (e.g. Nevada gained one seat following the 2010 Census) or lose (e.g., Louisiana lost one seat following the 2010 Census) seats in the House of Representatives due to shifts in population between states, but every state is guaranteed at least one Representative. Because re-apportionment of state representatives is only mandated following a decennial Census, changes made following the 2020 Census will influence national and state policy into at least 2032, and possibly beyond.

Census data are also used to allocate billions of dollars in federal funding to states and municipalities - nearly $600 billion in FY2015 distributed across 16 programs supporting children from low-income families, federal highways, and Medicaid. In addition to these federal and state allocations, the Center for Budget and Policy Priorities notes that Census data are also frequently used by businesses to determine where to open new locations and by counties when considering school closures. Census data are also helping colleges and universities provide better information about the employment outcomes for students by major through the Post-secondary Employment Outcomes (PSEO) project. Because the Census is the only time every resident of the United States is counted and the data are available only every 10 years, each decennial Census influences how political power and money is apportioned in states for a decade, until the next Census is completed.

Concerns for an Undercount in the 2020 Census

Counting every person across a country as geographically large and diverse as the United States is daunting under the best of circumstances. Avoiding differential undercounts, e.g., missing a large proportion of children, people of color, rural residents, and low-income or homeless individuals, has long been a challenge that the US Census Bureau takes proactive steps to counter. Current political circumstances, specifically with respect to the inclusion of a question on the Census about citizenship and on-going concerns about personal data use by the federal government, exacerbate the challenges.

The citizenship question has been particularly fraught due to claims that the addition stems from partisan motivation to intentionally skew the distribution of funds and political power away from areas with substantial foreign-born populations. A central facet of the controversy is a belief that Republicans connected to the White House are intentionally trying to suppress voters that tend to vote for Democrat Party candidates. Dozens of states and cities filed a lawsuit earlier this year to prevent the inclusion of the citizenship question and trial in the case is set to start November 5, 2018. Earlier in October, the Supreme Court blocked orders from a lower court that would have required Commerce Secretary Wilbur Ross and Justice Department official John Gore to provide depositions under oath for the case. Despite efforts to stop the case, which is scheduled to begin trial on November 5, 2018, from progressing, a federal judge ruled this week that the case will proceed as scheduled.

The Center for Law and Social Policy (CLASP), advocates for low-income people, submitted comments on the proposed addition of the citizenship question in August 2017. CLASP strongly opposes the question, citing data from focus groups they held in six states between May and November 2017 that led them to conclude that "countless numbers of immigrants will choose not to participate in the Census for fear that their personal information and immigration status would not remain confidential and would be used against them or members of their families." These concerns are shared by many experts and persist despite federal protections preventing sharing of Census data with anyone, including law enforcement or other branches of the federal government.

The citizenship question is not the only undercount threat the upcoming 2020 Census faces. The 2020 Census will be the first to allow individuals to respond online, introducing fears that the digital divide in our country will introduce or exacerbate differential undercounts between urban and rural areas, and low-income or homeless individuals. On-going concerns about the cost estimates submitted by the Census Bureau, which are substantially higher than in previous years, compounded with incomplete schedules that include estimate of labor and equipment needed to complete the Census add to the undercount concerns.

Student Affairs and the Census

Community actors, including colleges and universities, are important partners that can help explain the importance of the Census, encourage all people to complete their Census forms, and counter possible undercounts in the Census. Higher education professionals and institutions can help by sharing accurate information about the 2020 Census within their communities, spreading the word about jobs available with the 2020 Census, and by learning more about becoming an official partner through The Census Bureau's Integrated Partnership and Communications (IPC) program.

The Census Bureau has created a Community Outreach Toolkit to help community partners learn about the Census, identify common barriers to participation, and encourage all people in their community to be counted. Campus leaders can work within their state or communities to form or participate in a State Complete Count Commission or a Complete Count Committee to encourage participation in your community. Working with other partners in your communities can help send consistent and repeated messages to community members dispelling fears and encouraging participation in the Census. The Census Project has developed a toolkit to help community organizers create coalitions to promote a fair and accurate Census. Reviewing these tools can help student affairs professionals and institutions understand and explain the importance of the Census for their campus and broader communities.

Image Credit: This image or file is a work of a United States Census Bureau employee, taken or made as part of that person's official duties. As a work of the U.S. federal government, the image is in the public domain. Retrieved from Wikimedia Commons, 10/25/2018.

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Influencing Policy into 2032: Preparing Campuses and Students to Respond to the 2020 Census

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In an era of ubiquitous data and data collection, the notion of completing an official count of every person in the United States every ten years may seem outdated. The Census, however, is a vital component in the foundation of our national government.

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In the top 10 issues in Higher Education Policy Brief by American Association of State Colleges and Universities (AASCU), President Trump moved to phase out the DACA program; it is set to end by March 5, 2020. If DACA expires without a resolution, there will be fallout in demographics in individual states (AASCU Government Relations and Policy Analysis Division [AASCU], 2018).

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With demographics shifting college has become more accessible to people of color, women, and low-income families (Terenzini, Springer, Yaegar, Pascarella, & Nora, Feb. 1996).

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I conducted an internet search for problems occurring from the changing demographics within secondary education, and I found an article on insidehighered.com. This article discusses how certain racial groups take distant education courses to get away from racial tension, but instructions are less likely to assist students with names that are related to a particular race, religion, etc.

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Many proponents of online education have speculated that the digital learning environment might be a meritocracy, where students are judged not on their race or gender, but on the comments they post.

A study being released today by the Center for Education Policy Analysis at Stanford University, however, finds that bias appears to be strong in online course discussions.

The study found that instructors are 94 percent more likely to respond to discussion forum posts by white male students than by other students. The authors write that they believe their work is the first to demonstrate with a large pool that the sort of bias that concerns many educators in face-to-face instruction is also present in online education.

The study looked at discussion forums in 124 massive open online courses (all were provided on a single MOOC platform that the paper does not identify, citing confidentiality requirements). The researchers created fictional student accounts, with names that most would identify as being either white, black, Indian or Chinese, with male and female names for each racial/ethnic group.

Over all, instructors responded to 7 percent of comments posted by students. But for white male students, the response rate was 12 percent.

"Our results show compelling experimental evidence that instructor discrimination exists in discussion forums of online classrooms," says the paper. "Simply attaching a name that connotes a specific race and gender to a discussion forum post changes the likelihood that an instructor will respond to that post."

The gap in instructor response rates was the same in courses in science and technology and in other subject areas.

In course discussion forums, students also respond to fellow students. Here the study found that female, white and Indian students were more likely to respond to the fictional students who were from their own group. But the impact was modest, with one exception -- white female students were significantly more likely to respond to posts by white women than were other students.

The authors of the study are Rachel Baker of the University of California, Irvine; Thomas Dee of Stanford; Brent Evans of Vanderbilt University; and June John of Stanford.

Their paper acknowledges limitations of the study. The authors note that they are uncertain about how instructors or students react to postings from people whose names are not as identifiable by race, ethnicity or gender as the names used in the study. Further, they note that because the students they created are fictional, they could not study the impact on students of the varying response rates by instructors.

They conclude by stating that their findings are important, given the increasing use of online education.

"Because online courses are typically asynchronous, these forums provide a uniquely important venue for instructor-to-student and student-to-student engagement," the paper says. "Our field experiment produced evidence that the comparative anonymity granted by asynchronous, digitally mediated interactions in online discussion forums does not eliminate bias among instructors."

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Study finds evidence of racial and gender bias in online education

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Many proponents of online education have speculated that the digital learning environment might be a meritocracy, where students are judged not on their race or gender, but on the comments they post. A study being released today by the Center for Education Policy Analysis at Stanford University, however, finds that bias appears to be strong in online course discussions.

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AASCU Government Relations and Policy Analysis Division. (2018). Top 10 Higher Education State Policy Issues for 2018. AASCU.org, 1-9. https://doi.org/file:///C:/Users/Geoffrey%20Johnston/Documents/Top10Issues2018.pdf

Hinds, T. L. (2018, October 25). Influencing Policy into 2032: Preparing Campuses and Students to Respond to the 2020 Census. NASPA. https://doi.org/https://www.naspa.org/rpi/posts/influencing-policy-into-2032-preparing-campuses-and-students-to-respond-to

Jaschik, S. (2018, March 8). Race and Gender Bias in Online Courses. Inside Higher Ed. https://doi.org/https://www.insidehighered.com/news/2018/03/08/study-finds-evidence-racial-and-gender-bias-online-education

Terenzini, P. T., Springer, L., Yaegar, P. M., Pascarella, E. T., & Nora, A. (Feb. 1996). First-Generation College Students: Characteristics, Experiences, and Cognitive Development. First-Generation College Students Characteristics, 37, 1-22. https://doi.org/http://www.jstor.org/stable/40196208