Racial/Ethnic Inequality in the College Completion Process: An Empirical Analysis

Nikolas D. Pharris-Ciurej, University of Washington

This analysis uses data from the University of Washington Beyond High School Research Project to examine how racial/ethnic inequality develops across four of the key educational transitions in the college completion process: formation of college plans, college preparation, attendance, and completion. Also it examines whether a cumulative model of educational attainment can explain the racial/ethnic variation at each of these key points. Preliminary analyses indicate that African American, Native American, and Mexican youth are just as likely as their peers to have college plans. However, due to their disadvantaged family backgrounds, they are less likely to attend or complete college. Vietnamese, Korean, and Japanese & Chinese students receive increased levels of support from their significant others, which they are able to translate into increased levels of success at nearly all stages of the college completion process.