21 ST Minorities Report 2004

Minorities in
Higher
Education
TWENTY-FIRST
ANNUAL STATUS REPORT
20032004
William B. Harvey
Eugene L. Anderson
With generous support from
and the
GE Foundation
American Council on Education
Minorities in
Higher
Education
TWENTY-FIRST
ANNUAL STATUS REPORT
20032004
William B. Harvey
Center for Advancement of Racial and Ethnic Equity
Eugene L. Anderson
Center for Policy Analysis
With generous support from
and the
GE Foundation
PROJECT COORDINATOR:
Linda D. Mabrey, Program Associate
ACKNOWLEDGMENTS
The Center for Advancement of Racial and Ethnic Equity and the Center for Policy Analysis of the American
Council on Education (ACE) are pleased to issue the Twenty-first Annual Status Report on Minorities in
Higher Education. This report has been produced with the generous support of The Coca-Cola Foundation
and the GE Foundation. We also wish to acknowledge the outstanding work of Kaylen Tucker, a contributor to
the trends section of this report, and to thank the staff of ACEs Publications Department for their editorial and
design work. Finally, our appreciation goes to the National Center for Education Statistics at the
U.S. Department of Education for collecting and providing access to the higher education data analyzed in this
report.
Copyright February 2005

ACE and the American Council on Education are registered marks of the American Council on Education.
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Table of Contents
FOREWORD
...............................................................v
INTRODUCTION
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
EXECUTIVE SUMMARY
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
CHAPTER 1:
High School Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Overview of Long-Term Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview of Recent Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
CHAPTER 2:
College Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Overview of Long-Term Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Overview of Recent Trends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CHAPTER 3:
College Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Overview of Long-Term Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Overview of Recent Trends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
CHAPTER 4:
College Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Trends by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
CHAPTER 5:
Degrees Conferred: Associate, Bachelors, & Masters . . . . . . . . . . . . . . . . . . . . . . . . . 21

CHAPTER 6:
Degrees Conferred by Field: Bachelors & Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

CHAPTER 7:
First-Professional and Doctoral Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

CHAPTER 8:
Employment in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

TABLES
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
LIST OF FIGURES
Figure 1
High School Completion Rates for 18- to 24-Year-Olds, by Race/Ethnicity:

Selected Years, 1990-92 to 2000-02. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Figure 2
College Participation Rates of 18- to 24-Year-Old High School Graduates,

by Race/Ethnicity: Selected Years, 1990-92 to 2000-02. . . . . . . . . . . . . . . . . . . . . . . . .5
Figure 3
Percentage of Persons 25 to 29 Years Old Who Had Completed Four or More

Years of College, by Race/Ethnicity: Selected Years, 1991-93 to 2001-03 . . . . . . . . . . . 6
Figure 4
Minority Enrollment in Higher Education, by Race/Ethnicity: 1991-2001. . . . . . . . . . . . 10
Figure 5
Degree Attainment Rates Among Degree-Seeking Postsecondary Students

Who Enrolled in 1989-90, After Five Years, by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . 17
Figure 5A
Degree Attainment Rates Among Degree-Seeking Postsecondary Students

Who Enrolled in 1995-96, After Five Years, by Race/Ethnicity . . . . . . . . . . . . . . . . . . . . 17
Figure 6
Degrees Conferred to African Americans, by Type of Degree: 1991-92 to 2001-02 . . . 21
Figure 7
Degrees Conferred to Hispanics, by Type of Degree: 1991-92 to 2001-02. . . . . . . . . . 22
Figure 8
Degrees Conferred to Asian Americans, by Type of Degree: 1991-92 to 2001-02 . . . . 23
Figure 9
Degrees Conferred to American Indians, by Type of Degree: 1991-92 to 2001-02. . . 24
Figure 10
Percentage Change in Number of Bachelors Degrees Awarded in Selected Fields,

by Race/Ethnicity: 1991-92 to 2001-02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Figure 11
Percentage Change in Number of Master's Degrees Awarded in Selected Fields, by

Race/Ethnicity: 2000-01 to 2001-02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Figure 12
First-Professional Degrees Conferred, by Race/Ethnicity and Gender:

1991-92 to 2001-02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Figure 13
Percentage Change in Number of Doctoral Degrees Awarded in Selected Fields, by

Race/Ethnicity: 2000-01 to 2001-02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Figure 14
Percent Change in Number of Full-Time Faculty, by Race/Ethnicity: 1993 to 2001. . . . 41
Figure 15
Number of Full-Time Administrators in Higher Education, by Race/Ethnicity:

1993 to 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Figure 16
Change in the Number of Minority College and University Presidents,

by Race/Ethnicity and Institution Type: 2003 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Commission on Advancement of Racial and Ethnic Equity

The presidential Commission on Advancement of Racial and Ethnic Equity is charged with advising the American Council on Education (ACE) and
its Center for Advancement of Racial and Ethnic Equity (CAREE) on various issues related to diversity in higher education. As a group, the
Commission contributes to programs and activities coordinated by CAREE and provides leadership in four broadly defined CAREE program goals:
raising awareness of the importance of increasing diversity at all levels on college and university campuses; reviewing and discussing research
studies and publications on issues of diversity; serving as presenters, conveners, and mentors in leadership and professional development
programs, academic meetings, and policy forums; and facilitating connections and linkages among the academy, the K12 community, and
corporate and philanthropic partners to promote diversity.
As role models for achieving greater diversity in postsecondary education, the commissioners assume an active role in Council activities and
work with the CAREE staff to ensure that the interests and concerns of minority constituencies are represented within ACE and throughout the
entire higher education community.
COMMISSION CHAIR
Mildred Garcia, President, Berkeley College (NY)
TERM ENDING JUNE 30, 2004
David W. Adamany, President, Temple University (PA)
Philip W. Eaton, President, Seattle Pacific University (WA)
Manuel J. Fernos, President, Inter American University of Puerto
Rico Central Office
Ann Foxworthy, Superintendent/President, Allan Hancock
College (CA)
Carlos Hernandez, President, New Jersey City University
Clayton D. Mote, President, University of Maryland College Park
Tessa Martinez Pollack, President, Our Lady of the Lake
University (TX)
Gregory S. Prince, Jr., President, Hampshire College (NH)
James C. Renick, Chancellor, North Carolina A&T State
University
Kay Schallenkamp, President, Emporia State University (KS)
Henry N. Tisdale, President, Claflin College (SC)
Edna V. Baehre, President, Harrisburg Area Community
College (PA)
Christopher C. Dahl, President, State University of New York
College at Geneseo
Larry R. Faulkner, President, University of Texas at Austin
Christine Johnson, President, Community College of
Denver (CO)
Rumaldo Z. Juarez, President, Texas A&M UniversityKingsville
Peter Likins, President, University of Arizona
Sidney A. Ribeau, President, Bowling Green State
University (OH)
Augusta Souza Kapper, President, Bank Street College of
Education (NY)
Wayne D. Watson, Chancellor, City Colleges of Chicago (IL)

Richard A. Berman, President, Manhattanville College (NY)
R. Wayne Branch, President, Clark College (WA)
Walter G. Bumphus, System President, Louisiana Community &
Technical College System
William J. Carroll, President, Benedictine University (IL)
Thomas F. George, Chancellor, University of MissouriSt. Louis
Charlene Drew Jarvis, President, Southeastern University (DC)
Joseph Martin, President, Southwestern Indian Polytechnic
Institute (NM)
Gail O. Mellow, President, LaGuardia Community College/City
University of New York
J. Michael Ortiz, President, California State Polytechnic
University, Pomona
James M. Rosser, President, California State University
Los Angeles
James E. Shanley, President, Fort Peck Community
College (MT)
Portia H. Shields, President, Albany State University (GA)
H. Patrick Swygert, President, Howard University (DC)
George C. Wright, President, Prairie View A&M University (TX)
EX OFFICIO MEMBERS
Lezli Baskerville, President and CEO, National Association for
Equal Opportunity in Higher Education (MD)
Antonio R. Flores, President, Hispanic Association of Colleges
and Universities (TX)
Gerald E. Gipp, Executive Director, American Indian Higher
Education Consortium (VA)
Roger H. Nozaki, Executive Director, GE Foundation (CT)
CALIFORNIA STATE UNIVERSITY
Foreword
he American Council on Education (ACE) articulates one of its core values in its strategic
plan, Connections to the Future, in the following statement: ACE values inclusiveness and
diversity, recognizes higher educations responsibility to society, and embraces the belief
that widespread access to excellent postsecondary educational opportunities is the
cornerstone of a democratic society. This 21st edition of the Minorities in Higher Education Annual
Status Report is a reflection of that value statement. ACE is proud to publish this document and
gratefully acknowledges the generous support of The Coca-Cola Foundation and the GE Foundation.
Diversifying the nations higher education institutions continues to be one of the most
important challenges facing our society, even though important progress has been achieved during the
past 21 years. Demographic changes will dramatically increase the proportions of people of color, and
our academic institutions must continue to strive to reflect the diversity of the American population.
In particular, we must reach out to the African-American, Latino, and Native American communities.
The mission of The Coca-Cola Foundation is to improve the quality of life in the community and
enhance individual opportunity through education. The Coca-Cola Foundation encourages new
solutions to address countless problems that impede educational systems today, and supports existing
programs that work. Because the challenges for education are so broad, the Foundations commitment is multifaceted. It offers support to public and private colleges and universities, elementary
and secondary schools, teacher-training programs, and educational programs for minority students.
The GE Foundation, the philanthropic organization of the General Electric Company, works to
strengthen educational access, equity, and quality for disadvantaged youth globally. The
Foundations core focus has been consistent since its founding over 50 years ago, including support
for the United Negro College Fund and graduate fellowships in the early 1950s; leadership in the
formation of the National Action Council for Minorities in Engineering in the 1970s; and tens of
millions of dollars in the past two decades to initiatives like College Bound, Faculty for the Future,
and Math Excellence, all focused on strengthening the educational quality and opportunity for
historically underrepresented students.
ACE, The Coca-Cola Foundation, and the GE Foundation invest in these initiatives because of
our shared belief that a well-educated, diverse citizenry and workforce are a national priority,
critical to our democracy and quality of life. This 21st Annual Status Report challenges us to
recognize the demographic, political, and social realities of the 21st century. The data tell us how far
we have come in our quest for educational excellence for all students, but they also caution us that
equity in education for all Americans remains a goal that we must strive to reach.
David Ward
President
American Council
on Education
Ingrid Saunders Jones

Chairperson
The Coca-Cola Foundation
Robert Corcoran
President
GE Foundation
AMERICAN COUNCIL ON EDUCATION
Introduction
ith the publication of this 21st edition of the Minorities in Higher Education
Annual Status Report, the American Council on Education (ACE) confirms its
commitment to providing data and analysis that track the movement of people of
colorAfrican Americans, Hispanics, Asian Americans, and American Indians
into and through Americas higher education institutions.
Prepared by ACEs Center for Advancement of Racial and Ethnic Equity (CAREE, formerly
the Office of Minorities in Higher Education) and Center for Policy Analysis, this report presents
and summarizes the most recent data available on major indicators of progress among racial and
ethnic minorities in American higher education. It analyzes statisticson high school completion,
college participation and enrollment, degrees conferred, and higher education employmentby
race/ethnicity and gender. The report provides data primarily from 1991 to 2001, as well as a focus
on the most recent one-year period for which data are available, 2000 to 2001.
The report does not include data on high school completion and college participation rates for
Asian Americans or American Indians because such information is not available from the
U.S. Census Bureau for the entire period covered in the report. ACE continues to urge federal and
state governments to improve their annual data collection to enable more thorough monitoring of
the college-going patterns of all racial and ethnic groups.
METHODOLOGY
As with previous issues of this report, primary data sources for this edition include the U.S. Census
Bureau and the U.S. Department of Educations National Center for Education Statistics (NCES).
Tables 1 through 3 are produced with data from the U.S. Census Bureaus Current Population
Survey Reports (CPS). The CPS is a nationally representative sample of about 80,000 households,
based on surveys conducted annually. The sampling technique used provides reliable estimates at
the state and national levels, however, when examining subsets of the population, year-to-year
changes in the data may be misleading due to small sample sizes. The analysis and discussion of
these data in this report are based on three-year averages in an effort to compensate for small
sample sizes in individual years. Data from the CPS are not intended to be comparable to similar
data from other sources.
Previous editions of this report relied on data from tables constructed by NCES using the
Integrated Postsecondary Education Data System (IPEDS), a postsecondary education data
collection program. This edition of the Status Report uses data calculated from author analysis of
IPEDS. Doing this analysis enabled ACE researchers to define the universe of schools included in
calculations and determine how to categorize and list variables.
vii
This edition of the Status Report is the first to contain data for persons of unknown race/
ethnicity. In 1990, a category for persons of unknown race/ethnicity was added to the IPEDS Fall
Enrollment Survey. In an effort to maintain consistency in its long-term trend tables, NCES did
not add the race/ethnicity unknown category to its tables in the Annual Digest of Education
Statistics. Instead, NCES distributed the persons of unknown race/ethnicity across the traditional
racial categories for each institution, a technique called raking. Previous editions of the
Status Report used data from these NCES tables, with race/ethnicity unknown persons not listed
separately, but added to the standard racial/ethnic categories. This edition of the Status Report,
however, lists race/ethnicity unknown persons separately in most of the enrollment and
degrees conferred tables. The decision to provide a separate listing for persons of unknown
race/ethnicity was made because data on these individuals are available for the 10-year period
covered in this report, 1991 to 2001. Furthermore, the increasing size of the unknown race/
ethnicity population makes these data important in discussing the changing demographics of
American higher education.
Finally, it is important to note that the universe of institutions included in calculating the
data was similar to the universe used by NCES, with one major exception. Higher education data
were calculated only for degree-granting institutions in the 50 states and the District of
Columbia. Higher education data before 1996 include only institutions accredited by an agency or
association that was recognized by the U.S. Department of Education or directly by the Secretary
of Education. Beginning in 1996, this accreditation requirement was replaced by a requirement
that institutions be eligible to receive Title IV federal funds. To make these two populations of
institutions more comparable, the authors excluded the Community College of the Air Force for
years prior to 1996, when the institution would have met the NCES filters, permitting it to be
included in the universe of schools. The Community College of the Air Force is not open to the
public, and therefore should not be included in the calculation of national higher education data
for any year.
viii
STATUS REPORT ON MINORITIES IN HIGHER EDUCATION
Executive
Summary
uring the 1990s, higher education

enrollment followed the same trend
as the entire college-age population
in the United States: A tremendous
increase in the number of minorities countered
1
declines among the number of whites. From
1991 to 2001, higher education enrollment
increased by 1.6 million students to reach nearly
16 million students, an increase of 11.2 percent.
White enrollment fell by nearly 500,000 students, but the number of minority students
made dramatic gains, increasing by nearly
1.5 million students, or 51.7 percent. Also
adding to the increase in higher education
enrollment was the growing number of persons
of unknown race/ethnicity. This 21st edition of
the Minorities in Higher Education Status
Report is the first to include data for persons of
unknown race/ethnicity. When the National
Center for Education Statistics added the
race/ethnicity unknown category in 1990,
the number of students in this category was less
2
than 500,000. Ten years later, the enrollment of
these students doubled from about 468,000 students in 1991 to more than 938,000 students in
2001. In 2001, persons of unknown race/ethnicity represented a group of considerable size,
fourth in enrollment after whites, African
Americans, and Hispanics. The growth in
enrollment of this newly defined population
occurred similarly at all types of institutions and
equally among men and women.
Despite making substantial increases in

enrollment, African Americans and Hispanics
continue to trail whites in the percentage of the
college-age cohort enrolled in college, commonly
referred to as the college participation rate. The
large decline in the white college-age population actually caused the college participation
rate of whites to increase from 41.1 percent in
199092 to 45.5 percent in 200002. The number of 18- to 24-year-old African Americans
increased, but the number enrolled in college
increased at a higher rate, so the college participation rate for African Americans increased
from 32.7 percent in 199092 to 39.9 percent
eight years later. The growth in the number of
Hispanics aged 18 to 24 who were enrolled in
higher education did not increase at a significantly higher rate than the general population,
so the Hispanic college participation rate
3
showed little improvement.
U.S. Census Bureau, decennial census of population, 1900 to 2000.
Race/ethnicity unknown persons are those whose postsecondary institution was unable to classify them by race/ethnicity.
College participation rate data from 1990 to 2002 are not available for American Indians and Asian Americans because of small sample sizes in the
U.S. Census Bureau, Current Population Survey.
ix
This Minorities in Higher Education

Twenty-first Annual Status Report provides a
long- and short-term overview of the trends in
higher education. Highlights of the findings
include:
HIGH SCHOOL COMPLETION

In the 10-year period between 199092
and 200002, Hispanic students showed the
highest increase in high school completion
(HSC) rates, increasing by 6.9 percentage
points to stand at 61.5 percent.
From 199799 to 200002, only African
Americans experienced an increase in
high school completion rate, rising by 2.4 percentage points to rest at 77.2 percent. In the
same period, both African-American and
Hispanic women increased their HSC rates
and maintained their lead over men.
COLLEGE PARTICIPATION
The college participation rate for all 18- to
24-year-old students increased by 3.4 percentage points in the 10-year period between
199092 and 200002 to 44.1 percent.
From 199092 to 200002, the college
participation rate for men increased by only
1 percentage point, while for women, it
increased by 5.5 percentage points.
COLLEGE ENROLLMENT
In the 10-year period between 1991 and
2001, African-American enrollment in higher
education rose by 36.9 percent, to total nearly
1.8 million students.
From 1991 to 2001, growth in Hispanic
enrollment led all racial/ethnic groups,
increasing by 626,000 students, or 75.1 percent. The largest growth took place at twoyear institutions, where Hispanic enrollment
rose by 82.1 percent, compared with a
67.6 percent increase at four-year institutions.
2001, Asian-American enrollment increased
by 328,000 students, a 53.7 percent expansion. Asian Americans led all racial/ethnic
groups in the rate of growth at the firstprofessional level, growing by 74.8 percent,
for an increase of 15,000 students.
In 1991, the majority of American Indian
students were enrolled in two-year institutions
61,000, compared with 49,000 at four-year
institutions. After a 53.0 percent increase in
American Indian enrollment at four-year institutions, four-year schools became home to the
majority of American Indian students by
2001, enrolling 75,000, compared with
74,000 at two-year institutions.
COLLEGE PERSISTENCE RATES

Overall persistence rates among students
who began their postsecondary education at
four-year institutions improved from 1994 to
2000: More students had earned a bachelors
degree and fewer had left school without
a degree by the end of that period. The percentage of students earning a bachelors
degree had increased by 3 percentage points
during that period, to 54.3 percent. The percentage of students who had not earned any
degree and were no longer enrolled decreased
from 24.9 percent to 20.7 percent over this
same period.
Among students who began in 199596,
Asian-American students had the highest rate
of attaining a bachelors degree, 62.3 percent,
followed by white students, who posted a rate
of 58 percent. African-American students had
the largest percentage of students with no
degree but who were still enrolled (25.6 percent), as well as those without a degree and no
longer enrolled (30.1 percent).
DEGREES CONFERRED: ASSOCIATE,

BACHELORS, AND MASTERS
The number of degrees conferred at
the associate, bachelors, and masters degree
levels increased by more than 100,000
degrees at each level from 199192 to
200102. The largest numerical increase
occurred at the bachelors degree level, in
which institutions awarded 156,000 more
bachelors degrees in 200102 than in
199192, an increase of 13.7 percent.
From 199192 to 200102, African
Americans doubled the number of masters
degrees they had earned, from 17,000 degrees
to 37,000 degrees. African Americans also
recorded dramatic gains in the numbers of
associate and bachelors degrees earned,
which increased by 66.5 percent and 56.1 percent, respectively.

200102, Hispanics more than doubled the
number of degrees they earned at the associate and masters degree levels, earning
32,000 additional associate degrees and
11,000 additional masters degrees. At the
bachelors degree level, Hispanics nearly
doubled their 199192 total, increasing that
figure by 96.3 percent.
Asian-American women earned 128.8 percent more masters degrees in 200102 than
they had in 199192, compared with 54.8 percent growth for Asian-American men. The
higher rate of growth for women allowed them
to surpass their male counterparts in the total
number of masters degrees earned in
200102.
American Indians achieved gains in all
degree categories over the last 10 years, with
the most significant increase at the masters
degree level, at which the number of degrees
earned increased by 97.1 percent. At the associate and bachelors degree levels, American
Indians earned about 70 percent more
degrees in 200102 than they had 10 years
earlier.
DEGREES CONFERRED BY FIELD:

BACHELORS AND MASTERS
The number of bachelors degrees conferred declined by 4.9 percent in engineering,
by 1.5 percent in education, and by 0.8 percent in social sciences/history. These declines
were the result of large declines among
whites, which countered growth among
minorities.
xi
Minority growth in bachelors degrees

earned was greatest in the health professions
(up by 88.8 percent), biological/life sciences
(up by 82.1 percent), and business (up by
76.5 percent). The largest numerical growth
in bachelors degrees earned occurred in business; minorities earned 29,000 more business
earlier.
At the masters degree level, the number of
degrees conferred increased in all selected
fields of study. This growth occurred primarily in three fields: the health professions (up
by 89.2 percent), education (up by 47.4 percent), and business (up by 42.7 percent).
Sixty-two percent of all additional masters
degrees awarded in 200102 were in education and business.
In this 10-year period, African-American
students significantly increased the number of
masters degrees they earned in all selected
fields. Masters degrees conferred in education and business had the largest numerical
gains, with more than 6,000 additional
degrees conferred in both fields during the
last decade.
From 199192 to 200102, Hispanics more
than doubled the number of masters degrees
they earned in health professions, education,
business, social sciences/history, and public
administration. The 5,000-degree increase in
education represented the largest numerical
gain in masters degrees conferred to
Hispanics from 199192 to 200102.
In 200102, Asian Americans earned
18 fewer masters degrees in engineering than
in 199192. In all other selected fields, Asian
Americans saw tremendous growth. They
more than quadrupled the number of masters
degrees they had earned in health professions,
and more than doubled the number of
masters degrees they had earned in education, business, and public administration.
xii
From 199192 to 200102, masters

degrees earned by American Indians rose
most significantly in the health professions
(up by 141.5 percent), business (up by
131.8 percent), and education (up by 109 percent). In education, American Indians earned
500 additional degrees, the largest increase of
all selected fields.
FIRST-PROFESSIONAL AND DOCTORAL

DEGREES
The number of first-professional and doctoral degrees conferred increased modestly
from 199192 to 200102, up by 9.3 percent
for first-professional degrees and 8.8 percent
for doctoral degrees. The small growth in both
degree categories was caused by significant
declines in the number of first-professional
and doctoral degrees earned by white males,
down by 17.6 percent and 12.9 percent,
respectively.
At the doctoral level, white females had
the largest numerical increase in degrees
of any group from 199192 to 200102
1,700 degrees.
At the first-professional degree level,
African Americans earned 52.2 percent more
degrees in 200102 than in 199192. The
number of African Americans earning firstprofessional degrees at HBCUs more than
doubled in that 10-year period. In 200102,
HBCUs awarded a larger share of all first-professional degrees earned by African
Americans than they had 10 years earlier,
18.3 percent versus 12.6 percent.
Hispanics earned 69.3 percent more doctoral degrees in 200102 than in 199192.
From 199192 to 200102, Hispanic women
earned 111.1 percent more doctoral degrees,
compared with an increase of 36.5 percent for
Hispanic men, making Hispanic women the
top doctoral degree earner among Hispanics.
In the last 10-year period, Asian Americans

nearly doubled the number of firstprofessional degrees they earned. The
4,400 additional first-professional degrees
earned by Asian Americans was the largest
numerical increase of any other racial/ethnic
group.
From 199192 to 200102, American
Indians experienced a large increase in firstprofessional degrees (up by 88.1 percent).
Both American Indian men and women saw
large gains in first-professional degrees,
increasing by 77.1 percent and 100.7 percent,
respectively.
EMPLOYMENT IN HIGHER EDUCATION

The number of minority full-time faculty at
the nations colleges and universities
increased significantly, growing from 65,000
positions in 1993 to more than 90,000 positions in 2001, a 40 percent increase.
Between 1994 and 2004, African-American

women nearly doubled their number of presidential appointments, to stand at 87 presidencies. African-American men did not have the
same level of success, increasing by 5.6 percent, or 9 presidencies.
Hispanics experienced the highest increase
at the presidential level of all minority groups,
gaining 73 presidencies from 1994 to 2004,
an increase of 62.9 percent.
Asian Americans experienced the second
largest increase in administrative positions,
rising from 2,243 positions in 1993 to more
than 3,500 positions in 2001, a 57.9 percent
gain.
American Indians were the only racial
group to hold fewer presidencies in 2004 than
they did in 1994, losing two positions, both
formerly held by American Indian women.
Hispanics experienced the highest rate of

increase in faculty among U.S. citizens,
increasing by 53.3 percent from 1993 to 2001,
or 6,400 faculty members.
Asian Americans experienced the highest
numerical increase in faculty positions among
minorities, increasing by 12,800 positions
from 1993 to 2001, a 50.5 percent gain.
The substantial growth in minority female
administrators from 1993 to 2001 (up by
37.3 percent) pushed them past minority men
in the total number of administrators in
200112,704 women, compared with 10,664
men.
Minorities made significant gains at
the presidential level from 1994 to 2004,
increasing the number of positions held by
23.5 percent, or 92 positions.
xiii
MILLS COLLEGE
High School
Completion
OVERVIEW OF LONG-TERM TRENDS
In this report, high school completion (HSC)
rates refer to the percentage of 18- to 24-yearolds who completed high school or the equivalent. In the 10-year period between 199092
and 200002, the HSC rate for all students
remained about 81.5 percent. Hispanic students
showed the highest increase in HSC rate, a gain
of 6.9 percentage points to stand at 61.5 percent
(see Figure 1). Most of that increase took place
between 199395 and 200002. White students
also experienced an increase in HSC rate, rising
by 4.6 percentage points, while AfricanAmerican students showed a much smaller gain
of 1.7 percentage points (see Table 1).
Gender differences in HSC rates varied by
racial group. Overall, the HSC rate for males
declined by 1.1 percentage point, and the HSC
rate for women increased by 1 percentage point.
Both male and female Hispanics increased their
HSC rate, men by 5.0 percentage points and
women by 9.3 percentage points. Among white
students, the rate among both men and women
increased (by 5.3 and 4.1 percentage points,
respectively). However, among African
Americans, the rates for male and female HSC
varied, as African-American men showed
a slight decrease, while African-American
women increased by 3.6 percentage points, from
77.5 percent to 81.1 percent (see Table 2).
Long-Term Trends by Race/Ethnicity

African Americans
The HSC rate for 18- to 24-year-old AfricanAmerican students has made only incremental
improvement since the mid 1980s. In the
10-year period between 199092 and
200002, the HSC rate for 18- to 24-year-old
African-American students increased by only
1.7 percentage points, to rest at 77.2 percent
(see Table 1 and Figure 1).
Consistent with the rate for all males,

African-American men showed a small
decrease in high school completion rate,
falling by 0.7 percentage points in the last
10-year period (see Table 2). AfricanAmerican women, on the other hand,
increased their high school completion rate by
3.6 percentage points between 199092 and
200002 (see Table 2).
FIGURE 1
HIGH SCHOOL COMPLETION RATES FOR 18- TO 24-YEAR-OLDS,
BY RACE/ETHNICITY: SELECTED YEARS, 1990-92 TO 2000-02
100
White
African American
Hispanic
90
87.1
Percentage
85.1
82.5
82.5
80
77.2
76.3
75.5
74.8
70
60.2
60
54.6
50
199092
61.5
57.1
199395
199799
200002
Note: To compensate for small sample sizes, three-year averages are reported here. Annual rates
are reported in Table 1.
Source: U.S. Census Bureau. Current Population Survey Reports, School Enrollment
Social and Economic Characteristics of Students, 1990-2002.
Hispanics
Between 199092 and 200002, HSC rates
for 18- to 24-year-old Hispanics increased by
6.9 percentage points to 61.5 percentwith
most of that gain occurring in the seven-year
period between 199395 and 200002, when
this population increased HSC by 4.4 percentage points. Between 199092 and 199395,
the total Hispanic HSC rate increased by
2.5 percentage points (see Table 1 and Figure 1).
The gender gap between male and female
Hispanics widened dramatically between
199092 and 200002. Though Hispanic men
increased their HSC rate by 5 percentage
points, Hispanic women increased their rate
by 9.3 percentage points for the same 10-year
period, with the bulk of that increase taking
place between 199395 and 200002 (see
Table 2).
OVERVIEW OF RECENT TRENDS

The high school completion rate for all 18- to
24-year-olds remained around 81 percent in the
three-year period from 199799 to 200002.
During this period, African Americans experienced the largest increase in high school completion rate, which rose by 2.4 percentage
points to rest at 77.2 percent (see Table 1 and
Figure 1).
In the same period, both African-American
and Hispanic women increased their HSC rates
and maintained their lead over their male counterparts. African-American women increased by
3.2 percentage points to 81.1 percent, and
Hispanic women increased by 2.8 percentage
points to 67.7 percent. African-American and
Hispanic men, on the other hand, experienced
little change (see Table 2).
Recent Trends by Race/Ethnicity

African Americans
In the three-year period from 199799 to
200002, 18- to 24-year-old African Americans
increased their HSC rate by 2.4 percentage
points, raising it from 74.8 percent to
77.2 percent (see Table 1 and Figure 1).
The HSC rate for African-American men in
200002 stood at 72.6 percent, which reflects a
1.4 percentage point increase from the previous
three-year period. African-American women
aged 18 to 24 years outpaced AfricanAmerican men in the same age group, increasing their HSC rate from 77.9 percent in
199799 to 81.1 percent in 200002 (see
Table 2).
Hispanics
The HSC rate for 18- to 24-year-old
Hispanics in the three-year period ending in
2002 was 61.5 percent, up by 1.3 percentage
points from the last period (see Table 1 and
Figure 1).
The gender gap in the HSC rate between
Hispanic men and women widened to nearly
12 percentage points from 199799 to
200002. The HSC rate for Hispanic women
increased by 2.8 percentage points to 67.7 percent, while the HSC rate for Hispanic men
remained at 56 percent (see Table 2).
Notes
4 High school completion (HSC) rates are based
on an annual sample survey conducted by the
U.S. Census Bureau. Because of small sample
sizes, HSC rates calculated from these annual
data may be misleading, so this section uses
three-year averages based on the data in Tables 1
through 3.
UNIVERSITY OF NEBRASKA AT OMAHA
College
Participation
College participation rates show the percentage
of 18- to 24-year-old high school graduates
enrolled in postsecondary education. These
data differ from college enrollments because
college participation rates are based on the
number of individuals in the specific subgroup
who are enrolled in college, divided by the total
number of persons in that subgroup. The college participation rate for all 18- to 24-year-old
students increased by 3.4 percentage points in
the 10-year period between 199092 and
200002 to 44.1 percent (see Table 1).
For all students in this age group, the gender gap slowly widened over the last 10 years. In
199092, the college participation rate for men
and women was nearly identical, with men
slightly higher than women (40.9 percent and
40.6 percent, respectively). But in the 10-year
period from 199092 to 200002, the college
participation rate for men increased by only
1 percentage point, while for women, it
increased by 5.5 percentage points (see Table 2).
The increase in college participation rates
during the 1990s significantly affected the educational attainment rate of 25- to 29-year-olds.
In 199193, 23.5 percent of 25- to 29-year-olds
completed four or more years of college. Ten
years later, that percentage had risen to
28.7 percent (see Table 3).

African Americans
The percentage of African-American 18- to
24-year-old high school graduates who were
enrolled in college increased by 7.2 percentage points from 199092 to 200002, to rest
at 39.9 percent (see Table 1 and Figure 2).
African-American women aged 18 to 24

years increased their college participation
rate by 10.1 percentage points in the last 10
years, to stand at 43.7 percent. Among
African-American men aged 18 to 24 years,
the college participation rate during the
1990s increased by only 3.1 percentage points
(see Table 2).
FIGURE 2
COLLEGE PARTICIPATION RATES OF 18- TO 24-YEAR-OLD HIGH
SCHOOL GRADUATES, BY RACE/ETHNICITY: SELECTED YEARS,
1990-92 TO 2000-02
50
White
African American
Hispanic
45.9
45.5
45
42.5
41.1
39.9
Percentage
39.8
40
35
32.7
33.6
34.6 34.7
34.0
34.0
30
25
199092
199395
199799
200002
Source: U.S. Census Bureau. Current Population Survey Reports, School
EnrollmentSocial and Economic Characteristics of Students, 1990-2002.
By 200103, 17.5 percent of 25- to 29-yearold African Americans had completed four or
more years of college, an increase of 5.7 percentage points from 1991 to 1993. This
increase in educational attainment occurred
almost equally for African-American men and
women (see Table 3 and Figure 3).
Hispanics
Only a small increase occurred in the
Hispanic college participation rate during the
1990s, rising from 33.6 percent to 34.0 percent.
The gain of 1 percentage point from 199092
to 199395 was followed by a decrease of nearly
1 percentage point from 199395 to 199799
(see Table 1 and Figure 2).
The college participation rate for Hispanic
men showed little change between 199092
and 200002, rising by 0.5 percentage points,
while the college participation rate for
Hispanic women increased by about 1 percentage point to 37.1 percent (see Table 2).
FIGURE 3
PERCENTAGE OF PERSONS 25 TO 29 YEARS OLD WHO HAD COMPLETED
FOUR OR MORE YEARS OF COLLEGE, BY RACE/ETHNICITY: SELECTED
YEARS, 199193 TO 200103
40
White
African American
Hispanic
34.6
35
32.0
Percentage
30
25
26.1
24.8
20
17.5
16.2
15
14.5
11.8
9.0
10
10.0
9.7
9.8
5
0
199193
199496
19982000
200103
Source: U.S. Census Bureau. Current Population Survey Reports, Educational
Attainment in the United States, 19912003.
From 199193 to 200103, Hispanics made

little increase in educational attainment
among persons aged 25 to 29 years, rising
from 9 percent to 9.8 percent. The small
increase is attributable to growth in the
attainment rate among Hispanic women (see
Table 3 and Figure 3).
College participation by all students aged 18 to

24 years decreased by 0.7 percent from 199799
to 200002. White students experienced a
0.4 percentage point decrease to stand at
45.5 percent. Minorities experienced little
change in their college participation rates (see
Despite the small decline in the college participation of whites during the 1990s, they
showed an increase in the percentage of 25- to
29-year-olds with four or more years of college,
rising from 32 percent to 34.6 percent. African
Americans aged 25 to 29 years also showed a
small increase in educational attainment during
the same period, increasing from 16.2 percent
to 17.5 percent (see Table 3 and Figure 3).
African Americans
African Americans in the 18- to 24-year-old
range showed no significant change in college
participation between 199799 and 200002,
standing at around 40 percent in 2002 (see
African-American women increased their
participation rate by 2 percentage points in
the same time period, moving from 41.7 percent in 199799 to 43.7 percent in 200002.
African-American men moved in the opposite
direction, decreasing by 2.3 percentage points
during the same period, further widening the
gender gap to 8.6 percentage points (see
Table 2).
The percentage of 25- to 29-year-old

African-American men who had completed
four or more years of college increased from
15.2 percent in 19982000 to 17.1 percent in
200103, reflecting a steady increase of nearly
2 percentage points (see Table 3 and Figure 3).
The percentage of 25- to 29-year-old

Hispanics with four or more years of college
showed almost no change in the most recent
period of analysis (see Table 3 and Figure 3).
Notes
College participation rates are based on an
annual sample survey conducted by the U.S.
Census Bureau. Because of small sample sizes,
college participation rates calculated from these
annual data may be misleading, so this section
uses three-year averages based on the data in
Tables 1 through 3.
5
Hispanics
Similar to the trend among AfricanAmerican students in the same age group,
18- to 24-year-old Hispanic students experienced no change in their college participation
rate from 199799 to 200002, standing at
34 percent (see Table 1 and Figure 2).
Neither Hispanic men nor women experienced any real change in college participation
rates, resting at 31.1 percent and 37.1 percent,
respectively, in 200002 (see Table 2).
UNIVERSITY OF GEORGIA
College
Enrollment
In the last decade, the nations higher education
institutions expanded their enrollments
substantially, adding 1.6 million students (a
11.2 percent increase from 1991 to 2001). This
dramatic increase in enrollment resulted from
considerable growth among minorities, which
countered a significant decline among whites.
White enrollment fell by nearly 500,000 students, or 4.6 percent, during the 1990s. In the
same period, minority students made dramatic
gains, increasing by nearly 1.5 million students,
or 51.7 percent. The overall surge in higher education enrollments also was spurred by an additional 471,000 students whose race/ethnicity
was classified as unknowna doubling in the
number of such students. In 1990, the National
Center for Education Statistics began collecting
data for people with no known race/ethnicity. It
is not possible to speculate accurately about the
ethnicity of these students, however it is clear
that growth in the number of students with
unspecified race/ethnicity reduces the number
of people among the standard racial/ethnic
groups (see Table 4).
The growth in higher education enrollment during the 1990s did not occur consistently from
year to year. The increases were concentrated
between 1995 and 2001, following a small
decline in enrollment from 1991 to 1995.
During that early part of the decade, enrollment
declined by 133,000 people, then surged by
1.7 million from 1995 to 2001. Overall, the
declines of the early 1990s occurred at two-year
institutions (where enrollment dropped by
203,000) and public institutions (where it fell by
253,000). Among the contributing factors was a

drop in white enrollment, which fell by 737,000
students, particularly at two-year institutions.
Most of the growth after 1995 occurred at public
institutions, where enrollment jumped by
1.2 million. Four-year and two-year institutions
alike experienced significant growth during this
period, adding 908,000 and 863,000 students,
respectively (see Table 4 and Table 5).
The growth in minority enrollment and the
decline in white enrollment raised the minority
share of higher education enrollment from
20 percent in 1991 to 27 percent in 2001. This
growth occurred almost equally at two-year and
four-year institutions, which added 750,000 and
725,000 students, respectively. Most of the
growth in minority enrollment was at public
institutions, which saw an influx of 1.1 million
minority students. Nearly twice as many women
as men entered higher education in the 1990s
940,000 women, compared with 526,000 men.
Hispanics accounted for 43 percent of the new
minority students in the 1990s, and one-third
were African American. Concurrently, the
decline in white enrollment was restricted to
public institutions, where white enrollment
declined by 6.8 percent, compared with an
increase of 4.1 percent at private institutions.
The largest declines in white enrollment
occurred at two-year institutions (where it fell by
319,000 students) and among white males
(whose numbers declined by 313,000).
White and minority enrollments followed

similar patterns at all levels of study. White
enrollment declined at all levels, but most
significantly at the undergraduate level, waning
by 4.9 percent, or 449,000 students. For minorities, the percentage gains in enrollment were
greatest at the graduate level, climbing by
83.8 percent from 1991 to 2001. The largest
numerical gains in minority enrollment
occurred at the undergraduate level, where
minority enrollment increased by 1.3 million
from 1991 to 2001 (see Table 6).
Minority enrollments were not spread
evenly across the nation. In 1991, one-third of
all minority students in the United States were
enrolled at institutions in California and Texas.
California alone was home to 676,000 of the
nearly 3 million minority students. From 1991
to 2001, California institutions enrolled almost
one-third of all new minority students in the
country (or 421,000 students). Colleges and
universities in Texas and Florida were the only
other institutions to gain more than 100,000
MINORITY ENROLLMENT IN HIGHER EDUCATION, BY RACE/ETHNICITY:

19912001
African American
Hispanic
Asian American
American Indian
1,600,000
1,400,000
1,200,000
1,000,000
800,000
600,000
400,000
200,000
0
1991
1993
1995
1997
1998
1999
2001
Note: Data may not match previous reports because in previous reports race/ethnicity unknown
persons were imputed across standard racial/ethnic groups.
Source: U.S. Department of Education, National Center for Education Statistics. Integrated
Postsecondary Education Data System (IPEDS), Fall Enrollment Survey, 1991 to 2001 (analysis by
author).
10

African Americans
2001, African-American enrollment in higher
education rose by 36.9 percent, to total nearly
1.8 million students. This growth resulted in
the African-American share of enrollment
increasing from 9.0 percent in 1991 to
11.0 percent in 2001 (see Table 4 and
Figure 4).
From 1991 to 2001, the number of enrolled
African-American women increased by
42.1 percent, or more than 300,000 students.
The numerical growth among AfricanAmerican women is twice the numerical
growth of their male counterparts, but
African-American men still showed strong
gains in enrollment in this 10-year period,
climbing by 28.6 percent (see Table 5).
African Americans continued to make gains
at the post-baccalaureate level. At the graduate level, African-American enrollment
nearly doubled, from 82,000 in 1991 to
155,000 in 2001, a rise of 89.6 percent. At the
first-professional level, the gain was more
modest, with enrollment growing by 6,000
students, or 35.7 percent (see Table 6).
FIGURE 4
1,800,000
minority students from 1991 to 2001. Nevada

was the only state in which higher education
enrollments more than doubled from
1991 to 2001, escalating by 149.1 percent
(see Table 10).
The number of African-American students

increased by 9.3 percent at historically black
colleges and universities (HBCUs) from 1991
to 2001, an expansion of 20,000 students.
From 1990 to 2001, African-American male
enrollment at HBCUs increased by only 7,800
students, compared with an increase of
22,000 African-American women (see Tables
7 and 8).
Florida and Georgia were the only states

in which African-American enrollment
increased by more than 50,000 students from
1991 to 2001. The tremendous growth in
African-American enrollment in these two
states ranked them among the top five in
African-American higher education enrollment (the other top states were California,
New York, and Texas). These five states were
the only ones with more than 100,000 African
Americans enrolled in higher education in
2001 (see Table 10).
Hispanics
From 1991 to 2001, growth in Hispanic
enrollment led all racial/ethnic groups,
increasing by 626,000 students, or 75.1 percent (see Figure 4). The largest growth took
place at two-year institutions, where Hispanic
enrollment rose by 82.1 percent, compared
with a 67.6 percent increase at four-year
institutions. Throughout the 1990s, two-year
institutions continued to be home to the
majority of Hispanic students. By 2001, more
than 60 percent of Hispanic students were
enrolled at two-year institutions (see Table 4).
Hispanic enrollment nearly doubled at the
graduate level, while first-professional enrollment increased more modestly, advancing by
In the last decade, Hispanic women experienced a dramatic enrollment increase of
385,000, or 75.1 percent. Hispanic women
outpaced Hispanic men, whose enrollment
also increased by more than 241,000 students,
or 64.1 percent (see Table 5).
No other state made more gains in Hispanic
enrollment than California, where Hispanic
enrollment doubled, to top 524,000 students
in 2001. Colleges and universities in Texas
and Florida also saw substantial increases in
Hispanic enrollment, which rose by 96,000
and 49,000 students, respectively. Hispanic

enrollment also increased by large numbers in
New York and Illinois, which both maintained
their positions with California, Texas, and
Florida as the top five states in Hispanic
enrollment in 2001 (see Table 10).
Asian Americans
2001, Asian-American enrollment increased
by 328,000 students, a 53.7 percent expansion (see Figure 4). Asian-American enrollments saw similar growth at four-year and
two-year institutions, 53.1 percent and
55.0 percent, respectively (see Table 4). Asian
Americans led all racial/ethnic groups in the
rate of growth at the first-professional level,
growing by 74.8 percent, for an increase of
15,000 students. Asian Americans trailed
only whites in total enrollment at the firstprofessional level. At the undergraduate and
graduate levels, Asian-American enrollment
was smaller than that of whites, African
Americans, and Hispanics (see Table 6).
During the 1990s, Asian-American female
enrollment surpassed male enrollment. The
number of Asian-American men increased by
about 130,000, or 41.8 percent, while enrollment of Asian-American women swelled
by 198,000 students, or 66.0 percent (see
Table 5).
Asian-American enrollment grew the most
at institutions in California, which tallied
138,000 more Asian-American students in
2001 than in 1991. New York ranked second,
posting only an additional 26,000 students,
followed by 22,000 new Asian-American students in Texas (see Table 10).
11
American Indians
In the last 10 years, a major shift occurred in
American Indian enrollment in higher education. In 1991, two-year institutions enrolled
55 percent of all American Indian students. In
2001, American Indian enrollment at fouryear institutions was higher than their enrollment at two-year institutions, because of a
53.0 percent increase in enrollment from
1991 to 2001 (see Table 4).
American Indian women widened the
enrollment gap with their male counterparts,
increasing their enrollment by 25,000 students, compared with an increase of nearly
14,000 American Indian men. In 2001,
60 percent of American Indian students
were female, up from 58 percent in 1991 (see
Table 5).
From 1993 to 2001, American Indian men
increased their enrollment at tribal colleges
by 10.7 percent. In the same period, American
Indian women increased their enrollment at
tribal colleges by 29.5 percent (see Table 9).
From 1991 to 2001, only colleges and
universities in Oklahoma, Arizona, New
Mexico, and Texas recorded increases in
American Indian enrollment greater than
UNIVERSITY OF MARYLAND AT BALTIMORE

12
2,000 students. Institutions in Oklahoma led

the way, expanding American Indian enrollment by more than 6,000 students, or
55.8 percent. Despite a 1,800-student
decrease in American Indian enrollment,
California remained home to the largest
number of American Indian students in 2001,
which numbered 22,227 (see Table 10).

After increasing by 4.0 percent from 2000 to
2001, higher education enrollment is nearing
the 16 million-student mark. Whites and
minorities fueled the one-year increase in
enrollment equally. After several years of falling
enrollments, white enrollment increased by
236,000 from 2000 to 2001, while minority
enrollment increased by 233,000. The one-year
growth in enrollments occurred in almost identical numbers at four-year and two-year institutions, rising by 314,000 and 302,000 students,
respectively (see Table 4). Most of the enrollment growth occurred at public institutions,
which tallied an additional 480,000 students,
compared with 135,000 new students at private
colleges and universities (see Table 5). The
increase in enrollment also was spurred by the
addition of more than 100,000 students whose
race/ethnicity was unknown.
The growth in enrollment from 2000 to
2001 differed from previous annual enrollment
changes because whites and minorities experienced similar rates of growth. The growth in
enrollment among each group overwhelmingly
occurred at public institutions, increasing by
209,000 additional whites and 185,000 addi-
tional minorities. Both groups also saw the

majority of their enrollment growth at two-year
institutions. The one-year enrollment growth
for students of unknown race/ethnicity differed
greatly from whites and minorities. Both public
and private institutions recorded an increase of
55,000 students with unknown race/ethnicity.
These students also saw most of their growth at
four-year colleges and universities, where their
enrollment grew by 77,000 additional students.
African Americans
The total number of African Americans in
higher education increased by more than
104,000 students, or 6.3 percent, from 2000
to 2001 (see Figure 4). African Americans had
the largest numerical growth among all
minority groups. The increase in AfricanAmerican enrollment was mostly due to
strong gains at public institutions, where
African-American enrollment increased by
more than 73,000. After three years of steady
increases, African-American enrollment at
HBCUs declined by 1,439 students in 2001
(see Tables 4, 5, and 7).
The number of African-American men
enrolled in higher education increased by
more than 30,000 students. Despite this
jump, the gender gap continued to increase,
as the number of African-American women
enrolled grew by 73,000, or 6.9 percent. In
2001, African-American women outnumbered their male counterparts by nearly 2 to 1
(see Table 5).
In states with at least 1,000 African

Americans enrolled in higher education in
2000, the District of Columbia and Indiana
had the highest one-year rates of growth,
19.9 percent and 17.3 percent, respectively.
Two states tied for third place, Hawaii and
Arkansas, both increasing African-American
enrollments by about 15 percent from 2000 to
2001. Tennessee was the only state in which
African-American enrollment declined from
2000 to 2001, falling by 5.9 percent (see
Table 10).
Hispanics
Hispanic students posted strong oneyear enrollment gains from 2000 to 2001,
expanding by 89,000, or 6.5 percent (see
Figure 4). The majority of Hispanic enrollment growth took place at two-year institutions, where it increased by 57,000 students.
Among different types of institutions,
Hispanic enrollment increased most at public
institutions, where it rose by 76,000 students
(see Tables 4 and 5).
The gender gap among Hispanic students
widened from 2000 to 2001, as enrollment of
Hispanic women increased by 57,000 students
(or 7.2 percent), while the number of Hispanic
men increased by 33,000 students (or 5.6 percent) (see Table 5).
Hispanic enrollment at the first-professional
level increased by only 1.4 percent, or 200 students, from 2000 to 2001. Hispanics fared
much better at the graduate level, increasing
their enrollment by 5.0 percent, or more than
4,000 students (see Table 6).
13
Hispanic enrollment growth was highest in

states with few Hispanic students: Maine,
Vermont, and New Hampshire. Among states
with more than 1,000 Hispanics enrolled in
2000, enrollment increased the most in the
District of Columbia (up 19.0 percent), Utah
(up 18.8 percent), and Idaho (up 17.8 percent). Hispanic enrollment declined less than
2 percent in Oregon, Alaska, Kentucky, and
Wyoming, but dropped most significantly in
Alabama, where enrollment sank by 44.2 percent, or 1,900 students (see Table 10).
Asian Americans
From 2000 to 2001, Asian-American enrollment increased by 3.6 percent, or 33,000 students, continuing an annual pattern of
increases during the 1990s (see Figure 4).
Only 2,000 of the 33,000 new AsianAmerican students enrolled at private institutions. Four-year institutions enrolled slightly
more Asian-American students than did twoyear institutions (see Tables 4 and 5).
From 2000 to 2001, the number of AsianAmerican men who were enrolled increased
by 12,000, significantly less than the increase
posted by Asian-American women (whose
ranks swelled by 21,000). With this larger
growth, women maintained their majority
position among Asian-American students (see
Table 5).
The growth in Asian-American enrollment
at the graduate level was small compared to
that of whites, African Americans, and
Hispanics. However, nearly 900 new AsianAmerican students enrolled at the firstprofessional level, significantly more than
other racial/ethnic groups (see Table 6).
14
Increases in Asian-American enrollment

were greatest at institutions in the District of
Columbia and Utah, where the number of students grew by 23 percent and 15 percent,
respectively. Asian-American enrollment
declined the most in Alabama, falling by
13 percent, and by less than 10 percent in
11 other states (see Table 10).
American Indians
American Indian enrollment increased by
more than 6,000 students from 2000 to 2001
(see Figure 4). The growth in American
Indian enrollment was spread almost evenly
among four-year and two-year institutions,
and all but 400 new American Indian students
were enrolled at public colleges and universities. American Indian women added 4,400
more students from 2000 to 2001, compared
with less than 2,000 for their male counterparts (see Tables 4 and 5). At tribal colleges,
the number of American Indian men
increased by 3.3 percent, to 4,068 students, in
2001. The number of American Indian women
increased by 1.5 percent, to 7,495 students
(see Table 9).
American Indians were the only racial/

ethnic group to post a one-year decline in
enrollments at any level. American Indian
enrollment at the first-professional level
dropped by 6.8 percent, or 151 students. In
contrast to this decline, American Indians
showed strong gains at the graduate level,
increasing their enrollment by 8.4 percent
(see Table 6).
From 2000 to 2001, the largest rate of

growth in American Indian enrollment
occurred at institutions in North Dakota,
where the number of students increased by
22.9 percent. Numerically, American Indian
enrollment increased the most in Oklahoma,
up by 1,600 students. American Indian enrollment fell in 10 states, declining by 6.4 percent
in Nebraska and by less than 6 percent in nine
other states (see Table 10).
15
College
Graduation Rates
n previous years, this report used graduation rate data from the National Collegiate
Athletic Association (NCAA), which provided six-year institutional graduation
rates for all NCAA member institutions. This
years edition of the Status Report uses different
data aimed at showing persistence toward
all types of degree attainment (Table 11). Using
the Beginning Postsecondary Students
Longitudinal Study from the National Center for
Education Statistics, Table 11 compares persistence through five years among students who
entered postsecondary education in 198990
with persistence among students who entered in
199596. Looking only at institutional six-year
graduation rates, as in previous reports, does
not completely inform the reader about the
persistence of college students because the large
number of part-time students in the college
population is increasing the average time to
degree. In 2001, nearly 40 percent of undergraduate students were enrolled part time. In
addition, one-third of all bachelors degree
recipients had transferred from their first institution, so institutional graduation rates also fail
to reflect the persistence and attainment of
these students.
Overall persistence rates among students
who began their postsecondary education at
four-year institutions improved from 1994 to
2000: More students had earned a bachelors
degree and fewer had left school without a
degree by the end of that period. The percentage
of students earning a bachelors degree had
increased by 3 percentage points from 51.3 percent to 54.3 percent. The percentage of students
who had not earned any degree and were no
longer enrolled decreased from 24.9 percent to

20.7 percent over this same period. More than
19 percent had not attained a degree, but were
still enrolled in 2000 (see Figures 5 and 5a).
FIGURE 5
DEGREE ATTAINMENT RATES AMONG DEGREE-SEEKING POSTSECONDARY
STUDENTS WHO ENROLLED IN 198990, AFTER FIVE YEARS, BY RACE/ETHNICITY
Bachelors
Degree
African American
Never Attained,
Still Enrolled
62.7
Asian American
Hispanic
Associate Degree
or Certificate
Never Attained,
Not Enrolled
4.5
44.0
3.2
14.1
29.4
23.5
21.2
9.6
41.8
18.7
27.4
White
52.1
8.5
14.5
25.0
Total
51.3
8.2
15.6
24.9
0%
25%
50%
75%
100%
Source: U.S. Department of Education, National Center for Education Statistics. Beginning
Postsecondary Students Longitudinal Study; BPS: 90/94, and BPS: 96/01, Data Analysis System.
FIGURE 5A
DEGREE ATTAINMENT RATES AMONG DEGREE-SEEKING POSTSECONDARY
STUDENTS WHO ENROLLED IN 199596, AFTER FIVE YEARS, BY RACE/ETHNICITY
Bachelors
Degree
Associate Degree
or Certificate
Never Attained,
Still Enrolled
62.3
Asian American
Hispanic
3.7
5.3
42.0
36.4
African American
White
58.0
Total
54.3
0%
25%
Never Attained,
Not Enrolled
19.2
29.2
23.6
7.9
25.6
5.4
5.7
50%
14.9
30.1
17.8
19.4
18.8
20.7
75%
100%
Source: U.S. Department of Education, National Center for Education Statistics. Beginning
Postsecondary Students Longitudinal Study; BPS: 90/94, and BPS: 96/01, Data Analysis System.
17
Among students who began in 199596,

Asian-American students had the highest rate of
attaining a bachelors degree, 62.3 percent,
followed by white students, who posted a rate of
58 percent. African-American students had the
largest percentage of students with no degree
but still enrolled (25.6 percent), as well as those
without a degree and no longer enrolled (30.1 percent). From the 198990 cohort to the 199596
cohort, differences by race/ethnicity in the percentage of students who had not earned a degree
and were no longer enrolled widened. In
198990, the percentage of African-American,
Hispanic, and white beginners at four-year institutions ranged from 25 percent (white students)
to 29.4 percent (Hispanic students). Six years
later, Hispanics had remained at 29 percent,
African Americans had increased to 30 percent,
and whites had declined to 18.8 percent.
Among students who began at two-year
institutions, with the goal of earning a degree,
the rate of attainment was highest at the associate degree and certificate levels. From
199596 to June 2000, 28 percent of beginners
at two-year institutions had earned an associate
degree or certificate. Nineteen percent were
still enrolled and 45.4 percent had no degree
and were not enrolled. The rate of associate
degree and certificate attainment varied among
whites, African Americans, Asian Americans,
and Hispanics, ranging from 25.3 percent for
Hispanics to 33.7 percent for Asian Americans.
There was a large variation in the percentage of
students who did not have a degree and were not
enrolled, from 42 percent for white students to
57.9 percent for African-American students.
18
TRENDS BY RACE/ETHNICITY
African Americans
More than one-third of African-American
students who began their postsecondary
education at four-year institutions in 199596
had earned a bachelors degree after five
years, 5.5 percentage points less than AfricanAmerican students who began in 198990.
Although only 36.4 percent of AfricanAmerican students in the 199596 cohort had
earned a bachelors degree, one-quarter of
those students remained enrolled, up from
21.2 percent for the 198990 cohort.
African-American students who began
college at two-year institutions in 199596
were less likely to have earned an associate
degree or certificate than their counterparts
who began in 198990, 26.5 percent compared
with 31.5 percent. The 199596 cohort was
also more likely to have left without earning
a degree, 57.9 percent compared with
53.9 percent.
Hispanics
There was little difference in persistence
between Hispanic students who began college
at four-year institutions in 198990 and those
who began in 199596. The only significant
change was in the percentage who had earned
a bachelors degree, which decreased by 2 percentage points to 42 percent.
The majority of Hispanic students are
enrolled at two-year institutions. Hispanic
students experienced a large increase in the
percentage of beginners at two-year colleges
who left school without a degree, rising from
39.6 percent to 54.9 percent. This jump in
non-degree earners is related to a decrease in
Hispanic students who earned an associate
degree or certificate, down by 6.4 percentage
points to 25.3 percent.
Asian Americans
Asian-American students were the only
minority group with more than half of each
cohort earning a bachelors degree, 62.7 percent in 1994 and 62.3 percent in 2000.
Conversely, Asian-American students had the
lowest percentage of students leaving college
without a degree for both cohorts, 14.1 percent and 14.9 percent, respectively.
Asian-American students were the only

group among those beginning at two-year
institutions to increase their persistence
toward an associate degree or certificate, rising by 1.9 percentage points to 33.7 percent in
2000. Asian-American students beginning at
two-year institutions also posted the highest
percentage of students without a degree but
still enrolled (32.2 percent), and the lowest
rate of no degree and no longer enrolled
(32.4 percent). Both percentages represent
significant improvements from the previous
cohort.
SOUTHERN METHODIST UNIVERSITY

19
SEATTLE COMMUNITY COLLEGES
Degrees Conferred:
Associate, Bachelors, &
Masters
During the 1990s, white males experienced
growth in associate and masters degrees, but
declines in bachelors degrees. White males
earned 7,700 additional associate degrees,
accounting for more than half of the 10-year
increase in associate degrees earned by whites.
At the masters degree level, white males earned
4.8 percent more degrees, compared with an
increase of 25.3 percent for white females.
White males did not fare nearly as well at the
bachelors degree level. White males earned
28,000 fewer bachelors degrees in 200102
than they had in 199192. Their female counterparts had earned 20,000 more bachelors
degrees over the same period.
At all degree levels, minority women
showed stronger growth than minority men.
Even at the associate degree level, where growth
was robust for both sexes (83.2 percent for
FIGURE 6
DEGREES CONFERRED TO AFRICAN AMERICANS,
BY TYPE OF DEGREE: 199192 TO 200102
120,000
Number of Degrees Conferred
The number of degrees conferred at the associate, bachelors, and masters degree levels
increased by more than 100,000 degrees at each
level from 199192 to 200102. The largest
numerical increase occurred at the bachelors
degree level, in which institutions had awarded
156,000 more bachelors degrees in 200102
than in 199192, an increase of 13.7 percent.
The number of associate and masters degrees
conferred increased by 21.9 percent and
36.9 percent, respectively, during this 10-year
period. Most of the growth in degrees conferred
was among women, who accounted for 60 percent of new associate degree recipients, 81 percent of new bachelors degree earners, and
71 percent of new masters degree recipients
(see Tables 1214).
Minority students were responsible for
much of the increase in degrees conferred at
each level. Seventy percent of the new associate
degree earners were minorities. A 70.5 percent
increase in bachelors degrees earned by minorities more than countered a 0.8 percent decline
in bachelors degrees earned by whites. There
was also an increase of 36,000 degrees earned by
students of unknown race/ethnicity. At the masters degree level, whites and minorities showed
similar numerical growth, both increasing the
number of degrees earned by about
42,500 degrees. The growth in masters degrees
earned by whites represented an increase of just
16.5 percent, but for minorities, the
growth represented a doubling of their 199192
numbers.
Associate
Bachelors
Masters
100,000
80,000
60,000
40,000
20,000
199192
199394
199596
199798
19992000
200102
Note: Data may not match previous reports because in previous reports race/ethnicity
unknown persons were imputed across standard racial/ethnic groups.
Postsecondary Education Data System (IPEDS), Completions Survey, 1992 to 2002.
21
minority men and 93.6 percent for minority

women), the numerical increase in degrees
earned by minority women during the decade
was significantly larger. Minority women had
earned 48,000 more associate degrees in
200102 than they had in 199192, compared
with 27,000 for minority men.
Similar to their growth in enrollment,
people of unknown race/ethnicity doubled the
number of degrees they earned from 199192 to
200102 at the associate, bachelors, and
masters degree levels. The increased enrollment of people of unknown race/ethnicity at the
graduate level pushed their total number of
masters degrees earned in 200102 above the
numbers earned by Hispanics, Asian
Americans, and American Indians. Foreign
students, also classified as nonresident alien students, also showed notable rises in degrees
earned at every level. Their growth was largest
at the masters degree level (60.7 percent).
Foreign students were the only group in
200102 to have earned more masters degrees
than bachelors and associate degrees.
DEGREES CONFERRED TO HISPANICS,

Associate
Bachelor's
Masters
75,000
60,000
45,000
30,000
15,000
0
199192
199394
199596
199798
19992000
200102
22
From 199192 to 200102, African

Americans more than doubled the number of
masters degrees they had earned, from
17,000 degrees to 37,000 degrees. African
Americans also recorded dramatic gains in the
numbers of associate and bachelors degrees
earned, which increased by 66.5 percent and
56.1 percent, respectively (see Tables 1214
and Figure 6, page 21).
HBCUs conferred more than 400 additional
associate degrees, more than 5,400 additional
bachelors degrees, and almost 2,000 more
masters degrees to African-American students in 200102 than they had in 199192.
Despite these increases, degrees awarded by
HBCUs as a percentage of all degrees conferred upon African Americans declined. In
199192, HBCUs conferred 27.7 percent of all
bachelors degrees earned by African
Americans. Ten years later, that figure had
decreased to 22.6 percent (see Table 17).
From 199192 to 200102, the vast majority of states experienced an increase in both
associate and bachelors degrees awarded to
African Americans. Two states, Florida and
Pennsylvania, saw the most dramatic increases in both types of degrees. In Florida, the
number of associate and bachelors degrees
conferred upon African Americans more than
doubled. In Pennsylvania, the number of associate degrees conferred upon African
Americans also increased by more than
100 percent, while the number of bachelors
degrees rose by 63.6 percent (see Table 19).
FIGURE 7
90,000

African Americans
Hispanics
Asian Americans

200102, Hispanics more than doubled the
number of degrees earned at the associate and
masters degree levels, earning 32,000 additional associate degrees and 11,000 additional
masters degrees. At the bachelors degree
level, Hispanics nearly doubled their 199192
total, increasing that figure by 96.3 percent
(see Tables 1214 and Figure 7).
Asian Americans experienced growth in

every degree category from 199192 to
200102. Over that 10-year period, Asian
Americans earned 96.5 percent more associate degrees, 87.8 percent more masters
degrees, and 70.3 percent more bachelors
degrees. The largest numerical growth was at
the bachelors degree level, with 33,000 additional degrees earned from 199192 to
200102 (see Tables 1214 and Figure 8).
In the last 10 years, the number of institutions classified as Hispanic-serving institutions (HSIs) increased from about 100 to more
than 300, causing a considerable increase in
the number of degrees conferred by HSIs.
Hispanic-serving institutions doubled the
number of bachelors and masters degrees
they awarded to Hispanics. The number of
associate degrees conferred by HSIs to
Hispanics increased from 3,200 in 199192 to
30,000 in 200102 (see Table 17). The
200102 total represented 41 percent of all
associate degrees awarded to Hispanics from
all institutions.
FIGURE 8
DEGREES CONFERRED TO ASIAN AMERICANS,
100,000
California and Texas led all states in

awarding both associate and bachelors
degrees to Hispanics in the last 10 years. The
number of associate degrees awarded to
Hispanics in California tripled from 199192
to 200102, and the number of bachelors
degrees awarded there more than doubled
over the same period, increasing by 124.8 percent. The growth in degrees conferred upon
Hispanics also was strong in Texas, where
the number of associate degrees rose by
120.1 percent and bachelors degrees
increased by 105.4 percent (see Table 19).
Both male and female Asian Americans

made tremendous progress in earning bachelors and masters degrees. Most notably,
Asian-American women earned 128.8 percent
more masters degrees in 200102 than they
had in 199192, compared with 54.8 percent
growth for Asian-American men. The higher
rate of growth for women allowed them to
surpass their male counterparts in the total
number of masters degrees earned in
200102.
Associate
Bachelors
Masters
80,000
60,000
40,000
20,000
199192
199394
199596
199798
19992000
200102
Note: Data may not match previous reports because in previous reports race/ethnicity unknown
persons were imputed across standard racial/ethnic groups.
23
Because it is home to 41 percent of all AsianAmerican students in the United States,

California leads all other states in degrees
conferred to this group. The number of associate degrees awarded to Asian Americans in
California more than doubled from 199192
to 200102, and the number of bachelors
degrees awarded increased by 80.3 percent
(see Table 19).
American Indians
American Indians achieved gains in all
degree categories over the last 10 years, with
the most significant increase at the masters
degree level, at which the number of degrees
earned increased by 97.1 percent. At the associate and bachelors degree levels, American
Indians earned about 70 percent more
earlier (see Tables 1214 and Figure 9).
The number of degrees conferred to
American Indian women at each level
increased at a greater rate than for American
FIGURE 9
DEGREES CONFERRED TO AMERICAN INDIANS,
10,000
Associate
Bachelors
Masters
8,000
6,000
4,000
2,000
199192
199394
199596
199798
19992000
200102
24
Indian men, although both women and men

earned substantially more degrees in 200102
than they had 10 years earlier. The greatest
rate of growth for both American Indian men
and women occurred at the masters degree
level. American Indian men earned 79.8 percent more masters degrees in 200102 than
they had in 199192; their female counterparts earned 109 percent more masters
degrees over the same period.
American Indians made significant
increases in associate and bachelors degrees
awarded in a number of states, most substantially in Arizona and Oklahoma. In 199192,
Arizona ranked third behind California and
Oklahoma in the number of associate degrees
awarded to American Indians. That figure,
however, increased by 152.2 percent from
199192 to 200102, moving Arizona to the
forefront as the top state for American Indian
associate degree earners. In similar fashion,
Oklahoma ranked second to California in
199192 in bachelors degrees conferred to
American Indians. Ten years later, a 89.4 percent increase in bachelors degrees conferred
to American Indians moved Oklahoma past
California, to become the number one state
for American Indian bachelors degree
earners (see Table 19).

Consistent with the 10-year trend for degrees
conferred, U.S. students experienced increases
in all degree categories between 200001 and
200102. Bachelors degrees had the most significant growth, climbing by 49,000, or 4.0 percent. The number of associate and masters
degrees conferred each increased by 3.1 percent. Both whites and minorities contributed to
the increase in the number of associate, bachelors, and masters degrees earned. Minorities
led the way at the associate degree level, earning
8,400 more degrees in 200102 than the previous year; whites earned an additional 6,000
degrees. At the bachelors degree level, whites
were responsible for 52 percent of the additional
bachelors degrees conferred in 200102;
minorities, foreign students, and students of
unknown race/ethnicity accounted for the
remainder. The one-year growth in masters
degrees conferred was largely due to people of
unknown race/ethnicity, who posted a one-year
jump of 5,200 more masters degrees, a
16.9 percent increase (see Tables 1214).
Among minorities, most of the one-year
gains in degrees earned were due to women.
Minority women accounted for 78 percent of the
growth in associate degrees awarded to minorities, 70 percent of the growth in bachelors
degrees, and 82 percent of the growth in masters degrees. White women were responsible
for the majority of growth in bachelors and masters degrees conferred to whites, but white
males held a slight advantage in associate
degrees earned, recording 3,300 additional
degrees, compared with 2,600 for white
females.
Students of unknown race/ethnicity posted

the highest one-year rate of growth at every
degree level: 14.5 percent in associate degrees,
18.6 percent in bachelors degrees, and
16.9 percent in masters degrees. The one-year
increase in bachelors degrees earned by
race/ethnicity unknown persons (who had
earned an additional 9,000 degrees) was second
to whites (who had earned an additional 26,000
degrees). At the masters degree level, students
of unknown race/ethnicity had earned an
additional 5,200 degrees, more than any other
group.
African Americans
Gains in the number of degrees earned by
African Americans from 200001 to 200102
were attributable largely to the growth in
degrees conferred to African-American
women. During that period, AfricanAmerican men did not increase the number of
associate, bachelors, or masters degrees they
had earned by more than 3 percent. Over the
same one-year period, African-American
women increased the number of associate
degrees they had earned by 6.5 percent, bachelors degree by 4.3 percent, and masters
degree by 4.5 percent (see Tables 1214 and
Figure 6).
Small increases in degrees conferred
occurred at HBCUs from 200001 to
200102. These institutions awarded 60 additional associate degrees and 32 more bachelors degrees in 200102. At the masters
degree level, HBCUs conferred 102 fewer
degrees to African Americans in 200102 (see
Table 17).
25
The number of African Americans earning

associate and bachelors degrees had
increased in most states by 200102. The
largest one-year increases in associate degrees
earned (in states that awarded more than
500 associate degrees to African Americans in
2000) were in Massachusetts (which increased
degrees earned by 62.9 percent) and Indiana
(which increased the figure by 20 percent).
Among states that awarded more than 500
bachelors degrees to African Americans in
2000, the largest rates of increases occurred
in Kentucky and Washington (22.3 percent
and 17.7 percent, respectively) (see Table 19).
Hispanics
Hispanic men made a significant 4.9 percent one-year gain in the number of bachelors
degrees they earned, but Hispanic women
increased the number of bachelors degrees
they had earned by 7.2 percent over the same
period. Hispanic growth in associate and
masters degrees earned followed a similar
pattern, with the number of degrees earned by
women growing faster than the number of
degrees earned by men (see Tables 1214 and
Figure 7).
From 200001 to 200102, HSIs continued
to increase the number of degrees conferred
to Hispanics. HSIs awarded 1,200 additional
associate degrees, 3,400 additional bachelors
degrees, and 900 additional masters degrees
(see Table 17).
26
From 200001 to 200102, Hispanic

growth in associate degrees earned in states
that awarded more than 500 degrees to
Hispanics in 2000 was highest in New Jersey
and Pennsylvania (18.6 percent and 15.6 percent, respectively). Among states that awarded
more than 500 bachelors degrees to
Hispanics in 2000, Indiana and North
Carolina saw the largest one-year increases in
bachelors degrees awarded (rising by
28.9 percent and 24.4 percent, respectively)
(see Table 19).
Asian Americans
Asian Americans experienced small growth
in the number of bachelors degrees earned
from 200001 to 200102, up 4.8 percent (see
Figure 8). At the associate and masters
degree levels, Asian-American women
increased the number of degrees they earned
at a higher rate than Asian-American men
11 percent versus 7.7 percent for associate
degrees, and 4.5 percent versus 2.3 percent
for masters degrees (see Tables 1214).
Among states that awarded more than 250
associate degrees to Asian Americans in 2000,
Massachusetts and Virginia had the highest
rates of increase from 200001 to 200102
(82.6 percent and 22.4 percent, respectively).
In the states that awarded more than 500
bachelors degrees to Asian Americans,
Arizona had the largest one-year increase, at
22 percent. Indiana and Missouri both recorded
a 21 percent increase in the number of bachelors degrees conferred to Asian Americans
(see Table 19).
American Indians
American Indian men were the only group

to experience minimal growth or decline at
the associate and bachelors degree levels.
From 200001 to 200102, American Indian
men earned only one additional associate
degree. In 200102, American Indian men
earned 1.8 percent fewer bachelors degrees
than they had the previous year. Despite
making no progress in the undergraduate
degree categories, however, American Indian
men did make significant progress at the
masters degree level, earning 68 additional
degrees in 200102 (see Tables 1214).
American Indians earned 1,185 associate
degrees from tribal colleges in 200102
256 more than the previous year. The total
number of associate degrees conferred to
American Indians by tribal colleges in
200102 represented 18.1 percent of all associate degrees awarded to the group. American
Indians earned 139 bachelor degrees at tribal
colleges, 25 more than the previous year. In
both degree categories, American Indian
women earned more than three times more
degrees from tribal colleges than did
American Indian men (see Table 18).
From 200001 to 200102, growth in the
number of associate degrees earned by
American Indians, in states that awarded
more than 50 degrees to American Indians in
2000, was highest in Oregon and Wisconsin,
both increasing by 34.6 percent. At the bachelors degree level, degrees conferred to
American Indians, in states that conferred
more than 50 degrees to American Indians in
2000, rose the most in Ohio and Michigan,
increasing by 46.8 percent and 36.5 percent,
respectively (see Table 19).
27
MIAMI-DADE COMMUNITY COLLEGE
UNIVERSITY OF NEBRASKA AT OMAHA
BERKELEY COLLEGE OF NEW YORK & NEW JERSEY
Degrees Conferred by Field:

Bachelors and Masters
The 13.7 percent increase in bachelors degrees
awarded between 199192 and 200102 did not
result in growth in all of the selected fields.
The number of bachelors degrees conferred
declined by 4.9 percent in engineering, by
1.5 percent in education, and by 0.8 percent in
social sciences/history. These declines were the
result of large declines among whites, which
countered any growth among minorities. In
engineering, white men earned 8,400 fewer
bachelors degrees in 200102 than they had
10 years earlier, countering an increase of
1,200 bachelors degrees for white women and a
jump of 3,500 such degrees for minorities. The
number of white women earning bachelors
degrees in education declined by 7,000, countering an increase of 4,800 for minorities. And a
54.7 percent increase in bachelors degrees
earned by minorities in social sciences/history
could not overshadow a decline of 14,000
degrees by whites (see Table 20).
In addition to declines in engineering, education, and social sciences/history, whites also
earned 10,000 fewer bachelors degrees in business, a drop of 4.7 percent. Whites did make
strides in the number of bachelors degrees they
earned in biological/life sciences (up by
29.1 percent) and the health professions (up by
2.4 percent) (see Figure 10). White women
dramatically outpaced white men in earning
bachelors degrees in biological/life sciences in
the last 10-year period, maintaining a gap that
has developed since 199697. The number of
bachelors degrees that white women earned in
biological/life sciences increased by 52.3 percent, topping 25,000 degrees in 200102.
White men earned less than 900 additional

degrees in biological/life sciences in the last 10
years, to stand at 17,263 degrees in 200102.
Conversely, minorities increased the
number of bachelors degrees they earned in
each of the selected fields. Minority growth in
bachelors degrees earned was greatest in
the health professions (up by 88.8 percent),
biological/life sciences (up by 82.1 percent),
and business (up by 76.5 percent). The largest
numerical growth in bachelors degrees earned
occurred in business; minorities earned 29,000
more business degrees in 200102 than they had
10 years earlier. Minority growth was substantial
for both men and women, but women increased
the number of degrees they had earned at a higher
rate than minority men in all selected fields
except education. In education, minority men
FIGURE 10
PERCENTAGE CHANGE IN NUMBER OF BACHELOR'S DEGREES AWARDED
IN SELECTED FIELDS, BY RACE/ETHNICITY: 199192 TO 200102
Minorities
White
25.2
Engineering
-12.3
82.1
Biological/
Life Sciences
29.1
88.8
Health
Professions
Social
Sciences/History
2.4
54.7
-12.5
76.5
Business
-4.7
48.4
Education
-7.2
-30
-15
15
30
45
60
75
90
Note: Reported racial/ethnic distributions of students by level of degree, field of degree, and
sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported.
Source: U.S. Department of Education, National Center for Education Statistics. Digest of
Education Statistics, 2003. Washington, DC: 2004. Integrated Postsecondary Education Data
System (IPEDS), Completions Survey, 1992 to 2002.
29
earned 52.3 percent more bachelors degrees in

200102 than they had in 199192, compared
with a 47.2 percent rise for minority women.
At the masters degree level, the number of
degrees conferred increased by 36.9 percent
from 199192 to 200102, with growth in all
selected fields of study. This growth occurred
primarily in three fields: the health professions
(up by 89.2 percent), education (up by 47.4 percent), and business (up by 42.7 percent). Sixtytwo percent of all additional masters degrees
awarded in 200102 were in education and business. In 200102, whites earned 42,000 more
masters degrees than they had in 199192;
29,000 of these degrees were awarded in education. During the same period, white women
earned 9.0 percent fewer bachelors degrees in
education, but increased the number of masters
degrees they earned in education by 21,000, or
34.5 percent. While making tremendous gains
in the number of masters degrees earned in
education, whites declined in the number of
masters degrees earned in engineering (down
by 17.9 percent) and social sciences/history
(down by 4.1 percent) (see Table 21).
Minority students showed much more dramatic gains in masters degrees earned in all of
the selected fields. Minorities more than tripled
the number of health professions masters
degrees they earned, and more than doubled the
degrees they earned in business, education, and
public administration. Minority gains at the
masters degree level were small only in engineering, in which the number of degrees earned
rose by 15.0 percent, or 570 additional degrees.
Foreign students also made progress in the
number of masters degrees they earned in each
of the selected fields. The largest increase for
foreign students from 199192 to 200102 came
in business, in which the number of foreign
students earning degrees doubled from more
than 9,500 in 199192 to more than 20,000 in
200102. Foreign students led all others in
30
growth in masters degrees in engineering,

increasing the number of degrees earned by
36.5 percent, or 2,900 degrees.
African Americans
For African Americans, the most dramatic
increases occurred in the number of
bachelors degrees earned in the fields of
biological/life sciences, the health professions, and business. In the biological/life
sciences,
African-American
students
increased the number of degrees they had
earned by 98.0 percent, or 2,400 degrees. In
the health professions, African-American students earned 89.7 percent more degrees. The
largest numerical growth in bachelors
degrees earned from 199192 to 200102
occurred in business, increasing by close to
10,000 degrees (see Table 20).
In this 10-year period, African-American
students significantly increased the number of
degrees they earned in all selected masters
degree fields, and more than doubled the
number of masters degrees they earned in
health professions, business, public administration, and education. Of these four fields
that experienced the largest rates of growth,
masters degrees conferred in education and
business had the largest numerical gains, with
more than 6,000 additional degrees conferred
in both fields during the last decade (see
Table 21).
Hispanics
200102, Hispanics experienced significant
gains in all selected bachelors degree categories. Hispanics doubled the number of
bachelors degrees they had earned in the
health professions and business. Hispanics
largest numerical increase within the selected
fields occurred in bachelors degrees earned

in business from 199192 to 200102
which rose by 9,000 degrees (see Table 20).
In this 10-year period, Hispanic students
nearly tripled the number of masters degrees
they earned in health professions, increasing
from 559 degrees awarded in 199192 to
nearly 1,700 degrees earned in 200102.
Hispanics also more than doubled the number
of masters degrees they earned in education,
business, social sciences/history, and public
administration. The 5,000-degree increase in
education represented the largest numerical
gain in masters degrees conferred to
Hispanics from 199192 to 200102 (see
Table 21).
Asian Americans
From 199192 to 200102, Asian
Americans recorded dramatic increases in all
bachelors degree fields, except for engineering, in which the number of degrees
earned increased by only 13.3 percent. The
greatest increase in the number of bachelors
degrees earned by Asian Americans occurred
in business, up by an additional 9,500
degrees, or 89.6 percent. In 199192, AsianAmerican women earned more bachelors
degrees than men in all of the selected fields,
except for biological/life sciences. Over the
next 10 years, however, Asian-American
women doubled the number of bachelors
degrees they earned in biological/life sciences
to surpass their male counterparts, who experienced an increase of only 32 percent (see
Table 20).
In 200102, Asian Americans earned
18 fewer masters degrees in engineering than
in 199192. This decrease in engineering
degrees was due to a decline of 208 engineering degrees earned by Asian-American men,
which overshadowed an increase of
190 degrees by Asian-American women. In all
other selected fields, Asian Americans saw

tremendous growth. They more than quadrupled the number of masters degrees they had
earned in health professions, and more than
doubled the number of masters degrees they
had earned in education, business, and public
administration (see Table 21).
American Indians
In the last 10-year period, American Indians
made important gains in all bachelors degree
fields, most significantly a 130.3 percent gain
in the number of biological/life sciences
degrees earned. In this field, American Indian
women increased the number of degrees they
earned by 185.6 percent, surpassing
American Indian men. Similar to trends
among the other minority groups, business
was the field with the largest numerical
increase in degrees conferred to American
Indians, increasing from 949 in 199192 to
1,810 in 200102 (see Table 20).
Masters degrees earned by American
Indians rose most significantly in the health
FIGURE 11
PERCENTAGE CHANGE IN NUMBER OF MASTER'S DEGREES AWARDED
Minorities
White
-2.7
Engineering
0.8
1.7
Public Administration and

Services
Health
Professions
-0.4
6.8
-1.7
2.6
Social
Sciences/History
0.3
5.1
Business
3.0
8.2
Education
4.9
-5
10
Note: Reported racial/ethnic distributions of students by level of degree, field of degree, and sex
were used to estimate race/ethnicity for students whose race/ethnicity was not reported.
Education Statistics, 2003. Washington, DC: 2004. Integrated Postsecondary Education
Data System (IPEDS), Completions Survey, 1992 to 2002.
31
professions (up by 141.5 percent), business

(up by 131.8 percent), and education (up by
109 percent). In education, American Indians
earned 500 additional degrees, the largest
increase of all selected fields. American
Indians increased the number of degrees they
earned in all selected fields, but the increases
were extremely small in social sciences/history
(an additional 30 degrees) and engineering
(an additional14 degrees) (see Table 21).

From 200001 to 200102, the change in the
number of bachelors degrees conferred in the
selected fields ranged from small increases to
small declines. Increases occurred in business
and social sciences/history, up by 5.9 percent
and 3.8 percent, respectively. The number of
bachelors degrees conferred in education
increased by less than 1 percent, because of
declines among white and minority men, who
earned 3.3 percent and 2.3 percent fewer
degrees, respectively. The number of bachelors
degrees conferred in the health professions
dropped by 4 percent, or 3,000 degrees. A
0.5 percent decline also occurred in the field of
biological/life sciences (see Table 20).
The number of bachelors degrees in biological/life sciences conferred to minorities in
200102 fell by 2.6 percent and, in education,
fell by 0.7 percent. This decline in bachelors
degrees in education is largely attributable to a
3.3 percent drop in the number of degrees
awarded to minority men. The fall in bachelors
degrees in biological/life sciences also was
because of an 8.1 percent decline in the number
of degrees awarded to minority men. Among
whites, the health professions were the only
selected field with a decline in bachelors
degrees conferred.
From 200001 to 200102, the number of
masters degrees conferred in education
increased by 5.8 percent, business rose by
32
3.7 percent, and social sciences/history rose by

2.3 percent. In the same one-year period, the
number of masters degrees conferred in public
administration and the health professions
increased by less than 1 percent. The only
decline in masters degrees conferred was in
engineering, which slipped by 0.7 percent, or
190 degrees (see Table 21). Most of the growth
in education degrees was because of an increase
of 4.9 percent (or 5,000 degrees) among whites.
In the health professions field, the number of
masters degrees conferred to minorities rose by
6.8 percent, while the number of degrees awarded to whites fell by 1.7 percent. The trend was
reversed in engineering, in which masters
degrees conferred to whites inched up by 0.8
percent, and degrees awarded to minorities
slipped by 2.7 percent (see Table 21 and
Figure 11, on page 31).
African Americans
African Americans earned fewer bachelors
degrees in education and biological/life
sciences in 200102 than they had a year
earlier. The decline in bachelors degrees
earned in education resulted from losses of
159 degrees among African-American men
and 259 degrees among African-American
women. Conversely, African Americans experienced a strong one-year gain in business, up
by 7 percent, or 1,900 degrees. Most of the
growth in bachelors degrees in business
occurred among women, who posted a
10.3 percent increase, compared with a
1.6 percent loss among men (see Table 20).
Despite a decline in bachelors degrees in
education earned by African Americans, the
number of masters degrees earned in education rose by 7.6 percent from 200001 to
200102, the highest rate of increase among
the selected fields. In fact, African Americans
earned more masters degrees in all the selected
fields in 200102 than they had the previous

year. However, African-American men experienced a one-year decline in masters degrees in
social sciences/history (down by 5.8 percent)
and business (down by 2.2 percent) (see
Table 21).
Hispanics
From 200001 to 200102, Hispanics
increased the number of bachelors degrees
they earned in all of the selected fields, except
biological/life sciences, which fell by 2.6 percent. By 200102, Hispanic women had
earned more bachelors degrees in biological/life sciences than in 200001 (up by
1.5 percent), but that increase was not high
enough to counter the 8.2 percent decline
experienced by their male counterparts. The
one-year growth in bachelors degrees was
most significant in social sciences/history (up
by 8.6 percent) and business (up by 7.4 percent) (see Table 20).
Between 200001 and 200102, growth in
all masters degrees earned by Hispanics was
relatively small, rising by 3.2 percent, or
631 degrees. Education was the only selected
field to experience a significant numerical
increase in masters degrees earned, increasing by 600 degrees. Hispanic students earned
fewer masters degrees in business (down by
1.6 percent), and only earned 3 additional
degrees in public administration (up by
0.2 percent) (see Table 21).
Asian Americans
Between 200001 and 200102, AsianAmerican students experienced little change
in the number of bachelors degrees earned in
education and engineering. They had, however, recorded strong increases in business
(up by 11.2 percent) and social sciences
degrees awarded (5.3 percent), and signi-
ficant declines in health professions and

biological/life sciences degrees awarded,
losses of 12.4 percent and 14.3 percent,
respectively (see Table 20).
Asian-American students made a 10.5 percent gain in the number of masters degrees
earned in the health professions between
200001 and 200102. They also made gains
of about 9 percent in both education and business. But Asian-American students earned
fewer masters degrees in engineering (dropping by 7.4 percent), public administration
(down by 5.3 percent), and social
sciences/history (down by 0.5 percent) (see
Table 21).
American Indians
American Indians increased the number of
bachelors degrees they had been awarded in
business (up by 13.5 percent), education
(rising by 10.5 percent), and engineering (up
by 6.6 percent), but posted declines in all
other degree fields. Among the most notable
declines between 200001 and 200102 was a
10.1 percent drop in social sciences/history.
The number of bachelors degrees conferred
to American Indian women declined only in
social sciences/history (down by 10.1 percent), but American Indian men experienced
declines in social sciences/history, biological/life sciences, and the health professions
(see Table 20).
In this one-year period, American Indian
students gained in masters degrees earned in
public administration (up by 29.5 percent),
education (up by 13 percent), and the health
professions (up by 6.1 percent). Conversely,
the number of masters degrees conferred in
the social sciences/history plunged by
24.5 percent. Small decreases occurred in
engineering and business, down by 3 percent
and 1.2 percent, respectively (see Table 21).
33
First-Professional and
Doctoral Degrees
20.9 percent), biological/life sciences (up by
17.4 percent), and social sciences (up by 6.4 percent). The decline in doctoral degrees conferred
in the other fields is the result of whites earning
significantly fewer degrees in the professional
other category (down by 24.1 percent),
physical sciences (down by 20.6 percent), engineering (down by 20.4 percent), and education
7
(down by 20.3 percent). Foreign students also
earned fewer degrees in 200102 in each of
these fields, most notably, in education (which
dropped by 18.4 percent) and physical sciences
(which fell by 13.2 percent). Whites experienced
growth in only two of the selected doctoral
fields: humanities (up by 9.5 percent) and
biological/life sciences (up by 2.2 percent).
Minorities increased the number of doctoral
degrees earned in each of the selected fields.
They showed the most dramatic increases in
FIGURE 12
FIRST-PROFESSIONAL DEGREES CONFERRED, BY RACE/ETHNICITY AND GENDER:
199192 TO 200102
40,000
White males
White females
Minority males
Minority females
35,000
At the two highest degree levels, the number of

degrees conferred increased modestly from
199192 to 200102, up by 9.3 percent for firstprofessional degrees and by 8.8 percent for
6
doctoral degrees. The small growth in both
degree categories was caused by significant
declines in the number of first-professional and
doctoral degrees earned by white males, down
by 17.6 percent and 12.9 percent, respectively.
In that 10-year period, women earned 31.8 percent (or 9,200) more first-professional degrees,
and 35.7 percent (or 5,400) more doctoral
degrees. Minority women earned nearly
5,000 additional first-professional degrees, an
increase twice as large as that of white females
(see Figure 12). At the doctoral level, white
women had the largest numerical increase of all
groups in degrees earned from 199192 to
200102, 1,700 degrees (see Tables 15 and 16).
Minorities and women were not the only
groups to experience tremendous growth at the
highest degree levels during the 1990s. Foreign
students earned 40.8 percent more firstprofessional degrees, led by an increase of
96.4 percent among foreign female students.
Students of unknown race/ethnicity more than
tripled the number of first-professional degrees
they earned, from 1,185 in 199192 to 4,060 in
200102. Students of unknown race/ethnicity
also nearly doubled the number of doctoral
degrees they earned during the same 10-year
period.
Growth in doctoral degrees conferred from
199192 to 200102 occurred in only three
of the selected fields, humanities (up by
30,000
25,000
20,000
15,000
10,000
5,000
0 199192
199394
199596
199798
19992000
200102
Education Statistics, 2003. Washington, DC: 2004. Integrated Postsecondary Education Data
System (IPEDS), Completions Survey, 1992 to 2002.
35
biological/life sciences (rising by 117.5 percent)

and in humanities (increasing by 100.7 percent)
(see Table 22).
African Americans
Hispanics
In the last 10 years, African Americans

increased the number of doctoral degrees they
earned by 88.9 percent, increasing from 1,202
in 199192 to more than 2,200 in 200102.
This represented the largest numerical
increase in doctoral degrees earned among all
groups. Both African-American men and
women contributed significantly to this surge,
with women outpacing men by a significant
margin, 119.5 percent to 54.3 percent (see
Table 16).
Hispanics made dramatic gains in doctoral

degrees earned over this 10-year period,
rising from 798 degrees in 199192 to more
than 1,300 in 200102, a 69.3 percent gain. In
199192, Hispanic women earned fewer
doctoral degrees than their male counterparts. Ten years later, an increase of 111.1 percent in doctoral degrees earned elevated
Hispanic women over their male counterparts
in terms of doctoral degrees earned among
Hispanics (see Table 16).
African Americans showed their largest rate

of growth in doctoral degrees earned in engineering, although beginning from a low base,
growing from 32 doctorates in 199192 to
77 doctorates in 200102, an increase of
159.4 percent. Their largest numerical
growth occurred in education, a field in which
African Americans earned 197 more doctoral
degrees in 200102 than in 199192 (see
Table 22).
In the last 10-year period, Hispanics

doubled their number of doctoral degrees
earned in the humanities, rising from 107
degrees to 214 degrees. The second-fastest
growing field was biological/life sciences,
which increased by 78.1 percent, from
114 degrees to 203 degrees (see Table 22).
At the first-professional degree level,

African Americans earned 52.2 percent more
degrees in 200102 than in 199192. The
increase in degrees earned by AfricanAmerican women was more than twice that by
African-American men, rising by 72.2 percent
and 28.3 percent, respectively (see Tables 15
and 16).
The number of African Americans earning
first-professional degrees at HBCUs more
than doubled in the 10-year period between
199192 and 200102. In 200102, HBCUs
awarded a larger share of all first-professional
degrees earned by African Americans than
they had 10 years earlier, 18.3 percent
36
compared with 12.6 percent. As to the number of doctoral degrees awarded by HBCUs,
that figure doubled from 199192 to 200102,
to total 256 degrees (see Table 17).
Hispanics increased their number of firstprofessional degrees earned by a more modest

32.7 percent during this 10-year period.
Hispanic women significantly outpaced
Hispanic men in both doctoral degrees and
first-professional degrees earned (see
Table 15).
In 199192, Hispanics earned only 4.5 percent of their doctoral degrees and 3.2 percent
of their first-professional degrees from HSIs.
By 200102, the share of doctoral degrees
conferred by HSIs increased to 12 percent,
and the share of first-professional degrees
rose to 13 percent (see Table 17).
Asian Americans
Asian-American women led AsianAmerican growth in doctoral degrees earned,
with a 103.6 percent increase, compared with
an increase of only 11.7 percent for AsianAmerican men. The tremendous growth in
the number of doctoral degrees earned by
Asian-American women moved them close to
parity with their male counterparts (see
Table 16).
Asian Americans nearly tripled the number
of doctoral degrees they earned in the humanities from 199192 to 200102, increasing by
95 degrees to stand at 147 degrees by the end
of that 10-year period. Asian Americans also
dramatically increased the number of doctoral
degrees they earned in the biological/life
sciences (rising by 158.7 percent) and in
social sciences (up 111.3 percent) (see
Table 22).
In the last 10-year period, Asian Americans
nearly doubled the number of first-professional
degrees they earned. The additional
4,400 first-professional degrees that Asian
Americans earned was the largest numerical
increase of any group. Their surge in firstprofessional degrees earned during the 1990s
was led by Asian American women, up
134.4 percent, compared to an increase of
62.2 percent for Asian American men (see
Table 15).
American Indians
American Indians gained 57 additional doctoral degrees in 200102 over their total from
10 years earlier, an increase of 48.3 percent.
American Indian women were responsible for
the rise in doctoral degrees earned, increasing
their number of degrees by 56 (see Table 16).
American Indians showed small gains in
degrees earned in several of the selected doctoral fields, adding six degrees in the social
sciences, four degrees in professionalother
fields, and three degrees in the humanities.
American Indians earned six fewer doctoral
degrees in the physical sciences in 200102
than in 199192, and the number of American
Indians earning doctoral degrees in education
also decreased during this 10-year period,
from 50 to 46 (see Table 22).
American Indians experienced a large
increase in first-professional degrees (up by
88.1 percent). Both American Indian men and
women saw large gains in first-professional
degrees, increasing by 77.1 percent and
100.7 percent, respectively (see Table 15).
37

For the most recent one-year period, the
number of doctoral degrees conferred declined
by 1.9 percent, a relatively small change. Within
each category, however, significant changes at
the racial/ethnic group and gender levels exist.
Men from all groups contributed to the decline
in the number of doctoral degrees conferred
from 200001 to 200102. White men earned
4.8 percent fewer doctoral degrees, minority
men earned 6.4 percent fewer degrees, foreign
male students earned 2.9 percent fewer degrees,
and men of unknown race/ethnicity earned
5.9 percent fewer degrees. Hispanic and AsianAmerican women also earned fewer doctoral
degrees, about 5.5 percent fewer degrees each.
The only significant one-year growth in doctoral
degrees was among African-American women,
up by 8.8 percent (or 113 degrees), and foreign
female students, up by 5.8 percent (or
189 degrees) (see Table 16).
From 200001 to 200102, minority
students earned slightly more doctoral degrees
in all of the selected fields, except engineering
and professionalother, in which they experienced declines of 0.7 percent and 7.4 percent,
respectively. Despite an overall increase in the
number of doctoral degrees earned by white
students, the number of doctoral degrees
conferred upon whites in all of the selected
fields decreased. The most significant decline in
the number of doctoral degrees earned by whites
was in engineering, which dropped by 15.3 percent (see Figure 13).
The number of first-professional degrees
awarded increased by 0.9 percent, or
740 degrees, from 200001 to 200102. The
increase was attributable to women, who earned
3.4 percent more degrees. Men earned
1.2 percent fewer doctoral degrees in 200102
than they earned the previous year. Foreign men
and women earned fewer first-professional
degrees in 200102, down by 11.9 percent and
38
6.0 percent, respectively. The largest increase

occurred among persons of unknown race/
ethnicity, who increased their total by 39.7 percent (see Table 15).
African Americans
African Americans recovered from a decline
in doctoral degrees earned from 19992000 to
200001, to increase their number of doctoral
degrees earned from 200001 to 200102 by
8.4 percent, the largest increase of any group.
During the same period, African Americans
increased their number of first-professional
degrees earned by 4.1 percent (see Tables 15
and 16).
Among the selected doctoral fields, African
Americans increased their overall number
of doctoral degrees earned in all fields, but
experienced declines in the humanities, engineering, and biological/life sciences (declines
of 6.8 percent, 6.1 percent, and 3.1 percent,
respectively) (see Table 22).
The number of doctoral degrees conferred
upon African Americans by HBCUs increased
from 222 in 200001 to 256 in 200102.
During the same one-year period, the number
of first-professional degrees conferred to
African Americans by HBCUs decreased from
1,025 degrees to 997 degrees (see Table 17).
Hispanics
Hispanics earned 79 fewer doctoral degrees
in 200102 than they earned in 200001, a
decrease of 5.5 percent. Both Hispanic men
and women contributed to this decline.
Hispanics fared better at the first-professional
level, gaining 87 additional degrees over the
same period, an increase of 2.4 percent (see
Tables 15 and 16).
The professionalother category was the

only selected field of study in which Hispanics
earned fewer doctoral degrees in 200102
than they earned the previous year, a decline
of 23 percent. The number of doctoral degrees
conferred to Hispanics increased the most in
education and social sciences, up by
42 degrees and 36 degrees, respectively (see
Table 22).
Asian Americans
Asian Americans experienced a large oneyear decrease in doctoral degrees, earning
267 fewer degrees, a decline of 10.9 percent.
The number of doctoral degrees earned by
Asian-American men declined significantly
more than their female counterparts,
decreasing by 15.1 percent, compared with a
5.5 percent decline for women. Asian
Americans gained 182 additional firstprofessional degrees in 200102, with AsianAmerican men responsible for only 33 of
those additional degrees (see Tables 15
and 16).
Despite a one-year decline in the number of
doctoral degrees conferred to Asian
Americans, this group made small gains in a
few of the selected doctoral degree fields: up
by 10.5 percent in humanities, 2.9 percent in
biological/life sciences, 2.7 percent in education, and 2.0 percent in physical sciences (see
Table 22).
American Indians experienced little change

in the number of doctoral degrees earned in
the selected fields. The largest numerical gain
in doctoral degrees earned was in education,
an increase of four degrees in 200102,
and the largest numerical decline in
doctoral degrees was a loss of four degrees in
biological/life sciences (see Table 22).
Notes
First-professional degrees (also referred to as
professional degrees) are awarded in the fields of
dentistry (D.D.S. or D.M.D.), medicine (M.D.),
optometry (O.D.), osteopathic medicine (D.O.),
pharmacy (D.Phar.), podiatric medicine
(D.P.M.), veterinary medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (J.D.), and theological professions (M.Div. or M.H.L.).
6
Doctorates under the field professional-other

include architectural/environmental design,
business, communications, home economics,
law, library science, parks/recreation/leisure,
fitness, public administration, social work, theological programs, and other professional fields.
FIGURE 13
PERCENTAGE CHANGE IN NUMBER OF DOCTORAL DEGREES AWARDED
Minorities
-7.4
-5.9
Professional
Other
American Indians
From 200001 to 200102, American
Indians earned four more doctoral degrees
and 29 more first-professional degrees.
American Indian women are entirely responsible for the growth in doctoral degrees; they
earned 11 additional degrees to counter the
loss of seven degrees among American Indian
men (see Tables 15 and 16).
Engineering
-0.7
-15.3
2.6
Humanities
-6.8
2.2
Life
Sciences
-2.3
5.7
Social
Sciences
-5.4
4.1
Physical
Sciences
-5.1
6.0
Education
-20
White
-4.1
-15
-10
-5
10
Source: NSF/NIH/USED/NEH/USDA/NASA, Survey of Earned Doctorates, 1992 to 2002.
39
ANNE ARUNDEL COMMUNITY COLLEGE
CITY COLLEGE OF SAN FRANCISCO
Employment in
Higher Education
Minorities steadily increased their presence as
full-time faculty members at the nations colleges and universities, growing from 65,000
positions in 1993 to more than 90,000 positions
in 2001, a 40 percent increase. During this same
period, the number of white full-time faculty
increased by 6.6 percent, or nearly 31,000 positions. The 40 percent gain in minority faculty is
largely attributable to Asian Americans, who
increased their faculty numbers by nearly
13,000 (or 50.5 percent), and Hispanic
Americans, who grew by more than 6,000 faculty
positions (or 53.3 percent) (see Figure 14).
Minority women outpaced minority men,
increasing their number of faculty positions
held by 53.9 percent, compared with mens
increase of 31.8 percent. However, minority
men still hold 17,000 more faculty positions
than do minority women (see Table 24).
The number of full-time faculty increased
among all racial/ethnic groups and at all faculty
levels. The number of minority full professors
increased by 25.9 percent, or more than 3,700
positions. Despite this large gain in the number
of minority full professors, the minority share of
all full professor positions remains low, up 2 percentage points to 11.1 percent in 2001. Not surprisingly, the trend among all tenured faculty
was similar. From 1993 to 2001, 5,200 more
minority faculty were tenured, an increase of
16.6 percent. This seemingly large increase in
tenured minority faculty caused the minority
share of tenured faculty to rise by only 2.2 percentage points, to 13.3 percent (see Tables 25
and 26).
Minorities also made strong gains as administrators in higher education, with the number
holding administrator positions rising by
24.4 percent. Most of the growth occurred
among minority women, whose numbers
increased by 37.3 percent, compared with a 11.9
percent growth rate for men. In 2001, this substantial growth among minority women pushed
them past minority men in total number of
administrators12,704 compared with 10,664
(see Table 27 and Figure 15, on page 42).
Minorities also made significant gains at the
presidential level, increasing the number of
positions held by 36.0 percent. Most of these
new presidential positions were at private fouryear institutions. However, this strong growth
had little effect on the minority share of college
presidencies. In 1994, minorities held 12.1 percent of presidencies. Ten years later, the share of
presidencies held by minorities had increased to
14 percent (see Table 28).
FIGURE 14
PERCENT CHANGE IN NUMBER OF FULL-TIME FACULTY,
BY RACE/ETHNICITY: 1993 TO 2001
American
Indian
39.0
Asian
American
50.5
Hispanic
53.3
African
American
23.5
Total
Minority
40.0
White
6.6
Total
12.0
0
10
20
30
40
50
60
Source: U.S. Equal Employment Opportunity Commission. EEO-6 Higher Education Staff
Information surveys, 1983. U.S. Department of Education, National Center for Education
Statistics. Intergrated Postsecondary Education System (IPEDS), Fall Staff Survey, 19992000.
41

African Americans
From 1993 to 2001, African Americans
increased the number of faculty positions they
held by 23.5 percent, a numerical increase of
6,000 positions. Over this eight-year period,
women outpaced men in the number of positions held by 29 percent, compared with
18.4 percent, bringing both groups to almost
the same total number of faculty positions,
15,830 and 15,851, respectively (see Table 24).
The growth in African-American faculty
occurred at every level, but was largest at the
associate professor level, at 28.2 percent (see
Table 25). African Americans also showed
strong gains in the number of tenured faculty,
rising by 16.7 percent (see Table 26).
From 1993 to 2001, the number of AfricanAmerican administrators increased by
12.2 percent. The number of women
increased by 23.6 percent to total 7,822, while
men showed little change, decreasing by six
positions (see Table 27).
FIGURE 15
NUMBER OF FULL-TIME ADMINISTRATORS IN HIGHER EDUCATION,
BY RACE/ETHNICITY: 1993 TO 2001
White males
80,000
White females
Minority males
Minority females
Number of Administrators
60,000
50,000
40,000
30,000
20,000
10,000
1993
1995
1997
1999
2001
Source: U.S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education System (IPEDS), Fall Staff Survey, 1993 through 2001.
42
Hispanics
Hispanics experienced the highest rate of
increase in faculty among all U.S. citizens,
growing from 12,076 in 1993 to 18,514 in
2001, an increase of 53.3 percent. Between
1993 and 2001, Hispanic women outpaced
Hispanic men, growing 70.5 percent, compared with mens increase of 42.7 percent,
though Hispanic men still outnumber Hispanic
women by 2,800 positions (see Table 24).
From 1993 to 2001, Hispanics showed an
impressive increase in associate professorships,
gaining more than 1,200 positions to total
almost 3,500 positions in 2001, a 52.7 percent rise. Hispanics were the only minority
group to experience a decline in the number
of tenured faculty, falling by 12.3 percent (see
Tables 25 and 26).
Between 1993 and 2001, Hispanics
increased administrative positions by 46.1 percent, with Hispanic women responsible for
most of that gain, rising by 68.4 percent (see
Table 27).
Hispanics experienced the highest increase
at the presidential level of all minority groups.
Holding 116 presidencies in 1994, Hispanics
held 189 presidencies in 2004, an increase of
62.9 percent. The large increase in Hispanics at
the presidential level occurred equally at fouryear and two-year institutions, 38 and 35 additional positions, respectively (see Table 28).
70,000
Between 1994 and 2004, African-American

women almost doubled their number of presidential appointments by 93.3 percent, to
stand at 87 presidencies. African-American
men did not have the same level of success,
increasing by 5.6 percent, or 9 presidencies
(see Table 28).
Asian Americans
Asian Americans experienced the highest
numerical increase in faculty positions among
minorities, steadily increasing from 25,269
positions in 1993 to more than 38,026 positions in 2001, a 50.5 percent gain. AsianAmerican women nearly doubled their share
of faculty positions in the same period (up
89.5 percent), compared with mens 37.4 percent increase. Despite womens gains, there
remains a 14,000-position gap between AsianAmerican men and women in full-time faculty
positions (see Table 24).
Between 1993 and 2001, Asian Americans
gained 3,500 assistant professorships, almost
3,000 associate professorships, and nearly
2,000 full professorships, respective increases
of 47.9 percent, 37.3 percent, and 33.0 percent. Asian Americans also experienced
strong gains in the number of tenured faculty,
rising by 36.3 percent during that period (see
Tables 25 and 26).
Asian Americans experienced the second
largest increase in administrative positions,
rising from 2,243 positions in 1993 to more
than 3,500 positions in 2001, a 57.9 percent
gain (see Table 27).
Asian Americans gained 19 presidencies
between 1994 and 2004, a 50 percent
increase. Asian-American women more than
doubled their numbers, but still hold only 13
presidencies, compared with the 44 AsianAmerican male presidents (see Table 28).
American Indians
American Indians experienced a significant
increase in faculty positions, increasing by
778 positions (or 39.0 percent) to 2,775 positions in 2001. In the eight years between 1993
and 2001, the number of American Indian
women faculty increased by 60.1 percent,
closing the gender gap with American Indian

men (see Table 24).
The largest gain for American Indians was
at the associate and assistant professor levels,
where they saw respective increases of 182
and 180 positions. American Indians also saw
strong gains at the full professor level, rising
by 140 positions (see Table 26). These gains at
the full and associate professor levels contributed to an increase of 329 tenured faculty
positions among American Indians, a gain of
43.3 percent (see Tables 25 and 26).
From 1993 to 2001, the number of administrative positions that American Indians in
held rose by more than 20 percent. American
Indian women were entirely responsible for
this rise, increasing the number of positions
held by 49.5 percent in that period, compared
with American Indian mens decline of
American Indians were the only racial
group to hold fewer presidencies from 1994 to
2004, losing two positions, both formerly held
by American Indian women (see Table 28).

From 1999 to 2001, minorities continued to
make strong annual gains in the number of faculty positions held, rising by 10.4 percent, or
about 8,600 positions. Gains by minority
women outpaced minority men, but minority
men still outnumber minority women among
faculty. Asian Americans made the largest gains
among minorities, with an increase of nearly
4,000 positions (see Table 24).
Minority faculty continued to increase their
numbers at all ranks, growing most at the
instructor/lecturer and assistant professor levels,
by approximately 3,200 and 2,600 additional
positions, respectively. The addition of about
3,900 tenured minority faculty from 1997 to
2001 was overshadowed by an increase of about
43
8,100 minority faculty in nontenure-track positions at institutions with tenure (see Tables 25
and 26).
Minorities showed little change at the
administrative level from 1999 to 2001, while
the number of white administrators decreased
by 10.2 percent. From 2003 to 2004, minorities
gained 123 presidencies, an increase of
30.0 percent. Minority women held 48 of those
new presidencies (see Tables 27 and 28).
period, African-American men also gained

more tenured positions than AfricanAmerican women, 588 compared with 486
(see Tables 25 and 26).

African Americans

increased their number of presidencies by
21.1 percent, or 45 presidencies (see Table 28
and Figure 16).
African Americans gained 2,459 faculty

positions between 1999 and 2001, an 8.4 percent increase. African-American women and
men had similar rates of growth from 1999 to
2001, 8.7 percent and 8.1 percent, respectively
(see Table 24).
gained nearly 600 assistant professorships,
but less than 300 full professorships. At the
full professor level, African-American men
gained 197 additional positions from 1999 to
2001, compared with a gain of 49 positions for
African-American women. During the same
FIGURE 16
CHANGE IN THE NUMBER OF COLLEGE AND UNIVERSITY
PRESIDENTS, BY RACE/ETHNICITY AND INSTITUTION
TYPE: 2003 TO 2004
American
Indian
3
7
Asian
American
Four-Year Institutions
Two-Year Institutions
22
Hispanic
20
24
African
American
20
25
65
58
386
White
196
50
100
150
200
250
300
350
Source: American Council on Education database. Data compiled in September 2004.
44
Hispanics
Between 1999 and 2001, Hispanics had the
second highest rate of increase in the number
of faculty positions held, a rise of 12.2 percent. Hispanic women gained 995 faculty
positions in the three-year period (a rise of
14.5 percent), compared with Hispanic mens
increase of 1,021 positions (a rise of 10.6 percent) (see Table 24).
Hispanics made substantial progress at the
assistant professor level, gaining 554 positions, an increase of 13.1 percent. Hispanics
gained 337 positions at the associate level and
207 positions at the full professor level. From
1997 to 2001, the number of tenured Hispanic
faculty increased by more than 1,000 (see
Tables 25 and 26).
Between 1999 and 2001, Hispanics gained
about 200 administrative positions, a rise of
4.1 percent. Hispanic women held the majority
of these new positions, at 134 (see Table 27).
Total Minority
Between 1999 and 2001, African Americans

were the only minority group to decline in the
number of administrative positions held,
falling by 2.3 percent. African-American men
lost 262 positions in that decline, compared
with only 65 positions lost by AfricanAmerican women (see Table 27).
400
From 2003 to 2004, Hispanics gained 44

presidencies, a rise of 30.3 percent. Hispanic
women gained 15 presidencies and Hispanic
men gained nearly twice that number (29) (see
American Indians
Between 1999 and 2001, the number of
American Indian faculty increased by 8.4 percent, gaining 214 positions. The number of
women increased by 9.4 percent, or 105 positions, while the number of men increased by
7.5 percent, or 109 positions (see Table 24).
Asian Americans
The number of Asian-American faculty
increased by 11.5 percent, from 34,112 positions in 1999 to 38,026 positions in 2001.
Asian-American women dramatically outpaced Asian-American men in the same period,
increasing the number of positions they held
by 18.3 percent, compared with an increase of
8.6 percent for men. However, Asian-American
men still outnumber Asian-American women
among college and university faculty (see
Table 24).
Among minorities, Asian Americans made
the largest numerical gains at all faculty levels: 1,500 at the assistant professor level, 647
at the associate professor level, and 571 at the
full professor level. Asian Americans also led
all minority groups in gains at each tenure status level: 1,600 additional tenured faculty and
1,900 additional nontenure-track faculty (see
Tables 25 and 26).
American Indians lost two faculty positions

at the assistant professor level, but gained 67
positions at the associate professor level and
25 positions at the full professor level. From
1997 to 2001, American Indians gained 167
more tenured positions, an increase of 18.1
percent (see Tables 25 and 26).
The number of American Indian administrators increased from 760 positions in 1999
to 876 positions in 2001, a rise of 15.3 percent. American Indian women accounted for
70 of these new positions (see Table 27).
American Indians gained 10 presidencies in
the one-year period between 2003 and 2004.
All 10 positions were awarded to American
Indian men, and seven of those were at twoyear institutions (see Table 28 and Figure 16).
Notes
Faculty data by tenure status, race/ethnicity,
and gender were not available for 1999.
8
Between 1999 and 2001, Asian Americans

increased their number of administrative
positions by 6.3 percent. Asian-American
men outpaced their female counterparts, rising by 7.5 percent, compared with womens
5.0 percent increase (see Table 27).
Asian Americans gained 24 presidencies
from 2003 to 2004, 16 among men and eight
among women. All but two of these new presidencies were at four-year institutions (see
45
FLORIDA INTERNATIONAL UNIVERSITY
BERKELEY COLLEGE OF NEW YORK & NEW JERSEY
Table 1
High School Completion Rates and College Participation Rates of 18- to 24-Year-Olds,
by Race/Ethnicity: 1980 to 2002
High School Graduates
Number
Enrolled in College
(thousands)
Enrolled-inCollege Rate
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
28,957
28,965
28,846
28,580
28,031
27,122
26,512
25,950
25,733
25,261
24,852
24,572
24,278
25,522
25,254
24,900
24,671
24,973
25,507
26,042
26,658
26,965
27,368
7,400
7,575
7,678
7,477
7,591
7,537
7,477
7,693
7,791
7,804
7,964
8,172
8,343
8,630
8,729
8,539
8,767
9,204
9,323
9,259
9,451
9,630
10,033
25.6
26.2
26.6
26.2
27.1
27.8
28.2
29.6
30.3
30.9
32.0
33.3
34.4
33.8
34.6
34.3
35.5
36.9
36.6
35.6
35.5
35.7
36.7
23,413
23,343
23,291
22,988
22,870
22,349
21,768
21,118
20,900
20,461
20,311
19,883
19,921
20,844
20,581
20,125
20,131
20,338
20,568
21,126
21,822
21,836
22,318
80.9
80.6
80.7
80.4
81.6
82.4
82.1
81.4
81.2
81.0
81.7
80.9
82.1
81.7
81.5
80.8
81.6
81.4
80.6
81.1
81.9
81.0
81.5
31.6
32.5
33.0
32.5
33.2
33.7
34.3
36.4
37.3
38.1
39.1
41.1
41.9
41.4
42.4
42.4
43.5
45.2
45.3
43.8
43.3
44.1
45.0
24,482
24,486
24,206
23,899
23,347
22,632
22,020
21,493
21,261
20,825
20,393
19,980
19,671
20,493
20,171
19,866
19,676
20,020
16,489
17,080
17,327
16,721
17,132
6,423
6,549
6,694
6,463
6,256
6,500
6,307
6,483
6,659
6,631
6,635
6,813
6,916
7,074
7,118
7,011
7,123
7,495
6,704
6,735
6,709
6,565
7,005
26.2
26.7
27.2
27.0
26.8
28.7
28.6
30.2
31.3
31.8
32.5
34.1
35.2
34.5
35.3
35.3
36.2
37.4
40.7
39.4
38.7
39.3
40.9
20,214
20,123
19,944
19,643
19,373
18,916
18,291
17,689
17,491
17,089
16,823
16,324
16,379
16,989
16,670
16,269
16,199
16,557
14,258
14,813
15,187
14,481
14,911
82.6
82.2
82.4
82.2
83.0
83.6
83.1
82.3
82.3
82.1
82.5
81.7
83.3
82.9
82.6
81.9
82.3
82.7
86.5
86.7
87.6
86.6
87.0
31.8
32.5
33.6
32.9
32.3
34.4
34.5
36.6
38.1
38.8
39.4
41.7
42.2
41.6
42.7
43.1
44.0
45.3
47.0
45.5
44.2
45.3
47.0
All Persons
(thousands)
Year
ALL RACES
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
WHITE a
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
Continued on next page

a After 1997, white does not include whites of Hispanic origin.
Note:
College participation rates were calculated using the total population and high school graduates as the bases. High school graduates are persons who have completed four or more years of high school
during the period 1977 to 1991. Beginning in 1992, they were persons whose highest degree was a high school diploma (including equivalency) or higher.
Data for 1986 and later use a revised tabulation system. Improvements in edits and population estimation procedures caused slight changes in estimates for 1986. Data for 1980 through 1992 use 1980
decenial census-based estimates, and data for 1993 and later use 1990 decenial census-based estimates. The Ever-Enrolled-in-College Rate column was removed from this years version of this table.
Source: U.S. Census Bureau. Current Population Survey Reports, School EnrollmentSocial and Economic Characteristics of Students, 19802002.
AMERICAN COUNCIL ON EDUCATION 47
Table 1 Continued
by Race/Ethnicity: 1980 to 2002

All Persons
(thousands)
Year
Number
Enrolled-in-College
(thousands)
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
AFRICAN AMERICAN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
3,721
3,778
3,872
3,865
3,862
3,716
3,653
3,603
3,568
3,559
3,520
3,504
3,521
3,666
3,661
3,625
3,637
3,650
3,637
3,827
4,013
3,916
3,923
715
750
767
741
786
734
812
823
752
835
894
828
886
897
1,001
988
983
1,085
1,080
1,146
1,216
1,206
1,227
19.2
19.9
19.8
19.2
20.4
19.8
22.2
22.8
21.1
23.5
25.4
23.6
25.3
24.5
27.3
27.3
27.0
29.7
29.7
29.9
30.3
30.8
31.3
2,592
2,678
2,744
2,740
2,885
2,810
2,795
2,739
2,680
2,708
2,710
2,630
2,625
2,747
2,818
2,788
2,738
2,726
2,678
2,911
3,088
3,016
3,041
69.7
70.9
70.9
70.9
74.7
75.6
76.5
76.0
75.1
76.1
77.0
75.1
74.6
74.9
77.0
76.9
75.3
74.7
73.6
76.1
76.9
77.0
77.5
27.6
28.0
28.0
27.0
27.2
26.1
29.1
30.0
28.1
30.8
33.0
31.5
33.8
32.7
35.5
35.4
35.9
39.8
40.3
39.4
39.4
40.0
40.3
2,033
2,052
2,001
2,025
2,018
2,221
2,514
2,592
2,642
2,818
2,749
2,874
2,754
3,663
3,523
3,603
3,510
3,600
4,014
3,954
4,135
4,892
4,918
327
342
337
349
362
375
458
455
450
453
435
516
586
728
662
745
706
806
820
740
899
1,035
979
16.1
16.7
16.8
17.2
17.9
16.9
18.2
17.6
17.0
16.1
15.8
18.0
21.3
19.9
18.8
20.7
20.1
22.4
20.4
18.7
21.7
21.2
19.9
1,099
1,144
1,153
1,110
1,212
1,396
1,507
1,597
1,458
1,576
1,498
1,498
1,578
2,049
1,995
2,112
2,019
2,236
2,403
2,326
2,462
3,032
3,077
54.1
55.8
57.6
54.8
60.1
62.9
59.9
61.6
55.2
55.9
54.5
52.1
57.3
55.9
56.6
58.6
57.5
62.1
59.8
58.8
59.5
62.0
62.6
29.8
29.9
29.2
31.4
29.9
26.9
30.4
28.5
30.9
28.7
29.0
34.4
37.1
35.5
33.2
35.3
35.0
36.0
34.1
31.8
36.5
34.1
31.8
HISPANICa
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
a Hispanics may be of any race.
48
Table 2
by Race/Ethnicity and Gender: 1980 to 2002
All Persons
(thousands)
Number
Enrolled in College
(thousands)
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
ALL RACES
MEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
14,107
14,127
14,083
14,003
13,744
13,199
12,921
12,626
12,491
12,325
12,134
12,036
11,965
12,712
12,557
12,351
12,285
12,513
12,764
12,906
13,339
13,434
13,745
3,717
3,833
3,837
3,820
3,929
3,749
3,702
3,867
3,770
3,717
3,922
3,954
3,912
4,237
4,152
4,089
4,187
4,374
4,403
4,397
4,342
4,436
4,629
26.3
27.1
27.2
27.3
28.6
28.4
28.7
30.6
30.2
30.2
32.3
32.9
32.7
33.3
33.1
33.1
34.1
35.0
34.5
34.1
32.6
33.0
33.7
11,125
11,052
11,120
10,906
10,914
10,614
10,338
10,030
9,832
9,700
9,778
9,493
9,576
10,142
9,970
9,789
9,815
9,933
9,916
10,201
10,622
10,460
10,823
78.9
78.2
79.0
77.9
79.4
80.4
80.0
79.4
78.7
78.7
80.6
78.9
80.0
79.8
79.4
79.3
79.9
79.4
77.7
79.0
79.6
77.9
78.7
33.4
34.7
34.5
35.0
36.0
35.3
35.8
38.6
38.3
38.3
40.1
41.7
40.9
41.8
41.6
41.8
42.7
44.0
44.4
43.1
40.9
42.4
42.8
WOMEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
14,851
14,838
14,763
14,577
14,287
13,923
13,591
13,321
13,242
12,936
12,718
12,536
12,313
12,810
12,696
12,548
12,386
12,460
12,743
13,136
13,319
13,531
13,623
3,682
3,741
3,841
3,657
3,662
3,788
3,775
3,826
4,021
4,085
4,042
4,218
4,429
4,393
4,576
4,452
4,582
4,820
4,919
4,863
5,109
5,192
5,404
24.8
25.2
26.0
25.1
25.6
27.2
27.8
28.7
30.4
31.6
31.8
33.6
36.0
34.3
36.0
35.5
37.0
38.7
38.6
37.0
38.4
38.4
39.7
12,287
12,290
12,171
12,082
11,956
11,736
11,430
11,086
11,068
10,758
10,533
10,391
10,344
10,702
10,611
10,338
10,317
10,403
10,651
10,927
11,200
11,374
11,495
82.7
82.8
82.4
82.9
83.7
84.3
84.1
83.2
83.6
83.2
82.8
82.9
84.0
83.5
83.6
82.4
83.3
83.5
83.6
83.2
84.1
84.1
84.4
30.0
30.4
31.6
30.3
30.6
32.3
33.0
34.5
36.3
38.0
38.4
40.6
42.8
41.0
43.1
43.1
44.4
46.4
46.2
44.5
45.6
45.6
47.0

Note:
College participation rates were calculated using the total population and high school graduates as the bases. High school graduates are persons who have completed four or more years of high school
during the period 1977 to 1991. Beginning in 1992, they were persons whose highest degree was a high school diploma (including equivalency) or higher.
decenial census-based estimates, and data for 1993 and later use 1990 decenial census-based estimates. The Ever-Enrolled-in-College Rate column was removed from this years version of this table.
Source: U.S. Census Bureau. Current Population Survey Reports, School EnrollmentSocial and Economic Characteristics of Students, 19802002.
49
Table 2 Continued

All Persons
(thousands)
Number
Enrolled in College
(thousands)
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
MEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
12,011
12,040
11,874
11,787
11,521
11,108
10,814
10,549
10,380
10,240
10,053
9,896
9,744
10,294
10,123
9,980
9,897
10,173
8,295
8,580
8,670
8,343
8,453
3,275
3,340
3,308
3,335
3,406
3,254
3,168
3,289
3,260
3,223
3,292
3,270
3,291
3,498
3,406
3,398
3,419
3,633
3,271
3,284
3,137
3,095
3,288
27.3
27.7
27.9
28.3
29.6
29.3
29.3
31.2
31.4
31.5
32.7
33.0
33.8
34.0
33.6
34.0
34.5
35.7
39.4
38.3
36.2
37.1
38.9
9,686
9,619
9,611
9,411
9,348
9,077
8,780
8,498
8,268
8,177
8,157
7,843
7,911
8,338
8,168
8,001
8,000
8,204
7,026
7,301
7,494
7,114
7,245
80.6
79.9
80.9
79.8
81.1
81.7
81.2
80.6
79.7
79.9
81.1
79.3
81.2
81.0
80.7
80.2
80.8
80.6
84.7
85.1
86.4
85.3
85.7
33.8
34.7
34.4
35.4
36.4
35.8
36.1
38.7
39.4
39.4
40.3
41.7
41.6
42.0
41.7
42.5
42.7
44.3
46.6
45.0
41.9
43.5
45.4
WOMEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
12,471
12,446
12,332
12,112
11,826
11,524
11,205
10,944
10,881
10,586
10,340
10,119
9,928
10,199
10,048
9,886
9,778
9,847
8,164
8,500
8,657
8,378
8,678
3,147
3,208
3,285
3,129
3,120
3,247
3,139
3,192
3,399
3,409
3,344
3,544
3,625
3,576
3,714
3,615
3,705
3,863
3,433
3,451
3,573
3,470
3,718
25.2
25.8
26.6
25.8
26.4
28.2
28.0
29.2
31.2
32.2
32.3
35.0
36.5
35.1
37.0
36.6
37.9
39.6
42.1
40.6
41.3
41.4
42.8
10,528
10,504
10,333
10,233
10,026
9,840
9,509
9,189
9,223
8,913
8,666
8,481
8,468
8,651
8,503
8,271
8,200
8,352
7,232
7,510
7,694
7,367
7,667
84.4
84.4
83.8
84.5
84.8
85.4
84.9
84.0
84.8
84.2
83.8
83.8
85.3
84.8
84.6
83.7
83.9
84.8
88.6
88.4
88.9
87.9
88.3
29.9
30.5
31.8
30.6
31.1
33.0
33.0
34.7
36.9
38.2
38.6
41.8
42.8
41.3
43.7
43.7
45.2
46.3
47.5
46.0
46.4
47.1
48.5
Year
WHITE a

50
Table 2 Continued
Year
All Persons
(thousands)
Number
Enrolled in College
(thousands)
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
AFRICAN AMERICAN
MEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
1,690
1,730
1,786
1,807
1,811
1,720
1,687
1,666
1,653
1,654
1,634
1,635
1,676
1,703
1,733
1,660
1,682
1,701
1,672
1,747
1,885
1,818
1,843
293
325
331
331
367
345
349
377
297
324
426
378
356
387
440
430
422
425
436
501
469
469
475
17.3
18.8
18.5
18.3
20.3
20.1
20.7
22.6
18.0
19.6
26.1
23.1
21.2
22.7
25.4
25.9
25.1
25.0
26.1
28.7
24.9
25.8
25.8
1,115
1,154
1,171
1,202
1,272
1,244
1,220
1,188
1,189
1,195
1,240
1,174
1,211
1,240
1,277
1,247
1,199
1,214
1,138
1,291
1,389
1,286
1,353
66.0
66.7
65.6
66.5
70.2
72.3
72.3
71.3
71.9
72.2
75.9
71.8
72.3
72.8
73.7
75.1
71.3
71.4
68.1
73.9
73.7
70.7
73.4
26.3
28.2
28.3
27.5
28.9
27.7
28.6
31.7
25.0
27.1
34.4
32.2
29.4
31.2
34.5
34.4
35.2
35.0
38.3
38.8
33.8
36.5
35.1
WOMEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2,031
2,049
2,086
2,058
2,052
1,996
1,966
1,937
1,915
1,905
1,886
1,869
1,845
1,965
1,928
1,965
1,956
1,949
1,965
2,080
2,128
2,098
2,081
422
424
436
411
419
389
462
445
455
511
467
460
531
511
561
558
561
659
643
644
747
736
751
20.8
20.7
20.9
20.0
20.4
19.5
23.5
23.0
23.8
26.8
24.8
24.6
28.8
26.0
29.1
28.4
28.7
33.8
32.7
31.0
35.1
35.1
36.1
1,475
1,526
1,572
1,539
1,613
1,565
1,576
1,550
1,492
1,511
1,468
1,455
1,417
1,508
1,542
1,541
1,539
1,511
1,539
1,620
1,701
1,729
1,685
72.6
74.5
75.4
74.8
78.6
78.4
80.1
80.0
77.9
79.3
77.8
77.8
76.8
76.7
80.0
78.4
78.7
77.5
78.3
77.9
79.9
82.4
81.0
28.6
27.8
27.7
26.7
26.0
24.9
29.3
28.7
30.5
33.8
31.8
31.6
37.5
33.9
36.4
36.2
36.5
43.6
41.8
39.8
43.9
42.6
44.6
51
Table 2 Continued

All Persons
(thousands)
Year
Number
Enrolled in College
(thousands)
(percent)
Number
Completed
(thousands)
Completion
Rate
(percent)
(percent)
HISPANIC b
MEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
1,012
988
944
968
956
1,132
1,339
1,337
1,375
1,439
1,403
1,503
1,384
1,710
1,896
1,907
1,815
1,937
2,109
2,046
2,171
2,596
2,707
160
164
141
152
154
168
233
247
228
211
214
211
247
338
312
356
300
371
346
323
401
450
439
15.8
16.6
14.9
15.7
16.1
14.8
17.4
18.5
16.6
14.7
15.3
14.0
17.8
19.8
16.5
18.7
16.5
19.2
16.4
15.8
18.5
17.3
16.2
518
498
519
476
549
659
769
795
724
756
753
719
720
1,005
1,021
1,106
994
1,140
1,146
1,123
1,173
1,456
1,562
51.2
50.4
55.0
49.2
57.4
58.2
57.4
59.5
52.7
52.5
53.7
47.8
52.0
58.8
53.8
58.0
54.8
58.9
54.3
54.9
54.0
56.1
57.7
30.9
32.9
27.2
31.9
28.1
25.5
30.3
31.1
31.5
27.9
28.4
29.3
34.3
33.6
30.6
32.2
30.2
32.5
30.2
28.8
34.2
30.9
28.1
WOMEN
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
1,021
1,064
1,056
1,057
1,061
1,091
1,175
1,256
1,267
1,377
1,346
1,372
1,369
1,652
1,628
1,696
1,694
1,669
1,906
1,907
1,963
2,297
2,211
165
178
196
198
207
205
226
208
224
244
221
305
339
390
350
389
406
436
474
417
498
585
540
16.2
16.7
18.6
18.7
19.5
18.8
19.2
16.6
17.7
17.7
16.4
22.2
24.8
23.6
21.5
22.9
24.0
26.1
24.9
21.9
25.4
25.5
24.4
579
646
634
634
661
734
739
801
736
823
745
780
860
1,045
973
1,011
1,026
1,097
1,257
1,202
1,290
1,575
1,515
56.7
60.7
60.0
60.0
62.3
67.3
62.9
63.8
58.1
59.8
55.3
56.9
62.8
63.3
59.8
59.6
60.6
65.7
66.0
63.0
65.7
68.6
68.5
28.5
27.6
30.9
31.2
31.3
27.9
30.6
26.0
30.4
29.6
29.7
39.1
39.4
37.3
36.0
38.5
39.6
39.7
37.7
34.7
38.6
37.1
35.6
b Hispanics may be of any race.
52
Table 3
Educational Attainment Rates for 25- to 29-Year-Olds

and Persons 25 Years Old and Older, by Race/Ethnicity and Gender: 1980 to 2003
ALL RACES
WHITE a
AFRICAN AMERICAN
HISPANIC b
Year and Age

Both Sexes
Male
Female
Both Sexes
Male
Female
Both Sexes
Male
Female
Both Sexes
Male
Female
25 TO 29 YEARS OLD Completed Four or More Years of High School

1980
85.4
85.4
85.5
86.9
1981
86.3
86.5
86.1
87.6
1982
86.2
86.3
86.1
86.9
1983
86.0
86.0
86.0
86.9
1984
85.9
85.6
86.3
86.9
1985
86.1
85.9
86.4
86.8
1986
86.1
85.9
86.4
86.5
1987
86.0
85.5
86.4
86.3
1988
85.7
84.4
87.0
86.5
1989
85.5
84.4
86.5
86.0
1990
85.7
84.4
87.0
86.3
1991
85.4
84.9
85.8
85.8
1992
86.3
86.1
86.5
87.0
1993
86.7
86.0
87.4
87.3
1994
86.1
84.5
87.6
86.5
1995
86.8
86.3
87.4
87.4
1996
87.3
86.5
88.1
87.5
1997
87.4
85.8
88.9
87.6
1998
88.1
86.6
89.6
88.1
1999
87.8
86.1
89.5
93.0
2000
88.1
86.7
89.4
94.0
2001
86.8
85.3
88.3
93.4
2002
86.4
84.7
88.1
93.0
2003
86.5
84.9
88.2
93.7
86.8
87.6
87.0
86.9
86.8
86.4
85.6
85.6
84.8
84.8
84.6
85.1
86.5
86.1
84.7
86.6
86.3
85.8
86.3
91.9
92.9
93.1
92.2
92.8
87.0
87.6
86.8
86.9
87.0
87.3
87.4
87.0
88.2
87.1
88.1
86.6
87.6
88.5
88.3
88.2
88.8
89.4
90.0
94.1
95.2
93.7
93.8
94.5
76.6
77.3
80.9
79.4
78.9
80.6
83.4
83.3
80.7
82.2
81.7
81.7
80.9
82.8
84.1
86.5
85.6
86.2
87.6
88.7
86.8
86.7
87.6
87.5
74.8
78.4
80.5
78.9
75.9
80.8
86.5
84.8
80.6
80.6
81.5
83.5
82.5
85.0
82.9
88.1
87.2
85.2
87.6
88.2
87.6
85.9
85.8
86.4
78.1
76.4
81.3
79.8
81.5
80.4
80.6
82.1
80.7
83.6
81.8
80.1
79.5
80.9
85.0
85.1
84.2
87.1
87.6
89.2
86.3
87.4
88.9
88.4
58.6
59.8
60.9
58.3
58.6
60.9
59.1
59.8
62.0
61.0
58.2
56.7
60.9
60.9
60.3
57.1
61.1
61.8
62.8
61.6
62.8
62.4
62.3
61.7
58.3
59.1
60.7
57.8
56.8
58.6
58.2
58.6
59.4
61.0
56.6
56.4
61.1
58.3
58.0
55.7
59.7
59.2
59.9
57.5
59.3
58.3
60.2
59.7
58.8
60.4
61.2
58.9
60.2
63.1
60.0
61.0
65.0
61.0
59.9
57.1
60.6
64.0
63.0
58.7
62.9
64.9
66.3
65.9
66.4
67.3
65.0
64.2
25 TO 29 YEARS OLD Completed Four or More Years of College

1980
22.5
24.0
21.0
1981
21.3
23.1
19.6
1982
21.7
23.3
20.2
1983
22.5
23.9
21.1
1984
21.9
23.2
20.7
1985
22.2
23.1
21.3
1986
22.4
22.9
21.9
1987
22.0
22.3
21.7
1988
22.5
23.2
21.9
1989
23.4
23.9
22.9
1990
23.2
23.7
22.8
1991
23.2
23.0
23.4
1992
23.6
23.2
24.0
1993
23.7
23.4
23.9
1994
23.3
22.5
24.0
1995
24.7
24.5
24.9
1996
27.1
26.1
28.2
1997
27.8
26.3
29.3
1998
27.3
25.6
29.0
1999
28.2
26.8
29.5
2000
29.1
27.9
30.1
2001
28.4
25.5
31.3
2002
29.3
26.9
31.8
2003
28.4
26.0
30.9
25.5
24.3
24.5
25.0
24.3
24.2
24.1
23.3
24.0
24.8
24.2
24.1
24.2
24.4
23.6
25.4
27.2
27.2
26.5
32.0
32.3
30.4
32.6
31.4
22.0
20.5
20.9
21.8
21.9
22.2
22.9
22.8
22.9
24.0
24.3
25.0
25.7
25.1
24.8
26.6
29.1
30.7
30.4
35.1
35.8
36.9
39.2
37.0
11.6
11.6
12.6
12.9
11.6
11.5
11.8
11.4
12.2
12.7
13.4
11.0
11.3
13.2
13.7
15.3
14.6
14.4
15.8
15.0
17.9
17.2
18.1
17.2
10.5
12.1
11.8
13.1
12.9
10.3
10.1
11.6
12.6
12.0
15.1
11.5
12.0
12.6
11.7
17.2
12.4
12.1
14.2
13.1
18.4
16.0
18.0
17.4
12.5
11.1
13.2
12.8
10.5
12.6
13.3
11.1
11.9
13.3
11.9
10.6
10.6
13.8
15.4
13.6
16.4
16.4
17.0
16.5
17.4
18.1
18.2
16.9
7.7
7.5
9.7
10.4
10.6
11.1
9.0
8.7
11.4
10.1
8.1
9.2
9.5
8.3
8.0
8.9
10.0
11.0
10.4
8.9
9.6
10.5
8.9
10.0
8.4
8.6
10.7
9.6
9.6
10.9
8.9
9.2
12.1
9.6
7.3
8.1
8.8
7.1
6.6
7.8
10.2
9.6
9.5
7.5
8.3
8.2
8.3
8.5
6.9
6.5
8.7
11.1
11.6
11.2
9.1
8.2
10.6
10.6
9.1
10.4
10.3
9.8
9.8
10.1
9.8
10.1
11.3
10.4
11.0
13.2
9.7
11.9
23.7
22.4
22.7
23.4
23.1
23.2
23.5
23.0
23.5
24.4
24.2
24.6
25.0
24.7
24.2
26.0
28.1
28.9
28.4
33.6
34.0
33.7
35.9
34.2

Note:
Educational attainment rates were calculated using the total population as the base.
decenial census-based estimates, and data for 1993 and later use 1990 decenial census-based estimates. Data for 2002 use 2000 decenial census-based estimates.
Source: U.S. Census Bureau. Current Population Survey Reports, Educational Attainment in the United States, 19802003.
53
Table 3 Continued
Educational Attainment Rates for 25- to 29-Year-Olds

and Persons 25 Years Old and Older, by Race/Ethnicity and Gender: 1980 to 2003
ALL RACES
WHITE a
AFRICAN AMERICAN
HISPANIC b
Year and Age

Both Sexes
Male
Female
Both Sexes
Male
Female
Both Sexes
Male
Female
Both Sexes
Male
Female
25 YEARS OLD AND OVER Completed Four or More Years of High School
1980
85.4
85.4
85.5
86.9
1981
69.7
70.3
69.1
71.6
1982
71.0
71.7
70.3
72.8
1983
72.1
72.7
71.5
73.8
1984
73.3
73.7
73.0
75.0
1985
73.9
74.4
73.5
75.5
1986
74.7
75.1
74.4
76.2
1987
75.6
76.0
75.3
77.0
1988
76.2
76.4
76.0
77.7
1989
76.9
77.2
76.6
78.4
1990
77.6
77.7
77.5
79.1
1991
78.4
78.5
78.3
79.9
1992
79.4
79.7
79.2
80.9
1993
80.2
80.5
80.0
81.5
1994
80.9
81.0
80.7
82.0
1995
81.7
81.7
81.6
83.0
1996
81.7
81.9
81.6
82.8
1997
82.1
82.0
82.2
83.0
1998
82.8
82.8
82.9
83.7
1999
83.4
83.4
83.4
87.7
2000
84.1
84.2
84.0
88.4
2001
84.1
84.1
84.2
88.6
2002
84.1
83.8
84.4
88.7
2003
84.6
84.1
85.0
89.4
86.8
72.1
73.4
74.4
75.4
76.0
76.5
77.3
77.7
78.6
79.1
79.8
81.1
81.8
82.1
83.0
82.7
82.9
83.6
87.7
88.5
88.6
88.5
89.0
87.0
71.2
72.3
73.3
74.6
75.1
75.9
76.7
77.6
78.2
79.0
79.9
80.7
81.3
81.9
83.0
82.8
83.2
83.8
87.7
88.4
88.6
88.9
89.7
76.6
52.9
54.9
56.8
58.5
59.8
62.3
63.4
63.5
64.6
66.2
66.7
67.7
70.4
72.9
73.8
74.3
74.9
76.0
77.4
78.9
79.1
79.2
80.0
74.8
53.2
55.7
56.5
57.1
58.4
61.5
63.0
63.7
64.2
65.8
66.7
67.0
69.6
71.7
73.4
74.3
73.5
75.2
77.2
79.1
79.5
79.0
79.6
78.1
52.6
54.3
57.1
59.7
60.8
63.0
63.7
63.4
65.0
66.5
66.7
68.2
71.1
73.8
74.1
74.2
76.0
76.7
77.5
78.7
78.8
79.4
80.3
58.6
44.5
45.9
46.2
47.1
47.9
48.5
50.9
51.0
50.9
50.8
51.3
52.6
53.1
53.3
53.4
53.1
54.7
55.5
56.1
57.0
56.8
57.0
57.0
58.3
45.5
48.1
48.6
48.6
48.5
49.2
51.8
52.0
51.0
50.3
51.4
53.7
52.9
53.4
52.9
53.0
54.9
55.7
56.0
56.6
55.5
56.1
56.3
58.8
43.6
44.1
44.2
45.7
47.4
47.8
50.0
50.0
50.7
51.3
51.2
51.5
53.2
53.2
53.8
53.3
54.6
55.3
56.3
57.5
58.0
57.9
57.8
25 YEARS OLD AND OVER Completed Four or More Years of College

1980
17.0
20.9
13.6
17.8
1981
17.1
21.1
13.4
17.8
1982
17.7
21.9
14.0
18.5
1983
18.8
23.0
15.1
19.5
1984
19.1
22.9
15.7
19.8
1985
19.4
23.1
16.0
20.0
1986
19.4
23.2
16.1
20.1
1987
19.9
23.6
16.5
20.5
1988
20.3
24.0
17.0
20.9
1989
21.1
24.5
18.1
21.8
1990
21.3
24.4
18.4
22.0
1991
21.4
24.3
18.8
22.2
1992
21.4
24.3
18.6
22.1
1993
21.9
24.8
19.2
22.6
1994
22.2
25.1
19.6
22.9
1995
23.0
26.0
20.2
24.0
1996
23.6
26.0
21.4
24.3
1997
23.9
26.2
21.7
24.6
1998
24.4
26.5
22.4
25.0
1999
25.2
27.5
23.1
27.7
2000
25.6
27.8
23.6
28.1
2001
26.2
28.2
24.3
28.7
2002
26.7
28.5
25.1
29.4
2003
27.2
28.9
25.7
30.0
22.1
22.2
23.0
24.0
23.9
24.0
24.1
24.5
25.0
25.4
25.3
25.4
25.2
25.7
26.1
27.2
26.9
27.0
27.3
30.6
30.8
31.3
31.7
32.3
14.0
13.8
14.4
15.4
16.0
16.3
16.4
16.9
17.3
18.5
19.0
19.3
19.1
19.7
20.0
21.0
21.8
22.3
22.8
25.0
25.5
26.3
27.3
27.9
7.9
8.2
8.8
9.5
10.4
11.1
10.9
10.7
11.2
11.8
11.3
11.5
11.9
12.2
12.9
13.2
13.6
13.3
14.7
15.5
16.6
15.7
17.2
17.3
7.7
8.2
9.1
10.0
10.4
11.2
11.2
11.0
11.1
11.7
11.9
11.4
11.9
11.9
12.8
13.6
12.4
12.5
13.9
14.3
16.4
15.3
16.5
16.7
8.1
8.2
8.5
9.2
10.4
11.0
10.7
10.4
11.4
11.9
10.8
11.6
12.0
12.4
13.0
12.9
14.6
13.9
15.4
16.5
16.8
16.0
17.7
17.8
7.9
7.7
7.8
7.9
8.2
8.5
8.4
8.6
10.1
9.9
9.2
9.7
9.3
9.0
9.1
9.3
9.3
10.3
11.0
10.9
10.6
11.1
11.1
11.4
9.7
9.7
9.6
9.2
9.5
9.7
9.5
9.7
12.3
11.0
9.8
10.0
10.2
9.5
9.6
10.1
10.3
10.6
11.1
10.7
10.7
10.8
11.0
11.2
6.2
5.9
6.2
6.8
7.0
7.3
7.4
7.5
8.1
8.8
8.7
9.4
8.5
8.5
8.6
8.4
8.3
10.1
10.9
11.0
10.6
11.5
11.2
11.6

54
Table 4
Total Fall Enrollment in Higher Education,

by Type of Institution and Race/Ethnicity:
Selected Years, 1991 to 2001
1991
1993
1995
1997
1998
2000
2001
Percent
Change
1991 to
2001
Percent
Change
1995 to
2001
Percent
Change
2000 to
2001
ALL INSTITUTIONS
14,324,659
14,271,356
14,192,155
14,438,583
14,503,124
15,312,289
15,927,987
11.2
12.2
4.0
White
10,602,935
10,194,724
9,866,179
9,801,868
9,739,338
9,884,335
10,120,366
-4.6
2.6
2.4
2,838,048
3,123,069
3,357,089
3,604,817
3,704,052
4,071,796
4,304,489
51.7
28.2
5.7
1,283,249
1,368,611
1,418,451
1,492,090
1,527,174
1,652,641
1,756,684
36.9
23.8
6.3
Total Minority
African American
Hispanic
833,675
949,167
1,052,491
1,165,099
1,196,235
1,370,604
1,460,088
75.1
38.7
6.5
Asian American a
610,446
687,743
759,176
810,065
842,956
905,068
937,953
53.7
23.5
3.6
American Indian b
110,678
117,547
126,971
137,563
137,687
143,483
149,764
35.3
18.0
4.4
Foreign Students
416,080
456,809
454,363
465,010
442,881
528,410
564,609
35.7
24.3
6.9
Race/Ethnicity Unknown
467,596
496,754
514,524
566,888
616,853
827,748
938,523
100.7
82.4
13.4
8,707,053
8,738,936
8,769,270
8,896,696
8,990,956
9,363,858
9,677,408
11.1
10.4
3.3
FOUR-YEAR INSTITUTIONS
White
6,528,128
6,388,558
6,274,632
6,227,761
6,228,052
6,269,195
6,377,454
-2.3
1.6
1.7
Total Minority
1,496,881
1,663,335
1,815,864
1,928,293
1,983,275
2,119,986
2,222,089
48.4
22.4
4.8
African American
728,244
789,839
828,080
866,928
890,922
945,982
993,252
36.4
19.9
5.0
Hispanic
360,788
412,032
465,799
503,534
521,268
572,112
604,648
67.6
29.8
5.7
Asian American a
358,526
405,014
458,692
488,707
502,015
529,487
548,727
53.1
19.6
3.6
American Indian b
49,324
56,450
63,293
69,124
69,070
72,405
75,462
53.0
19.2
4.2
Foreign Students
342,837
365,861
366,236
384,272
387,813
439,604
465,506
35.8
27.1
5.9
339,207
321,182
312,538
356,370
391,816
535,073
612,359
80.5
95.9
14.4
TWO-YEAR INSTITUTIONS
5,590,682
5,504,589
5,387,919
5,541,887
5,512,168
5,948,431
6,250,579
11.8
16.0
5.1
White
4,061,429
3,804,469
3,590,201
3,574,107
3,511,286
3,615,140
3,742,912
-7.8
4.3
3.5
Total Minority
1,332,254
1,457,191
1,540,230
1,676,524
1,720,777
1,951,810
2,082,400
56.3
35.2
6.7
550,059
577,278
589,857
625,162
636,252
706,659
763,432
38.8
29.4
8.0
African American
Hispanic
469,847
536,330
586,329
661,565
674,967
798,492
855,440
82.1
45.9
7.1
Asian American a
251,131
282,512
300,420
321,358
340,941
375,581
389,226
55.0
29.6
3.6
American Indian b
61,218
61,071
63,624
68,439
68,617
71,078
74,302
21.4
16.8
4.5
72,989
90,922
88,123
80,738
55,068
88,806
99,103
35.8
12.5
11.6
124,010
152,007
169,365
210,518
225,037
292,675
326,164
163.0
92.6
11.4
Foreign Students
a Asian American includes Pacific Islanders.

b American Indian includes Alaska Natives.
Note:
Data may not match previous reports because, in previous reports, race/ethnicity unknown persons were imputed across standard racial/ethnic groups. Data not comparable to data for years not shown in
this report, but found in previous reports. Complete data for 1999 not available because data collection for that year was not completed due to conversion to web-based data collection.
Source: U.S. Department of Education, National Center for Education Statistics. Integrated Postsecondary Education Data System (IPEDS), Fall Enrollment Survey, 1991 to 2001 (analysis by author).
55
Table 5

by Race/Ethnicity, Gender, and Control of Institution:
Percent
Change
1991 to
2001
Percent Percent
Change Change
1995 to 2000 to
2001
2001
1991
1993
1995
1997
1998
2000
2001
MEN
6,472,693
6,413,555
6,283,978
6,342,377
6,357,589
6,721,769
6,960,815
7.5
10.8
3.6
White
4,772,756
4,570,551
4,368,899
4,317,827
4,291,976
4,366,000
4,459,463
-6.6
2.1
2.1
Total Minority
1,227,551
1,343,690
1,416,172
1,501,901
1,533,312
1,676,134
1,753,921
42.9
23.8
4.6
493,845
526,610
529,419
551,748
561,475
603,989
635,198
28.6
20.0
5.2
African American
Hispanic
376,435
423,436
460,254
500,870
510,927
585,084
617,703
64.1
34.2
5.6
Asian American a
311,052
344,353
373,722
392,479
404,713
428,990
441,035
41.8
18.0
2.8
American Indian b
46,219
49,291
52,777
56,804
56,197
58,071
59,985
29.8
13.7
3.3
Foreign Students
259,102
273,232
264,252
264,929
254,189
297,063
317,087
22.4
20.0
6.7
213,284
226,082
234,655
257,720
278,112
382,572
430,344
101.8
83.4
12.5
7,851,966
7,857,801
7,908,177
8,096,206
8,145,535
8,590,520
8,967,172
14.2
13.4
4.4
WOMEN
White
5,830,197
5,624,173
5,497,280
5,484,041
5,447,362
5,518,335
5,660,903
-2.9
3.0
2.6
Total Minority
1,610,479
1,779,379
1,940,917
2,102,916
2,170,740
2,395,662
2,550,568
58.4
31.4
6.5
African American
789,418
842,002
889,032
940,342
965,699
1,048,652
1,121,486
42.1
26.1
6.9
Hispanic
457,230
525,731
592,237
664,229
685,308
785,520
842,385
84.2
42.2
7.2
Asian American a
299,365
343,390
385,454
417,586
438,243
476,078
496,918
66.0
28.9
4.4
American Indian b
64,467
68,256
74,194
80,759
81,490
85,412
89,779
39.3
21.0
5.1
Foreign Students
156,978
183,577
190,111
200,081
188,692
231,347
247,522
57.7
30.2
7.0
254,312
270,672
279,869
309,168
338,741
445,176
508,179
99.8
81.6
14.2
PUBLIC
11,275,269
11,155,641
11,022,753
11,132,407
11,146,632
11,752,786
12,233,156
8.5
11.0
4.1
White
8,387,461
7,992,956
7,653,331
7,537,460
7,469,863
7,604,494
7,813,882
-6.8
2.1
2.8
Total Minority
2,332,417
2,574,405
2,749,421
2,918,231
2,987,284
3,275,725
3,461,006
48.4
25.9
5.7
1,017,704
1,089,292
1,124,952
1,165,006
1,186,463
1,274,355
1,347,549
32.4
19.8
5.7
African American
Hispanic
719,253
822,409
904,871
990,777
1,012,001
1,160,925
1,236,678
71.9
36.7
6.5
Asian American a
497,622
559,649
609,117
642,971
670,452
719,035
749,492
50.6
23.0
4.2
American Indian b
97,838
103,055
110,481
119,477
118,368
121,410
127,287
30.1
15.2
4.8
Foreign Students
275,066
304,098
297,456
297,334
274,817
343,047
373,551
35.8
25.6
8.9
280,325
284,182
322,545
379,382
414,668
529,520
584,717
108.6
81.3
10.4
PRIVATE c
3,049,390
3,115,715
3,169,402
3,306,176
3,356,492
3,559,503
3,694,831
21.2
16.6
3.8
White
2,215,474
2,201,768
2,212,848
2,264,408
2,269,475
2,279,841
2,306,484
4.1
4.2
1.2
505,631
548,664
607,668
686,586
716,768
796,071
843,483
66.8
38.8
6.0
Total Minority
African American
265,546
279,320
293,499
327,084
340,711
378,286
409,135
54.1
39.4
8.2
Hispanic
114,422
126,759
147,620
174,322
184,234
209,679
223,410
95.3
51.3
6.5
Asian Americana
112,823
128,094
150,059
167,094
172,504
186,033
188,461
67.0
25.6
1.3
American Indianb
12,841
14,492
16,490
18,086
19,319
22,073
22,477
75.0
36.3
1.8
Foreign Students
141,014
152,711
156,907
167,676
168,064
185,363
191,058
35.5
21.8
3.1
187,271
212,572
191,979
187,506
202,185
298,228
353,806
88.9
84.3
18.6

c Includes not-for-profit and for-profit institutions.
Note:
56
Table 6
Undergraduate, Graduate, and Professional Fall Enrollment

in Higher Education, by Race/Ethnicity:
UNDERGRADUATE TOTAL
1991
1993
1995
1997
1998
2000
2001
Percent
Change
1991 to
2001
Percent
Change
1995 to
2001
Percent
Change
2000 to
2001
12,404,993
12,290,512
12,162,070
12,386,838
12,442,492
13,155,393
13,715,610
10.6
12.8
4.3
White
9,213,415
8,787,941
8,444,018
8,413,138
8,367,445
8,534,962
8,764,748
-4.9
3.8
2.7
Total Minority
2,606,509
2,852,996
3,037,187
3,254,666
3,338,014
3,672,027
3,888,792
49.2
28.0
5.9
1,185,239
1,253,387
1,284,708
1,346,638
1,375,113
1,484,276
1,579,292
33.2
22.9
6.4
African American
Hispanic
778,111
884,781
975,320
1,078,795
1,105,911
1,270,254
1,355,264
74.2
39.0
6.7
Asian American a
539,853
605,683
660,327
702,797
730,478
785,750
816,860
51.3
23.7
4.0
American Indian b
103,307
109,146
116,832
126,436
126,512
131,747
137,376
33.0
17.6
4.3
Foreign Students
233,332
267,965
267,604
268,177
241,111
287,798
306,161
31.2
14.4
6.4
351,737
381,610
413,261
450,857
495,922
660,606
755,909
114.9
82.9
14.4
GRADUATE TOTAL
1,639,135
1,688,413
1,732,483
1,753,484
1,762,686
1,850,271
1,903,730
16.1
9.9
2.9
White
1,170,283
1,187,190
1,204,199
1,174,976
1,162,411
1,141,574
1,147,325
-2.0
-4.7
0.5
185,861
215,295
254,763
282,315
295,563
326,848
341,628
83.8
34.1
4.5
Total Minority
African American
81,714
96,026
112,766
124,700
130,610
146,147
154,930
89.6
37.4
6.0
Hispanic
45,923
53,039
63,794
73,008
76,679
86,140
90,418
96.9
41.7
5.0
Asian American a
52,039
59,384
70,165
75,711
79,216
85,032
85,948
65.2
22.5
1.1
American Indian b
6,184
6,846
8,038
8,896
9,058
9,529
10,332
67.1
28.5
8.4
Foreign Students
176,998
181,955
179,457
189,373
194,523
232,247
250,069
41.3
39.3
7.7
105,993
103,973
94,064
106,820
110,189
149,602
164,708
55.4
75.1
10.1
FIRST-PROFESSIONAL TOTAL
280,531
292,431
297,602
298,261
297,946
306,625
308,647
10.0
3.7
0.7
White
216,174
217,273
217,962
213,754
209,482
207,799
208,293
-3.6
-4.4
0.2
48,741
57,098
65,139
67,836
70,475
72,921
74,069
52.0
13.7
1.6
16,556
19,371
20,977
20,752
21,451
22,218
22,462
35.7
7.1
1.1
Total Minority
African American
Hispanic
10,849
12,081
13,377
13,296
13,645
14,210
14,406
32.8
7.7
1.4
Asian American a
20,109
24,046
28,684
31,557
33,262
34,286
35,145
74.8
22.5
2.5
American Indian b
1,228
1,601
2,101
2,231
2,117
2,207
2,056
67.4
-2.1
-6.8
Foreign Students
5,750
6,889
7,302
7,460
7,247
8,365
8,379
45.7
14.7
0.2
9,866
11,171
7,199
9,211
10,742
17,540
17,906
81.5
148.7
2.1

Note:
57
Table 7
Fall Enrollment in Historically Black Colleges and Universities,

by Race/Ethnicity: Selected Years, 1991 to 2001
1991
1993
1996
1997
1998
1999
2000
2001
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
Number of HBCUsa
102
107
106
106
106
106
107
101
Total Enrollment
269,335
282,856
273,018
269,167
273,472
274,212
275,680
289,985
African American
218,366
231,198
224,201
222,243
223,745
226,407
227,239
238,638
9.3
6.4
5.0
White
36,402
37,163
33,808
32,288
34,453
33,839
32,708
34,908
-4.1
3.3
6.7
7.7
6.2
5.2
Asian Americanb
2,143
2,435
2,512
2,237
2,446
2,325
2,148
2,369
10.5
-5.7
10.3
Hispanic
4,368
4,954
5,613
5,648
6,204
6,198
6,412
6,665
52.6
18.7
3.9
American Indianc
390
503
573
928
599
604
602
623
59.7
8.7
3.5
Foreign Students
7,666
6,603
6,311
5,823
6,025
4,839
6,571
6,782
-11.5
7.5
3.2
a These figures represent the number of institutions reporting their enrollments each year.
b Asian American includes Pacific Islanders.
c American Indian includes Alaska Natives.
Source: Provasnik, Stephen, Shafer, L.L., and Snyder, T.D., Historically Black Colleges and Universities 1976 to 2001. Washington, DC: Department of Education, National Center for Education Statistics,
September 2004. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Fall Enrollment Survey, 1991 to 2001.
Table 8
African-American Fall Enrollment in Historically Black Colleges and Universities,

by Gender and Control of Institution: Selected Years, 1990 to 2001
NUMBER OF HBCUs a
ALL HBCUs
Men
Women
Percent
Change
1990 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1990
1993
1996
1997
1998
1999
2000
2001
103
107
106
106
106
106
107
101
208,682
231,198
223,498
222,331
223,745
226,407
227,239
238,638
14.4
6.8
5.0
82,897
93,110
88,257
86,641
87,163
88,057
87,319
90,718
9.4
2.8
3.9
125,785
138,088
135,241
135,690
136,582
138,350
139,920
147,920
17.6
9.4
5.7
144,204
161,444
155,542
153,039
154,244
156,115
156,706
164,354
14.0
5.7
4.9
Men
57,255
65,228
61,502
59,606
59,931
60,682
60,029
62,603
9.3
1.8
4.3
Women
86,949
96,216
94,040
93,433
94,313
95,433
96,677
101,751
17.0
8.2
5.2
PUBLIC HBCUs
PRIVATE HBCUs
64,478
69,754
67,956
69,292
69,501
70,292
70,533
74,284
15.2
9.3
5.3
Men
25,642
27,882
26,755
27,035
27,232
27,375
27,290
28,115
9.6
5.1
3.0
Women
38,836
41,872
41,201
42,257
42,269
42,917
43,243
46,169
18.9
12.1
6.8
a These figures represent the number of institutions reporting their enrollments each year.
Source: Provasnik, Stephen, Shafer, L.L., and Snyder, T.D., Historically Black Colleges and Universities 1976 to 2001. Washington, DC: Department of Education, National Center for Education Statistics,
1
September 2004. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Fall Enrollment Survey, 990 to 2001.
58
Table 9
Total Fall Enrollment in Tribal Colleges and Universities,

by Gender and Race/Ethnicity:
Percent
Change
1993 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1993
1994
1995
1996
1997
1998
2000
2001
MEN
4,997
4,818
5,074
5,887
4,842
4,878
4,547
4,697
-6.0
-20.2
3.3
White
1,182
985
856
1,936
870
633
562
580
-50.9
-70.0
3.2
Total Minority
3,798
3,830
4,208
3,930
3,965
4,241
3,984
4,116
8.4
4.7
3.3
65
70
21
72
47
13
11
15
-76.9
-79.2
36.4
African American
Hispanic
40
44
27
60
77
22
27
22
-45.0
-63.3
-18.5
Asian American a
18
18
85
26
11
-38.9
-87.1
37.5
American Indian b
3,675
3,698
4,151
3,713
3,815
4,199
3,938
4,068
10.7
9.6
3.3
17
10
21
-94.1
-95.2
0.0
7,855
8,348
9,377
10,507
8,697
9,028
8,877
9,161
16.6
-12.8
3.2
Foreign Students
WOMEN
White
1,902
1,870
1,759
3,596
1,802
1,448
1,398
1,520
-20.1
-57.7
8.7
Total Minority
5,948
6,469
7,582
6,758
6,884
7,574
7,478
7,638
28.4
13.0
2.1
African American
88
102
20
83
62
14
24
-72.7
-71.1
71.4
Hispanic
53
105
79
94
177
172
59
99
86.8
5.3
67.8
Asian American a
20
17
14
81
37
22
20
0.0
-75.3
-9.1
American Indian b
5,787
6,245
7,469
6,500
6,608
7,387
7,383
7,495
29.5
15.3
1.5
36
153
11
-40.0
-98.0
200.0
Foreign Students

Note:
Tribal colleges and universities are institutions of higher education which are formally controlled or have been formally sanctioned, or chartered, by the governing body of an Indian tribe or tribes.
Source: U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2002. Washington, DC: 2003. Integrated Postsecondary Education Data System (IPEDS), Fall Enrollment
Survey, 1993 to 2001.
59
Table 10

by State and Race/Ethnicity: Selected Years, 1991 to 2001
TOTAL
State
Alabama
1991
Total
1996
Total
2000
Total
2001
Total
WHITE
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1991
Total
1996
Total
2000
Total
2001
Total
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
224,331
283,834
233,962
236,146
5.3
-16.8
0.9
169,418
206,448
153,382
154,821
-8.6
-25.0
0.9
Alaska
30,793
28,806
27,953
27,756
-9.9
-3.6
-0.7
24,048
21,017
19,413
19,001
-21.0
-9.6
-2.1
Arizona
272,971
288,036
342,490
366,485
34.3
27.2
7.0
207,980
199,619
217,115
221,936
6.7
11.2
2.2
94,340
108,636
115,172
122,282
29.6
12.6
6.2
77,119
86,597
89,506
93,081
20.7
7.5
4.0
2,026,145 1,901,868 2,256,708
Arkansas
California
2,380,090
17.5
25.1
5.5
1,224,410
870,525
956,584
992,481
-18.9
14.0
3.8
Colorado
239,623
249,195
268,202
273,657
14.2
9.8
2.0
189,653
190,094
196,751
197,194
4.0
3.7
0.2
Connecticut
166,748
154,960
161,243
165,924
-0.5
7.1
2.9
135,934
117,533
113,849
115,241
-15.2
-2.0
1.2
42,988
44,838
43,897
47,104
9.6
5.1
7.3
35,089
34,591
31,422
33,209
-5.4
-4.0
5.7
18.9
Delaware
District of Columbia
77,964
74,876
72,689
87,252
11.9
16.5
20.0
37,369
34,384
31,220
37,123
-0.7
8.0
Florida
611,781
645,832
707,684
753,554
23.2
16.7
6.5
439,130
415,853
419,525
434,858
-1.0
4.6
3.7
Georgia
277,023
300,795
346,204
376,098
35.8
25.0
8.6
203,033
200,859
216,207
228,698
12.6
13.9
5.8
Hawaii
57,302
62,844
60,182
62,079
8.3
-1.2
3.2
16,109
16,458
14,655
15,435
-4.2
-6.2
5.3
Idaho
55,397
60,411
65,594
69,674
25.8
15.3
6.2
48,930
52,887
56,637
59,955
22.5
13.4
5.9
Illinois
753,297
721,133
743,918
748,444
-0.6
3.8
0.6
547,293
495,505
480,418
477,435
-12.8
-3.6
-0.6
Indiana
290,301
290,184
314,334
338,715
16.7
16.7
7.8
251,870
245,613
258,977
278,343
10.5
13.3
7.5
Iowa
171,024
178,860
188,974
194,822
13.9
8.9
3.1
149,404
150,882
158,816
162,650
8.9
7.8
2.4
Kansas
167,805
174,976
179,968
184,943
10.2
5.7
2.8
141,206
142,422
142,124
144,959
2.7
1.8
2.0
Kentucky
187,958
178,904
188,341
214,839
14.3
20.1
14.1
170,259
157,938
160,537
181,870
6.8
15.2
13.3
Louisiana
197,438
213,993
223,800
228,871
15.9
7.0
2.3
134,897
137,801
137,748
140,098
3.9
1.7
1.7
57,178
56,017
58,473
61,127
6.9
9.1
4.5
49,757
47,229
49,775
51,503
3.5
9.0
3.5
Maryland
272,995
265,622
277,917
292,521
7.2
10.1
5.3
194,489
170,715
163,986
169,642
-12.8
-0.6
3.4
Massachusetts
419,381
411,676
421,142
425,071
1.4
3.3
0.9
301,702
272,690
262,483
260,609
-13.6
-4.4
-0.7
Michigan
568,491
547,629
567,631
585,998
3.1
7.0
3.2
462,291
419,841
421,615
428,581
-7.3
2.1
1.7
Minnesota
255,054
284,964
293,445
308,233
20.9
8.2
5.0
223,715
235,365
218,998
216,090
-3.4
-8.2
-1.3
Maine
Mississippi
125,350
126,027
137,389
137,882
10.0
9.4
0.4
85,472
83,258
84,528
83,271
-2.6
0.0
-1.5
Missouri
297,154
293,584
321,348
331,580
11.6
12.9
3.2
248,161
237,524
253,347
258,669
4.2
8.9
2.1
Montana
37,821
43,550
42,240
44,932
18.8
3.2
6.4
31,605
34,076
33,662
35,786
13.2
5.0
6.3
Nebraska
113,648
120,689
112,117
113,817
0.1
-5.7
1.5
100,239
105,224
95,483
96,316
-3.9
-8.5
0.9
62,664
73,970
87,893
93,368
49.0
26.2
6.2
48,294
51,448
56,412
57,839
19.8
12.4
2.5
Nevada
New Hampshire
New Jersey
New Mexico
New York
63,718
64,396
61,718
65,031
2.1
1.0
5.4
51,996
49,256
46,389
48,658
-6.4
-1.2
4.9
334,641
328,143
335,945
346,507
3.5
5.6
3.1
231,368
209,154
194,022
196,110
-15.2
-6.2
1.1
93,507
106,662
110,739
112,861
20.7
5.8
1.9
55,684
56,567
43,680
45,524
-18.2
-19.5
4.2
1,061,753 1,033,291 1,048,368
1,062,796
0.1
2.9
1.4
660,456
633,509
598,103
595,771
-9.8
-6.0
-0.4
North Carolina
371,968
372,993
404,652
427,784
15.0
14.7
5.7
287,056
274,753
282,708
294,289
2.5
7.1
4.1
North Dakota
38,739
41,142
40,248
42,843
10.6
4.1
6.4
34,530
36,345
36,112
37,928
9.8
4.4
5.0
Ohio
570,207
544,912
549,553
569,223
-0.2
4.5
3.6
471,242
440,601
436,359
447,364
-5.1
1.5
2.5
Oklahoma
183,536
177,166
178,016
189,785
3.4
7.1
6.6
146,890
132,384
129,155
136,413
-7.1
3.0
5.6
Oregon
167,107
166,662
183,065
191,378
14.5
14.8
4.5
131,150
126,703
135,470
140,457
7.1
10.9
3.7
Pennsylvania
620,036
587,447
609,521
630,299
1.7
7.3
3.4
527,725
487,231
474,905
482,182
-8.6
-1.0
1.5
Rhode Island
79,112
72,432
75,450
77,235
-2.4
6.6
2.4
63,589
55,112
53,363
53,818
-15.4
-2.3
0.9
South Carolina
164,907
174,303
185,931
191,590
16.2
9.9
3.0
125,577
125,583
126,849
127,010
1.1
1.1
0.1
South Dakota
36,332
39,820
43,221
45,534
25.3
14.3
5.4
32,899
35,049
36,403
37,808
14.9
7.9
3.9
-1.6
Tennessee
238,042
247,637
263,910
258,534
8.6
4.4
-2.0
193,541
197,148
197,229
194,134
0.3
-1.5
Texas
917,443
959,698 1,033,973
1,076,678
17.4
12.2
4.1
615,038
581,129
576,451
588,136
-4.4
1.2
2.0
Utah
130,419
152,262
177,045
35.8
16.3
8.1
110,228
129,908
137,488
147,454
33.8
13.5
7.2
163,776
Vermont
37,436
35,779
35,489
36,351
-2.9
1.6
2.4
33,677
30,289
31,379
31,257
-7.2
3.2
-0.4
Virginia
356,325
355,190
381,893
389,853
9.4
9.8
2.1
278,045
260,635
264,209
268,015
-3.6
2.8
1.4
Washington
274,760
303,450
320,840
325,132
18.3
7.1
1.3
220,631
222,763
224,161
225,936
2.4
1.4
0.8
West Virginia
88,602
87,099
87,888
91,319
3.1
4.8
3.9
82,283
78,414
77,334
79,993
-2.8
2.0
3.4
Wisconsin
308,986
299,522
307,179
315,850
2.2
5.5
2.8
271,552
258,900
260,944
267,997
-1.3
3.5
2.7
Wyoming
32,118
30,805
30,004
31,095
-3.2
0.9
3.6
28,902
27,215
26,447
27,418
-5.1
0.7
3.7

Source:
U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2002. Washington, DC: 2003. Integrated Postsecondary Education Data System (IPEDS), Fall Enrollment
Survey, 1991 to 2001.
60
Table 10 Continued

ALL MINORITIES
State
Alabama
Alaska
AFRICAN AMERICAN
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1991
Total
1996
Total
2000
Total
2001
Total
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1991
Total
1996
Total
2000
Total
2001
Total
49,323
70,692
69,707
71,034
44.0
0.5
1.9
45,583
61,980
60,336
63,928
40.2
3.1
6.0
5,096
5,094
5,925
6,158
20.8
20.9
3.9
1,087
1,015
934
944
-13.2
-7.0
1.1
Arizona
55,127
70,475
89,294
93,366
69.4
32.5
4.6
8,284
9,345
12,407
13,447
62.3
43.9
8.4
Arkansas
15,066
19,382
22,153
25,249
67.6
30.3
14.0
13,125
16,355
18,067
20,798
58.5
27.2
15.1
California
676,284
828,108 1,031,634
1,097,206
62.2
32.5
6.4
134,929
136,561
154,220
161,093
19.4
18.0
4.5
Colorado
33,742
42,747
48,083
49,760
47.5
16.4
3.5
7,091
8,429
9,913
10,525
48.4
24.9
6.2
Connecticut
20,317
25,182
29,656
31,716
56.1
25.9
6.9
9,785
11,380
13,289
14,409
47.3
26.6
8.4
6,625
8,366
9,405
10,307
55.6
23.2
9.6
4,984
6,259
7,053
7,707
54.6
23.1
9.3
27,499
28,466
26,995
32,460
18.0
14.0
20.0
22,060
21,124
19,853
23,795
8.0
13.0
20.0
Florida
152,708
204,598
246,387
267,701
75.3
30.8
8.7
66,657
88,386
110,264
121,020
81.6
36.9
9.8
Georgia
66,617
89,376
114,519
128,970
93.6
44.3
12.6
57,352
74,978
95,204
108,173
88.6
44.3
13.6
Hawaii
35,965
40,432
38,732
40,085
11.5
-0.9
3.5
1,472
1,343
1,452
1,674
13.7
24.6
15.3
Idaho
2,734
3,690
4,450
5,018
83.5
36.0
12.8
329
376
401
510
54.8
35.6
27.2
Illinois
181,187
196,248
219,063
224,222
23.8
14.3
2.4
92,773
90,895
95,067
96,941
4.5
6.7
2.0
Indiana
25,979
30,900
35,772
40,849
57.2
32.2
14.2
16,051
17,855
21,683
25,432
58.4
42.4
17.3
8.6
Delaware
Iowa
8,979
12,468
13,527
13,894
54.7
11.4
2.7
4,110
4,790
5,107
5,545
34.9
15.8
Kansas
15,759
20,729
22,696
22,852
45.0
10.2
0.7
7,123
8,163
9,178
9,221
29.4
13.0
0.5
Kentucky
14,486
16,581
20,166
21,897
51.2
32.1
8.6
11,494
12,527
15,174
17,005
47.9
35.7
12.1
Louisiana
56,054
67,537
72,859
75,414
34.5
11.7
3.5
47,873
56,766
61,310
64,243
34.2
13.2
4.8
1,472
2,022
2,500
2,641
79.4
30.6
5.6
361
359
516
623
72.8
73.5
20.7
Maryland
66,747
80,473
93,369
99,885
49.6
24.1
7.0
47,814
57,899
66,803
72,031
50.6
24.4
7.8
Massachusetts
46,823
59,466
67,345
70,048
49.6
17.8
4.0
17,096
20,302
23,309
24,562
43.7
21.0
5.4
Michigan
77,758
87,737
95,049
99,082
27.4
12.9
4.2
53,581
56,826
61,006
63,901
19.3
12.5
4.7
Minnesota
14,334
23,265
26,222
27,038
88.6
16.2
3.1
4,648
7,484
10,091
10,625
128.6
42.0
5.3
Mississippi
36,394
40,429
49,734
50,958
40.0
26.0
2.5
34,762
38,260
47,460
48,447
39.4
26.6
2.1
Missouri
33,729
37,860
46,549
50,041
48.4
32.2
7.5
24,228
25,159
30,732
33,516
38.3
33.2
9.1
Montana
3,349
4,553
4,865
5,305
58.4
16.5
9.0
134
142
172
324
142.0
128.2
88.4
Nebraska
6,405
9,233
10,137
10,333
61.3
11.9
1.9
2,800
3,500
3,976
4,034
44.1
15.3
1.5
10,285
15,490
22,533
25,618
149.1
65.4
13.7
3,038
4,167
5,633
6,418
111.3
54.0
13.9
Maine
Nevada
New Hampshire
2,413
2,542
3,046
3,510
45.4
38.1
15.2
742
701
803
948
27.8
35.2
18.1
New Jersey
71,602
87,871
100,000
106,146
48.2
20.8
6.1
33,483
36,382
39,802
42,141
25.9
15.8
5.9
New Mexico
35,103
46,216
51,335
53,687
52.9
16.2
4.6
2,517
2,558
2,720
2,746
9.1
7.3
1.0
218,428
295,659
301,930
308,718
41.3
4.4
2.2
103,226
130,367
130,149
132,200
28.1
1.4
1.6
North Carolina
79,058
90,975
108,395
116,074
46.8
27.6
7.1
67,386
74,743
87,820
93,580
38.9
25.2
6.6
North Dakota
2,655
3,239
2,929
3,551
33.7
9.6
21.2
274
345
383
504
83.7
46.1
31.6
Ohio
61,310
71,924
75,723
81,636
33.2
13.5
7.8
45,808
50,885
54,073
58,032
26.7
14.0
7.3
Oklahoma
30,234
35,135
40,330
43,506
43.9
23.8
7.9
12,771
12,722
14,380
15,729
23.2
23.6
9.4
Oregon
14,591
19,007
22,995
24,365
67.0
28.2
6.0
2,398
2,581
3,327
3,668
53.0
42.1
10.2
Pennsylvania
71,271
81,553
86,687
94,326
32.3
15.7
8.8
43,236
48,375
50,627
55,199
27.7
14.1
9.0
Rhode Island
6,480
8,412
10,244
10,730
65.6
27.6
4.7
2,547
2,954
3,605
3,800
49.2
28.6
5.4
South Carolina
35,588
44,594
51,813
56,199
57.9
26.0
8.5
32,400
40,183
46,629
50,521
55.9
25.7
8.3
South Dakota
2,602
3,220
3,982
4,186
60.9
30.0
5.1
289
322
379
437
51.3
35.7
15.3
-5.9
New York
Tennessee
Texas
Utah
39,419
43,996
57,309
54,270
37.7
23.4
-5.3
34,625
36,835
48,307
45,449
31.3
23.4
273,309
347,195
409,348
427,861
56.5
23.2
4.5
84,144
94,667
111,513
119,005
41.4
25.7
6.7
6,493
9,371
10,699
12,483
92.3
33.2
16.7
667
863
880
1,039
55.8
20.4
18.1
Vermont
1,384
1,483
1,691
2,025
46.3
36.5
19.8
371
360
395
509
37.1
41.4
28.9
Virginia
71,587
86,528
100,733
104,179
45.5
20.4
3.4
52,045
58,686
68,282
70,355
35.2
19.9
3.0
Washington
37,074
50,232
56,320
57,861
56.1
15.2
2.7
8,714
10,487
11,309
11,527
32.3
9.9
1.9
West Virginia
4,490
5,229
5,869
6,205
38.2
18.7
5.7
3,156
3,577
3,840
4,220
33.7
18.0
9.9
Wisconsin
24,273
27,824
28,995
31,690
30.6
13.9
9.3
11,568
12,538
12,559
13,918
20.3
11.0
10.8
Wyoming
1,841
2,381
2,097
2,174
18.1
-8.7
3.7
257
271
249
266
3.6
-1.8
6.8
61
Table 10 Continued

HISPANIC
State
1991
Total
1996
Total
2000
Total
2001
Total
Alabama
ASIAN AMERICAN a
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1991
Total
1996
Total
2000
Total
2001
Total
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1,233
3,673
4,247
2,368
92.0
-35.5
-44.2
1,766
3,451
3,421
2,983
68.9
-13.6
-12.8
Alaska
639
687
839
832
30.2
21.1
-0.8
731
720
997
1,062
45.3
47.5
6.5
Arizona
31,576
41,186
52,144
54,470
72.5
32.3
4.5
6,524
8,727
11,477
11,921
82.7
36.6
3.9
Arkansas
586
898
1,456
1,692
189.0
88.4
16.2
811
1,204
1,535
1,566
93.1
30.1
2.0
California
265,764
363,056
482,043
524,495
97.4
44.5
8.8
251,573
307,572
373,745
389,391
54.8
26.6
4.2
Colorado
18,343
23,054
25,310
26,198
42.8
13.6
3.5
5,885
8,123
9,317
9,407
59.9
15.8
1.0
5,793
7,728
9,698
10,583
82.7
36.9
9.1
4,358
5,548
6,101
6,115
40.3
10.2
0.2
707
895
1,169
1,268
79.3
41.7
8.5
833
1,020
1,010
1,139
36.8
11.7
12.8
23
Connecticut
Delaware
2,266
2,827
2,866
3,410
50
21
3,004
4,275
4,092
5,047
68
18
Florida
70,216
93,509
110,124
119,227
69.8
27.5
19
8.3
13,646
19,668
23,012
24,171
77.1
22.9
5.0
Georgia
3,467
4,829
6,506
7,137
105.9
47.8
9.7
5,148
8,808
11,844
12,576
144.3
42.8
6.2
Hawaii
1,053
1,372
1,508
1,740
65.3
26.8
15.4
33,253
37,461
35,489
36,359
9.3
-2.9
2.5
Idaho
1,113
1,640
2,080
2,451
120.2
49.5
17.8
731
863
1,059
1,112
52.0
28.9
5.0
Illinois
51,423
63,601
78,526
82,110
59.7
29.1
4.6
34,701
39,343
43,162
42,868
23.5
9.0
-0.7
Indiana
4,800
6,617
7,538
8,315
73.2
25.7
10.3
4,262
5,315
5,411
5,871
37.8
10.5
8.5
Iowa
1,824
2,790
3,364
3,650
100.2
30.8
8.5
2,615
4,135
4,175
3,808
45.6
-7.9
-8.8
Kansas
3,750
6,088
6,259
6,551
74.7
7.6
4.7
2,718
3,901
4,501
4,340
59.7
11.3
-3.6
Kentucky
927
1,192
1,880
1,867
101.5
56.6
-0.7
1,493
2,121
2,461
2,381
59.5
12.3
-3.3
Louisiana
3,969
4,951
5,423
5,108
28.7
3.2
-5.8
3,225
4,641
4,804
4,619
43.2
-0.5
-3.9
244
322
409
540
121.3
67.7
32.0
453
681
805
745
64.3
9.4
-7.5
2.6
Maine
Maryland
5,383
6,590
8,592
9,404
74.7
42.7
9.5
12,620
14,778
16,880
17,323
37.3
17.2
12,130
15,584
18,722
19,554
61.2
25.5
4.4
16,332
22,092
23,718
24,337
49.0
10.2
2.6
Michigan
9,155
11,288
12,588
13,254
44.8
17.4
5.3
11,415
15,304
17,259
17,503
53.3
14.4
1.4
Minnesota
2,181
3,660
3,790
3,922
79.8
7.2
3.5
5,469
9,276
9,576
9,657
76.6
4.1
0.8
Mississippi
446
697
750
856
92.1
22.8
14.1
789
969
988
1,069
35.4
10.3
8.2
3,592
4,797
6,535
7,210
100.7
50.3
10.3
4,766
6,315
7,398
7,339
54.0
16.2
-0.8
12.5
Massachusetts
Missouri
Montana
301
481
586
676
124.7
40.5
15.4
160
320
329
370
130.6
15.6
Nebraska
1,601
2,375
2,690
2,785
74.0
17.3
3.5
1,267
2,247
2,559
2,660
109.9
18.4
3.9
Nevada
3,608
5,869
8,747
10,254
184.2
74.7
17.2
2,773
4,331
6,783
7,565
172.8
74.7
11.5
New Hampshire
New Jersey
672
715
908
1,114
65.7
55.8
22.7
775
893
1,070
1,172
51.2
31.2
9.5
22,388
30,196
35,165
37,870
69.2
25.4
7.7
14,971
20,397
24,041
25,141
67.9
23.3
4.6
New Mexico
26,073
34,095
37,343
39,660
52.1
16.3
6.2
1,314
1,839
2,162
2,192
66.8
19.2
1.4
New York
67,652
97,786
100,371
102,933
52.2
5.3
2.6
44,520
63,937
68,019
70,171
57.6
9.8
3.2
3,189
4,952
7,152
8,080
153.4
63.2
13.0
5,240
7,524
8,946
9,438
80.1
25.4
5.5
222
294
291
314
41.6
6.8
7.9
251
316
329
366
46.0
15.8
11.2
Ohio
5,842
8,024
8,610
9,383
60.6
16.9
9.0
8,063
10,986
11,075
12,213
51.5
11.2
10.3
Oklahoma
3,062
4,235
5,481
5,904
92.8
39.4
7.7
3,238
4,395
4,644
4,477
38.3
1.9
-3.6
Oregon
3,595
5,275
6,945
6,832
90.1
29.5
-1.6
6,841
8,774
10,104
11,081
62.0
26.3
9.7
Pennsylvania
10,971
11,341
13,019
14,231
29.7
25.5
9.3
15,886
20,436
21,473
23,257
46.4
13.8
8.3
Rhode Island
1,787
2,724
3,506
3,820
113.7
40.2
9.0
1,922
2,491
2,861
2,820
46.7
13.2
-1.4
South Carolina
1,161
1,637
2,160
2,445
110.6
49.4
13.2
1,683
2,261
2,424
2,620
55.7
15.9
8.1
117
198
310
363
209.0
83.3
17.1
238
273
268
278
16.9
1.8
3.7
-5.0
North Carolina
North Dakota
South Dakota
Tennessee
Texas
Utah
Vermont
1,588
2,586
3,354
3,455
117.6
33.6
3.0
2,633
3,760
4,673
4,440
68.7
18.1
155,097
203,310
242,032
251,114
61.9
23.5
3.8
30,612
44,045
50,706
52,212
70.6
18.5
3.0
2,512
3,894
4,766
5,661
125.4
45.4
18.8
2,085
3,112
3,661
4,226
102.7
35.8
15.4
377
471
551
685
81.9
45.4
24.3
533
482
581
651
22.1
35.1
12.0
Virginia
5,519
8,517
10,968
11,699
112.0
37.4
6.7
13,065
17,756
19,519
20,026
53.3
12.8
2.6
Washington
7,251
11,142
13,045
13,697
88.9
22.9
5.0
16,969
22,516
26,355
27,131
59.9
20.5
2.9
386
528
627
691
78.8
30.9
10.2
770
897
1,029
943
22.5
5.1
-8.4
5,171
6,222
6,498
7,096
37.2
14.0
9.2
5,333
6,489
6,984
7,549
41.5
16.3
8.1
951
1,346
1,113
1,114
17.1
-17.2
0.1
181
253
236
245
35.4
-3.2
3.8
West Virginia
Wisconsin
Wyoming

62
Table 10 Continued

AMERICAN INDIAN a
State
Alabama
1991
Total
1996
Total
2000
Total
FOREIGN STUDENTS
2001
Total
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
1991
Total
1996
Total
2000
Total
2001
Total
Percent
Change
1991 to
2001
Percent
Change
1996 to
2001
Percent
Change
2000 to
2001
741
1,588
1,703
1,755
136.8
10.5
3.1
4,734
4,468
5,754
6,059
28.0
35.6
5.3
Alaska
2,640
2,672
3,155
3,320
25.8
24.3
5.2
527
1,080
753
806
52.9
-25.4
7.0
Arizona
8,743
11,217
13,266
13,528
54.7
20.6
2.0
7,014
7,711
9,828
10,599
51.1
37.5
7.8
Arkansas
545
925
1,095
1,193
119.1
29.0
8.9
1,529
2,417
2,613
2,813
84.0
16.4
7.7
California
24,017
20,919
21,626
22,227
-7.5
6.3
2.8
73,519
83,669
71,892
75,581
2.8
-9.7
5.1
Colorado
2,423
3,141
3,543
3,630
49.8
15.6
2.5
4,956
5,822
6,209
6,911
39.4
18.7
11.3
Connecticut
380
526
568
609
60.2
15.8
7.2
5,143
5,828
6,254
7,040
36.9
20.8
12.6
Delaware
101
192
173
193
91.1
0.5
11.6
751
1,075
1,120
1,101
46.6
2.4
-1.7
169
240
184
208
23
8,945
8,116
8,345
8,905
2,189
3,035
2,987
3,283
16,066
20,502
26,753
28,924
Florida
50.0
-13
8.2
13
9.9
10
80.0
41.1
8.1
12.7
Georgia
650
761
965
1,084
66.7
42.4
12.3
6,330
8,111
10,181
11,474
81.3
41.5
Hawaii
187
256
283
312
66.8
21.9
10.2
4,601
5,724
5,589
5,357
16.4
-6.4
-4.2
Idaho
560
811
910
945
68.6
16.5
3.8
1,515
1,280
1,455
1,681
11.0
31.3
15.5
Illinois
2,290
2,409
2,308
2,303
0.6
-4.4
-0.2
16,768
18,110
23,231
23,931
42.7
32.1
3.0
865
1,113
1,140
1,231
42.3
10.6
8.0
7,911
9,047
12,226
12,967
63.9
43.3
6.1
Indiana
Iowa
Kansas
430
753
881
891
107.3
18.3
1.1
7,572
7,297
7,916
8,163
7.8
11.9
3.1
2,168
2,577
2,758
2,740
26.4
6.3
-0.7
5,652
5,673
5,695
6,669
18.0
17.6
17.1
15.5
Kentucky
572
741
651
644
12.7
-13.1
-1.1
2,594
3,172
3,642
4,205
62.1
32.6
Louisiana
987
1,179
1,322
1,444
46.3
22.5
9.2
5,124
5,657
6,026
6,386
24.6
12.9
6.0
Maine
414
660
770
733
77.2
11.1
-4.8
573
560
1,048
1,356
136.6
142.1
29.4
3.4
Maryland
930
1,206
1,094
1,127
21.2
-6.6
3.0
8,179
9,780
12,176
12,592
54.0
28.8
Massachusetts
1,264
1,488
1,596
1,595
26.2
7.2
-0.1
21,876
25,284
27,871
28,435
30.0
12.5
2.0
Michigan
3,607
4,319
4,196
4,424
22.6
2.4
5.4
15,280
17,695
22,648
25,187
64.8
42.3
11.2
Minnesota
2,037
2,845
2,765
2,834
39.2
-0.4
2.5
5,977
7,378
8,647
9,302
55.6
26.1
7.6
Mississippi
397
503
536
586
47.8
16.5
9.3
2,262
1,974
2,001
2,030
-10.3
2.8
1.4
Missouri
1,143
1,589
1,884
1,976
72.9
24.4
4.9
8,194
7,861
9,242
10,086
23.1
28.3
9.1
Montana
2,754
3,610
3,778
3,935
42.9
9.0
4.2
951
1,046
910
851
-10.5
-18.6
-6.5
Nebraska
737
1,111
912
854
15.8
-23.1
-6.4
2,278
2,773
3,072
3,494
53.4
26.0
13.7
Nevada
865
1,123
1,370
1,381
59.6
23.0
0.8
713
2,060
2,213
2,238
213.9
8.6
1.1
New Hampshire
224
233
265
276
23.1
18.5
4.2
1,205
1,260
1,606
1,724
43.1
36.8
7.3
New Jersey
760
896
992
994
30.8
10.9
0.2
12,865
11,353
14,474
15,585
21.1
37.3
7.7
-2.4
New Mexico
5,199
7,724
9,110
9,089
74.8
17.7
-0.2
1,664
1,698
1,960
1,913
15.0
12.7
New York
3,031
3,569
3,391
3,414
12.7
-4.3
0.7
38,288
43,959
54,291
58,364
52.4
32.8
7.5
North Carolina
3,243
3,756
4,477
4,976
53.4
32.5
11.1
5,696
6,458
9,345
11,030
93.6
70.8
18.0
11.5
North Dakota
1,908
2,284
1,926
2,367
24.0
3.6
22.9
1,499
1,451
1,170
1,305
-12.9
-10.1
Ohio
1,596
2,029
1,965
2,008
25.8
-1.0
2.2
14,765
16,438
17,662
17,338
17.4
5.5
-1.8
11,163
13,783
15,825
17,396
55.8
26.2
9.9
6,412
8,331
7,711
8,977
40.0
7.8
16.4
Oregon
1,757
2,377
2,619
2,784
58.5
17.1
6.3
6,454
6,482
6,242
6,410
-0.7
-1.1
2.7
Pennsylvania
1,177
1,401
1,568
1,639
39.2
17.0
4.5
15,779
17,359
21,748
21,714
37.6
25.1
-0.2
Rhode Island
223
243
272
290
29.9
19.3
6.6
2,786
2,641
2,778
2,961
6.3
12.1
6.6
South Carolina
344
513
600
613
78.2
19.5
2.2
2,818
2,924
3,760
3,746
32.9
28.1
-0.4
1,958
2,427
3,025
3,108
58.7
28.1
2.7
674
924
853
880
30.6
-4.8
3.2
573
815
975
926
61.6
13.6
-5.0
4,135
4,859
5,695
5,990
44.9
23.3
5.2
Texas
3,456
5,173
5,097
5,530
60.0
6.9
8.5
26,176
26,585
36,181
43,489
66.1
63.6
20.2
Utah
1,229
1,502
1,392
1,557
26.7
3.7
11.9
5,211
5,194
4,979
5,400
3.6
4.0
8.5
103
170
164
180
74.3
5.9
9.8
743
809
865
862
16.0
6.6
-0.3
Oklahoma
South Dakota
Tennessee
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
958
1,569
1,964
2,099
119.2
33.8
6.9
6,650
7,853
12,375
11,567
73.9
47.3
-6.5
4,140
6,087
5,611
5,506
33.0
-9.5
-1.9
5,577
9,492
9,868
10,279
84.3
8.3
4.2
179
227
373
351
96.4
54.6
-5.9
1,717
1,747
1,998
2,172
26.5
24.3
8.7
2,201
2,575
2,954
3,127
42.1
21.4
5.9
6,776
6,868
7,111
7,321
8.0
6.6
3.0
452
511
499
549
21.5
7.4
10.0
656
394
428
439
-33.1
11.4
2.6
a American Indian includes Alaska Natives.
63
Table 11
Persistence of Degree Seeking 1989-90 and 1995-96

Beginning Postsecondary Students After Five Years by Race/Ethnicity and Institution Type
Highest Degree Attained Anywhere
Bachelors Degree
1989-94
1995-2000
Associate Degree or Certificate
Percentage
Point
Change
Never Attained, Still Enrolled
Never Attained, Not Enrolled
1989-94
1995-2000
Percentage
Point
Change
1989-94
1995-2000
Percentage
Point
Change
1989-94
1995-2000
Percentage
Point
Change
FIRST INSTITUTION LEVEL, FOUR-YEAR

Total
51.3
54.3
3.0
8.2
5.7
-2.5
15.6
19.4
3.8
24.9
20.7
-4.2
White
52.1
58.0
5.9
8.5
5.4
-3.0
14.5
17.8
3.3
25.0
18.8
-6.2
African American
41.8
36.4
-5.5
9.6
7.9
-1.7
21.2
25.6
4.4
27.4
30.1
2.7
Hispanic
44.0
42.0
-2.0
3.2
5.3
2.1
23.5
23.6
0.1
29.4
29.2
-0.2
-0.4
-0.8
0.5
0.8
Asian Americana
62.7
62.3
American Indianb
Low N
Low N
4.5
3.7
Low N
Low N
0.7
32.4
28.0
18.7
19.2
Low N
Low N
-4.5
13.1
19.0
14.1
14.9
Low N
Low N
5.9
47.6
45.4
-2.1
FIRST INSTITUTION LEVEL, TWO-YEAR

Total
6.9
7.6
White
7.1
9.4
2.4
32.8
28.8
-4.0
11.7
19.8
8.1
48.5
42.0
-6.5
African American
3.4
1.9
-1.5
31.5
26.5
-5.0
11.3
13.7
2.4
53.9
57.9
4.1
Hispanic
9.6
3.4
-6.2
31.7
25.3
-6.4
19.1
16.4
-2.8
39.6
54.9
15.3
Asian Americana
6.1
1.6
-4.5
31.8
33.7
1.9
22.9
32.2
9.3
39.1
32.4
-6.7
American Indianb
Low N
Low N
Low N
Low N
Low N
Low N
Low N
Low N

Note:
Graduation rates are based on the 1989-90 freshman cohort and include all students who graduated by July 1994.
Graduation rates are based on the 1995-96 freshman cohort and include all students who graduated by July 2000.
Low N:
Too few cases for a reliable estimate.
Source: U.S. Department of Education, National Center for Education Statistics. 1990 Beginning Postsecondary Students Longitudinal Study--Second Follow-up BPS: 90/94,
Data Analysis System. 1995-96 Beginning Postsecondary Students Longitudinal Study--Second Follow-up (BPS: 96/01), Data Analysis System.
64
Table 12
Associate Degrees, by Race/Ethnicity and Gender:

Percent
Total
Percent
Total
Percent
Total
Percent
Percent
Change
199192 to
200102
562,454
100.0
561,651
100.0
576,219
100.0
594,289
100.0
21.9
13.3
3.1
218,894
38.9
222,977
39.7
230,859
40.1
237,672
40.0
21.7
17.6
3.0
61.5
343,560
61.1
338,674
60.3
345,360
59.9
356,617
60.0
21.9
10.6
3.3
393,513
75.0
406,892
72.3
394,180
70.2
394,761
68.5
400,726
67.4
3.6
1.8
1.5
31.8
151,707
28.9
158,101
28.1
157,798
28.1
159,385
27.7
162,718
27.4
5.0
7.3
2.1
47.6
241,806
46.1
248,791
44.2
236,382
42.1
235,376
40.8
238,008
40.0
2.6
-1.6
1.1
83,433
17.1
109,926
21.0
130,139
23.1
140,539
25.0
149,720
26.0
158,141
26.6
89.5
43.9
5.6
32,437
6.7
41,423
7.9
49,843
8.9
53,810
9.6
57,537
10.0
59,416
10.0
83.2
43.4
3.3
50,996
10.5
68,503
13.1
80,296
14.3
86,729
15.4
92,183
16.0
98,725
16.6
93.6
44.1
7.1
38,604
7.9
47,314
9.0
54,383
9.7
57,929
10.3
61,197
10.6
64,262
10.8
66.5
35.8
5.0
Men
13,502
2.8
15,561
3.0
18,305
3.3
20,097
3.6
21,175
3.7
21,652
3.6
60.4
39.1
2.3
Women
25,102
5.1
31,753
6.1
36,078
6.4
37,832
6.7
40,022
6.9
42,610
7.2
69.7
34.2
6.5
199192
199596
199798
Total
Percent
Total
Percent
TOTAL
487,694
100.0
524,476
100.0
Men
195,221
40.0
202,026
38.5
Women
292,473
60.0
322,450
386,977
79.3
Men
155,008
Women
231,969
Total Minority
Men
Women
White
African American
Total
19992000
200001
200102
Percent
Change
199596 to
200102
Percent
Change
200001 to
200102
Hispanic
25,856
5.3
35,785
6.8
44,915
8.0
49,574
8.8
55,033
9.6
57,623
9.7
122.9
61.0
4.7
Men
10,662
2.2
14,654
2.8
18,622
3.3
20,017
3.6
22,392
3.9
22,892
3.9
114.7
56.2
2.2
Women
15,194
3.1
21,131
4.0
26,293
4.7
29,557
5.3
32,641
5.7
34,731
5.8
128.6
64.4
6.4
15,114
3.1
21,614
4.1
24,721
4.4
26,811
4.8
27,099
4.7
29,692
5.0
96.5
37.4
9.6
Men
6,859
1.4
9,346
1.8
10,715
1.9
11,565
2.1
11,764
2.0
12,665
2.1
84.6
35.5
7.7
Women
8,255
1.7
12,268
2.3
14,006
2.5
15,246
2.7
15,335
2.7
17,027
2.9
106.3
38.8
11.0
Asian American a
American Indian b
3,859
0.8
5,213
1.0
6,120
1.1
6,225
1.1
6,391
1.1
6,564
1.1
70.1
25.9
2.7
Men
1,414
0.3
1,862
0.4
2,201
0.4
2,131
0.4
2,206
0.4
2,207
0.4
56.1
18.5
0.0
Women
2,445
0.5
3,351
0.6
3,919
0.7
4,094
0.7
4,185
0.7
4,357
0.7
78.2
30.0
4.1
7,922
1.6
10,006
1.9
12,377
2.2
10,071
1.8
11,517
2.0
12,277
2.1
55.0
22.7
6.6
Men
3,354
0.7
4,310
0.8
5,404
1.0
4,251
0.8
5,174
0.9
5,154
0.9
53.7
19.6
-0.4
Women
4,568
0.9
5,696
1.1
6,973
1.2
5,820
1.0
6,343
1.1
7,123
1.2
55.9
25.1
12.3
Foreign Students
9,362
1.9
11,031
2.1
13,046
2.3
16,861
3.0
20,221
3.5
23,145
3.9
147.2
109.8
14.5
Men
4,422
0.9
4,586
0.9
5,546
1.0
7,118
1.3
8,763
1.5
10,384
1.7
134.8
126.4
18.5
Women
4,940
1.0
6,445
1.2
7,500
1.3
9,743
1.7
11,458
2.0
12,761
2.1
158.3
98.0
11.4

Note:
Data may not match previous reports because, in previous reports, race/ethnicity unknown persons were imputed across standard racial/ethnic groups. Data not comparable to data for years not shown
in this report, but found in previous reports.
Source: U.S. Department of Education, National Center for Education Statistics. Integrated Postsecondary Education Data System (IPEDS), Completions Survey, 1992 to 2002.
65
Table 13
Bachelors Degrees, by Race/Ethnicity and Gender:

199192
Total
Percent
199596
Total
199798
Percent
Total
Percent
Total
Percent
Total
Percent
Percent
Change
199192 to
2001 02
19992000
Percent
Total
200102
Percent
Change
199596 to
200102
Percent
Change
200001 to
200102
TOTAL
1,136,011
100.0
1,165,132
100.0
1,186,915
100.0
1,242,621
100.0
1,291,946
100.0
13.7
10.9
4.0
Men
520,494
45.8
522,852
44.9
521,583
43.9
526,727
42.7
530,270
42.7
549,844
42.6
5.6
5.2
3.7
Women
615,517
54.2
642,280
55.1
665,332
56.1
705,833
57.3
712,351
57.3
742,102
57.4
20.6
15.5
4.2
922,286
81.2
884,083
75.9
879,084
74.1
892,198
72.4
889,034
71.5
914,704
70.8
-0.8
3.5
2.9
Men
42,2907
37.2
39,9111
34.3
389,461
32.8
385,143
31.2
383,539
30.9
394,986
30.6
-6.6
-1.0
3.0
Women
49,9379
44.0
484972
41.6
489,623
41.3
507,055
41.1
505,495
40.7
519,718
40.2
4.1
7.2
2.8
Total Minority
163,064
14.4
215,929
18.5
237,564
20.0
259,105
21.0
265,176
21.3
278,076
21.5
70.5
28.8
4.9
Men
69,565
6.1
89,224
7.7
96,252
8.1
102,050
8.3
103,987
8.4
107,888
8.4
55.1
20.9
3.8
Women
93,499
8.2
126,705
10.9
141,312
11.9
157,055
12.7
161,189
13.0
170,188
13.2
82.0
34.3
5.6
71,219
6.3
89,412
7.7
95,801
8.1
103,844
8.4
106,635
8.6
111,176
8.6
56.1
24.3
4.3
Men
26,500
2.3
32,184
2.8
33,662
2.8
35,422
2.9
36,349
2.9
37,281
2.9
40.7
15.8
2.6
Women
44,719
3.9
57,228
4.9
62,139
5.2
68,422
5.6
70,286
5.7
73,895
5.7
65.2
29.1
5.1
White
African American
100.0 1,232,560
200001
Hispanic
40,254
3.5
56,899
4.9
64,308
5.4
72,045
5.8
74,349
6.0
79,029
6.1
96.3
38.9
6.3
Men
17,772
1.6
24,369
2.1
26,974
2.3
28,963
2.3
29,868
2.4
31,344
2.4
76.4
28.6
4.9
Women
22,482
2.0
32,530
2.8
37,334
3.1
43,082
3.5
44,481
3.6
47,685
3.7
112.1
46.6
7.2
46,463
4.1
62,805
5.4
69,739
5.9
74,839
6.1
75,538
6.1
79,129
6.1
70.3
26.0
4.8
Men
23,142
2.0
29,860
2.6
32,533
2.7
34,359
2.8
34,256
2.8
35,813
2.8
54.8
19.9
4.5
Women
23,321
2.1
32,945
2.8
37,206
3.1
40,480
3.3
41,282
3.3
43,316
3.4
85.7
31.5
4.9
Asian American a
American Indian b
5,128
0.5
6,813
0.6
7,716
0.7
8,377
0.7
8,654
0.7
8,742
0.7
70.5
28.3
1.0
Men
2,151
0.2
2,811
0.2
3,083
0.3
3,306
0.3
3,514
0.3
3,450
0.3
60.4
22.7
-1.8
Women
2,977
0.3
4,002
0.3
4,633
0.4
5,071
0.4
5,140
0.4
5,292
0.4
77.8
32.2
3.0
28,472
2.5
37,730
3.2
39,261
3.3
38,981
3.2
39,773
3.2
41,461
3.2
45.6
9.9
4.2
Men
17,073
1.5
21,413
1.8
21,637
1.8
20,711
1.7
20,983
1.7
21,493
1.7
25.9
0.4
2.4
Women
11,399
1.0
16,317
1.4
17,624
1.5
18,270
1.5
18,790
1.5
19,968
1.5
75.2
22.4
6.3
Foreign Students
22,189
2.0
27,390
2.4
31,006
2.6
42,276
3.4
48,638
3.9
57,705
4.5
160.1
110.7
18.6
Men
10,949
1.0
13,104
1.1
14,233
1.2
18,823
1.5
21,761
1.8
25,477
2.0
132.7
94.4
17.1
Women
11,240
1.0
14,286
1.2
16,773
1.4
23,453
1.9
26,877
2.2
32,228
2.5
186.7
125.6
19.9

Note:
this report, but found in previous reports.
66
Table 14
Masters Degrees, by Race/Ethnicity and Gender:

Percent
Total
Percent
Total
Percent
Total
Percent
Percent
Change
199192 to
200102
430,577
100.0
455,053
100.0
467,554
100.0
482,256
100.0
36.9
18.5
3.1
184,718
42.9
190,682
41.9
193,600
41.4
199,199
41.3
23.3
10.8
2.9
55.8
245,859
57.1
264,371
58.1
273,954
58.6
283,057
58.7
48.5
24.5
3.3
282,650
69.4
292,380
67.9
298,287
65.5
295,427
63.2
299,496
62.1
16.5
6.0
1.4
31.5
117,538
28.9
118,647
27.6
118,060
25.9
114,435
24.5
116,193
24.1
4.8
-1.1
1.5
41.5
165,112
40.6
173,733
40.3
180,227
39.6
180,992
38.7
183,303
38.0
25.3
11.0
1.3
39,909
11.3
57,172
14.0
65,971
15.3
74,983
16.5
79,657
17.0
82,785
17.2
107.4
44.8
3.9
17,077
4.8
23,014
5.7
25,687
6.0
28,327
6.2
29,125
6.2
29,677
6.2
73.8
29.0
1.9
22,832
6.5
34,158
8.4
40,284
9.4
46,656
10.3
50,532
10.8
53,108
11.0
132.6
55.5
5.1
17,379
4.9
24,544
6.0
28,608
6.6
33,419
7.3
35,314
7.6
36,911
7.7
112.4
50.4
4.5
5,788
1.6
7,988
2.0
9,107
2.1
10,326
2.3
10,507
2.2
10,647
2.2
83.9
33.3
1.3
11,591
3.3
16,556
4.1
19,501
4.5
23,093
5.1
24,807
5.3
26,264
5.4
126.6
58.6
5.9
199192
199596
199798
Total
Percent
Total
Percent
TOTAL
352,197
100.0
407,069
100.0
Men
161,591
45.9
179,736
44.2
Women
190,606
54.1
227,333
257,142
73.0
Men
110,855
Women
146,287
Total Minority
Men
Women
White
African American
Men
Women
Total
19992000
200001
200102
Percent
Change
199596 to
200102
Percent
Change
200001 to
200102
Hispanic
9,049
2.6
13,689
3.4
15,425
3.6
17,940
3.9
19,819
4.2
20,450
4.2
126.0
49.4
3.2
Men
3,989
1.1
5,499
1.4
6,164
1.4
7,054
1.6
7,497
1.6
7,604
1.6
90.6
38.3
1.4
Women
5,060
1.4
8,190
2.0
9,261
2.2
10,886
2.4
12,322
2.6
12,846
2.7
153.9
56.8
4.3
12,260
3.5
17,246
4.2
19,986
4.6
21,525
4.7
22,240
4.8
23,018
4.8
87.7
33.5
3.5
Men
6,799
1.9
8,862
2.2
9,676
2.2
10,173
2.2
10,288
2.2
10,525
2.2
54.8
18.8
2.3
Women
5,461
1.6
8,384
2.1
10,310
2.4
11,352
2.5
11,952
2.6
12,493
2.6
128.8
49.0
4.5
Asian American a
American Indian b
1,221
0.3
1,693
0.4
1,952
0.5
2,099
0.5
2,284
0.5
2,406
0.5
97.1
42.1
5.3
Men
501
0.1
665
0.2
740
0.2
774
0.2
833
0.2
901
0.2
79.8
35.5
8.2
Women
720
0.2
1,028
0.3
1,212
0.3
1,325
0.3
1,451
0.3
1,505
0.3
109.0
46.4
3.7
39,642
11.3
48,239
11.9
52,394
12.2
55,873
12.3
61,428
13.1
63,689
13.2
60.7
32.0
3.7
Men
26,235
7.4
30,045
7.4
31,575
7.3
32,958
7.2
36,255
7.8
37,384
7.8
42.5
24.4
3.1
Women
13,407
3.8
18,194
4.5
20,819
4.8
22,915
5.0
25,173
5.4
26,305
5.5
96.2
44.6
4.5
Foreign Students
15,504
4.4
19,008
4.7
19,832
4.6
25,910
5.7
31,042
6.6
36,286
7.5
134.0
90.9
16.9
Men
7,424
2.1
9,139
2.2
8,809
2.0
11,337
2.5
13,785
2.9
15,945
3.3
114.8
74.5
15.7
Women
8,080
2.3
9,869
2.4
11,023
2.6
14,573
3.2
17,257
3.7
20,341
4.2
151.7
106.1
17.9

Note:
Data may not match previous reports because, in previous reports, race/ethnicity unknown persons were imputed across standard racial/ethnic groups.
Data not comparable to data for years not shown in this report, but found in previous reports.
67
Table 15
First-Professional Degrees, by Race/Ethnicity and Gender:

1991 92
199596
199798
19992000
200001
2001 02
Percent
Change
199192 to
2001 02
Percent
Change
199596 to
2001 02
Percent
Change
200001 to
200102
Total
Percent
Total
Percent
Total
Percent
Total
Percent
Total
Percent
Total
Percent
TOTAL
73,875
100.0
76,757
100.0
78,737
100.0
78,249
100.0
79,989
100.0
80,729
100.0
9.3
5.2
0.9
Men
44,939
60.8
44,802
58.4
45,017
57.2
42,987
54.9
43,111
53.9
42,589
52.8
-5.2
-4.9
-1.2
Women
28,936
39.2
31,955
41.6
33,720
42.8
35,262
45.1
36,878
46.1
38,140
47.2
31.8
19.4
3.4
59,906
81.1
58,174
75.8
57,949
73.6
56,273
71.9
56,592
70.7
55,868
69.2
-6.7
-4.0
-1.3
Men
37,125
50.3
34,969
45.6
34,276
43.5
31,842
40.7
31,634
39.5
30,574
37.9
-17.6
-12.6
-3.4
Women
22,781
30.8
23,205
30.2
23,673
30.1
24,431
31.2
24,958
31.2
25,294
31.3
11.0
9.0
1.3
Total Minority
11,440
15.5
15,273
19.9
16,931
21.5
17,554
22.4
18,398
23.0
18,909
23.4
65.3
23.8
2.8
Men
6,174
8.4
7,697
10.0
8,371
10.6
8,551
10.9
8,587
10.7
8,712
10.8
41.1
13.2
1.5
Women
5,266
7.1
7,576
9.9
8,560
10.9
9,003
11.5
9,811
12.3
10,197
12.6
93.6
34.6
3.9
3,570
4.8
4,905
6.4
5,357
6.8
5,247
6.7
5,222
6.5
5,435
6.7
52.2
10.8
4.1
Men
1,622
2.2
2,058
2.7
2,249
2.9
2,172
2.8
2,032
2.5
2,081
2.6
28.3
1.1
2.4
Women
1,948
2.6
2,847
3.7
3,108
3.9
3,075
3.9
3,190
4.0
3,354
4.2
72.2
17.8
5.1
White
African American
Hispanic
2,820
3.8
3,402
4.4
3,463
4.4
3,615
4.6
3,656
4.6
3,743
4.6
32.7
10.0
2.4
Men
1,668
2.3
1,906
2.5
1,924
2.4
1,962
2.5
1,897
2.4
1,930
2.4
15.7
1.3
1.7
Women
1,152
1.6
1,496
1.9
1,539
2.0
1,653
2.1
1,759
2.2
1,813
2.2
57.4
21.2
3.1
4,756
6.4
6,513
8.5
7,564
9.6
8,154
10.4
8,996
11.2
9,178
11.4
93.0
40.9
2.0
Men
2,727
3.7
3,483
4.5
3,915
5.0
4,146
5.3
4,390
5.5
4,423
5.5
62.2
27.0
0.8
Women
2,029
2.7
3,030
3.9
3,649
4.6
4,008
5.1
4,606
5.8
4,755
5.9
134.4
56.9
3.2
Asian American a
American Indian b
294
0.4
453
0.6
547
0.7
538
0.7
524
0.7
553
0.7
88.1
22.1
5.5
Men
157
0.2
250
0.3
283
0.4
271
0.3
268
0.3
278
0.3
77.1
11.2
3.7
Women
137
0.2
203
0.3
264
0.3
267
0.3
256
0.3
275
0.3
100.7
35.5
7.4
1,344
1.8
1,631
2.1
1,785
2.3
1,796
2.3
2,092
2.6
1,892
2.3
40.8
16.0
-9.6
Men
950
1.3
1,117
1.5
1,147
1.5
1,124
1.4
1,269
1.6
1,118
1.4
17.7
0.1
-11.9
Women
394
0.5
514
0.7
638
0.8
672
0.9
823
1.0
774
1.0
96.4
50.6
-6.0
Foreign Students
1,185
1.6
1,679
2.2
2,072
2.6
2,626
3.4
2,907
3.6
4,060
5.0
242.6
141.8
39.7
Men
690
0.9
1,019
1.3
1,223
1.6
1,470
1.9
1,621
2.0
2,185
2.7
216.7
114.4
34.8
Women
495
0.7
660
0.9
849
1.1
1,156
1.5
1,286
1.6
1,875
2.3
278.8
184.1
45.8

Note:
First-professional degrees (also referred to as professional degrees) are awarded in the fields of dentistry (D.D.S. or D.M.D.), medicine (M.D.), optometry (O.D.), osteopathic medicine (D.O.),
pharmacy (D.Phar.), podiatric medicine (D.P.M.), veterinary medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (J.D.), and theological professions (M.Div. or M.H.L.).
68
Table 16
Doctoral Degrees, by Race/Ethnicity and Gender:

Total
Percent
Total
Percent
Total
Percent
Total
Percent
Total
Percent
Total
Percent
Percent
Change
199192 to
2001 02
TOTAL
40,600
100.0
44,627
100.0
46,040
100.0
44,529
100.0
45,021
100.0
44,179
100.0
8.8
-1.0
-1.9
Men
25,529
62.9
26,841
60.1
26,694
58.0
24,811
55.7
24,832
55.2
23,727
53.7
-7.1
-11.6
-4.4
Women
15,071
37.1
17,786
39.9
19,346
42.0
19,718
44.3
20,189
44.8
20,452
46.3
35.7
15.0
1.3
199192
White
199697
199899
19992000
200001
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
25,312
62.3
26,337
59.0
27,492
59.7
26,265
59.0
25,962
57.7
25,334
57.3
0.1
-3.8
-2.4
Men
14,386
35.4
14,290
32.0
14,697
31.9
13,537
30.4
13,158
29.2
12,526
28.4
-12.9
-12.3
-4.8
Women
10,926
26.9
12,047
27.0
12,795
27.8
12,728
28.6
12,804
28.4
12,808
29.0
17.2
6.3
0.0
Total Minority
3,663
9.0
5,165
11.6
5,605
12.2
5,806
13.0
6,147
13.7
5,980
13.5
63.3
15.8
-2.7
Men
2,123
5.2
2,855
6.4
2,820
6.1
2,729
6.1
2,903
6.4
2,716
6.1
27.9
-4.9
-6.4
Women
1,540
3.8
2,310
5.2
2,785
6.0
3,077
6.9
3,244
7.2
3,264
7.4
111.9
41.3
0.6
African American
1,202
3.0
1,569
3.5
1,984
4.3
2,127
4.8
2,095
4.7
2,270
5.1
88.9
44.7
8.4
Men
565
1.4
700
1.6
792
1.7
825
1.9
810
1.8
872
2.0
54.3
24.6
7.7
Women
637
1.6
869
1.9
1,192
2.6
1,302
2.9
1,285
2.9
1,398
3.2
119.5
60.9
8.8
Hispanic
798
2.0
950
2.1
1,214
2.6
1,241
2.8
1,430
3.2
1,351
3.1
69.3
42.2
-5.5
Men
447
1.1
488
1.1
620
1.3
578
1.3
644
1.4
610
1.4
36.5
25.0
-5.3
Women
351
0.9
462
1.0
594
1.3
663
1.5
786
1.7
741
1.7
111.1
60.4
-5.7
1,545
3.8
2,493
5.6
2,228
4.8
2,283
5.1
2,451
5.4
2,184
4.9
41.4
-12.4
-10.9
1,046
2.6
1,591
3.6
1,328
2.9
1,271
2.9
1,376
3.1
1,168
2.6
11.7
-26.6
-15.1
499
1.2
902
2.0
900
2.0
1,012
2.3
1,075
2.4
1,016
2.3
103.6
12.6
-5.5
118
0.3
153
0.3
179
0.4
155
0.3
171
0.4
175
0.4
48.3
14.4
2.3
Men
65
0.2
76
0.2
80
0.2
55
0.1
73
0.2
66
0.1
1.5
-13.2
-9.6
Women
53
0.1
77
0.2
99
0.2
100
0.2
98
0.2
109
0.2
105.7
41.6
11.2
Asian American a
Men
Women
American Indian b
Foreign Students
10,649
26.2
11,454
25.7
11,340
24.6
10,800
24.3
10,967
24.4
10,932
24.7
2.7
-4.6
-0.3
Men
8,398
20.7
8,720
19.5
8,314
18.1
7,628
17.1
7,724
17.2
7,500
17.0
-10.7
-14.0
-2.9
Women
2,251
5.5
2,734
6.1
3,026
6.6
3,172
7.1
3,243
7.2
3,432
7.8
52.5
25.5
5.8
976
2.4
1,671
3.7
1,603
3.5
1,658
3.7
1,945
4.3
1,933
4.4
98.1
15.7
-0.6
Men
622
1.5
976
2.2
863
1.9
917
2.1
1,047
2.3
985
2.2
58.4
0.9
-5.9
Women
354
0.9
695
1.6
740
1.6
741
1.7
898
2.0
948
2.1
167.8
36.4
5.6

Note:
69
Table 17
Degrees Conferred by Minority-Serving Institutions,

by Race/Ethnicity and Award Level: 199192 to 200102
Degrees from Hispanic-Serving Institutions b
Degrees from Historically Black Colleges and Universities
Total a
Year
White
African
American Hispanic
Asian
American Foreign
American
Indian Students
Totalc
White
African
American
Hispanic
Asian
American
American
Indian
Foreign
Students
ASSOCIATE DEGREES
199192
2,560
838
1,465
111
25
47
45,811
23,287
13,973
3,284
3,284
403
1,580
199293
2,805
1,083
1,456
173
21
34
50,686
22,767
6,759
15,162
3,545
438
2,015
199394
2,830
1,147
1,466
148
22
31
52,498
22,875
6,785
16,181
4,209
504
1,944
199495
2,883
1,186
1,397
202
17
10
50
54,793
22,175
7,232
18,149
4,764
502
1,971
199596
3,053
1,178
1,526
212
19
63
59,316
23,046
8,104
19,979
5,414
560
2,213
199697
3,222
1,116
1,778
211
37
32
67,507
25,421
9,242
23,549
6,088
661
2,546
199798
3,407
1,485
1,604
174
46
13
63
68,954
25,002
9,338
24,784
6,164
716
2,950
199899
3,314
1,492
1,492
227
33
17
53
70,715
25,644
9,407
25,834
6,897
825
2,108
19992000
3,418
1,438
1,642
263
37
11
27
69,136
22,867
9,460
27,491
6,863
802
1,653
200001
3,433
1,211
1,815
271
40
10
52
75,769
23,138
10,028
29,264
6,724
840
2,804
200102
3,436
1,179
1,875
287
44
23
77,511
23,701
9,745
30,429
6,726
832
2,538
BACHELORS DEGREES
199192
23,579
2,576
19,693
150
185
35
786
45,715
25,666
3,377
11,388
3,140
349
1,795
199293
26,140
2,880
22,020
142
219
48
724
49,388
26,910
3,776
12,725
3,656
373
1,948
199394
27,425
2,955
23,434
154
197
44
607
50,518
26,191
3,972
14,059
3,799
447
2050
199495
28,327
3,062
23,953
231
184
51
767
51,490
25,302
4,404
15,286
3,980
450
2,068
199596
29,615
3,075
25,283
184
214
56
704
53,035
24,806
4,848
16,587
4,324
461
2,009
199697
29,450
3,001
25,168
189
190
55
680
53,607
23,335
5,168
17,956
4,606
464
2,078
199798
29,780
2,956
25,506
193
204
63
750
54,427
22,925
5,401
18,514
4,846
518
2,223
199899
29,312
2,791
25,410
198
186
59
668
56,010
22,423
5,816
20,180
4,886
571
2,134
19992000
29,376
2,612
25,630
187
202
37
708
57,596
22,495
5,902
21,291
5,126
535
2,247
200001
28,976
2,505
25,090
207
182
56
711
55,979
19,265
6,064
20,463
3,993
538
2,499
200102
28,846
2,278
25,122
220
169
57
827
66,878
22,714
6,921
23,813
6,061
476
2,717
MASTERS DEGREES
199192
4,222
1,053
2,619
43
104
375
13,565
8,642
957
2,008
568
93
1,297
199293
4,612
1,167
2,766
39
158
463
15,648
9,548
1,064
2,403
759
97
1,777
199394
4,986
1,140
3,187
33
186
395
16,204
9,772
1,084
2,573
902
128
1,745
199495
5,560
1,348
3,462
44
193
14
436
16,971
9,731
1,314
3,089
874
102
1,861
199596
5,848
1,411
3,806
61
120
21
361
17,231
9,782
1,314
3,262
913
110
1,850
199697
6,421
1,615
4,205
66
124
12
334
17,567
9,759
1,373
3,629
903
115
1,788
199798
6,411
1,416
4,388
85
135
23
329
17,925
9,779
1,447
3,751
1,005
148
1,795
199899
6,677
1,504
4,644
91
121
14
303
18,752
9,679
1,744
4,290
1,113
107
1,819
19992000
6,722
1,423
4,737
96
108
17
341
19,747
10,083
1,740
4,748
1,178
152
1,846
200001
6,575
1,360
4,563
91
134
15
362
20,210
8,997
1,952
4,851
1,069
156
2,073
200102
6,338
1,358
4,461
82
111
20
264
25,487
11,491
2,649
5,750
1,301
176
2,580

a Total includes persons whose racial/ethnic identification was not known.
b Hispanic-serving institutions are those two-year and four-year institutions at which Hispanics constitute a minimum of 25 percent of the undergraduate enrollment. Data exclude persons whose racial/ethnic group
and field of study were not available. Therefore, the sum of the details may not equal the total.
c For years 1991-92 to 1999-2000, data for students whose racial/ethnic group was not reported were prorated across stated racial/ethnic groups at the institution level. For years 2000-01 and 2001-02, total
includes persons whose racial/ethnic identification was not known, but stated racial/ethnic groups do not include race/ethnicity unknown persons.
Source: Provasnik, Stephen, Shafer, L.L., and Snyder, T.D., Historically Black Colleges and Universities 1976 to 2001. Washington, DC: Department of Education, National Center for Education Statistics, September
2004. U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Completions survey, 1991 through 2002.
70
Table 17 continued
Degrees Conferred by Minority-Serving Institutions,

by Race/Ethnicity and Award Level: 199192 to 200102
Degrees from Hispanic-Serving Institutions b
Degrees from Historically Black Colleges and Universities
Total a
Year
White
African
American Hispanic
Asian
American Foreign
American
Indian Students
Totalc
White
African
American
Hispanic
Asian
American
American
Indian
Foreign
Students
FIRST-PROFESSIONAL DEGREES
199192
756
172
449
43
16
75
1,706
1,286
50
267
86
11
199293
966
185
627
55
19
80
1,672
1,315
42
211
75
19
10
199394
1,013
169
688
48
33
72
1,713
1,249
75
259
97
15
18
199495
1,147
185
811
40
35
74
1,721
1,237
66
283
107
10
18
199596
1,178
175
841
59
42
56
1,756
1,188
90
316
122
23
17
199697
1,336
239
885
75
70
57
1,779
1,164
130
321
132
20
12
199798
1,348
204
943
78
62
1,598
1,038
102
256
150
26
26
199899
1,340
196
892
64
96
12
80
1,847
1,202
117
353
144
14
17
19992000
1,579
213
1,100
82
102
74
1,818
1,144
89
392
153
19
21
200001
1,509
171
1,025
67
109
121
1,720
1,012
80
362
183
17
17
200102
1,427
126
997
87
97
106
2,563
1,532
155
485
216
29
43
DOCTORAL DEGREES
199192
205
46
119
36
421
249
15
60
11
84
199293
219
31
128
47
507
342
22
56
76
199394
213
32
130
40
514
353
14
59
29
56
199495
230
38
142
44
625
396
25
70
23
109
199596
236
34
166
31
667
425
21
83
23
112
199697
239
33
155
37
638
393
27
86
18
11
103
199798
377
62
260
14
36
708
414
26
109
21
136
199899
394
52
258
72
716
450
32
94
31
105
19992000
325
45
227
46
731
435
44
111
23
117
200001
337
52
222
10
49
714
384
43
113
16
111
200102
364
61
256
34
1,574
958
165
163
52
14
159
a Total includes persons whose racial/ethnic identification was not known.

b Hispanic-serving institutions are those two-year and four-year institutions at which Hispanics constitute a minimum of 25 percent of the undergraduate enrollment. Data exclude persons whose racial/ethnic group
and field of study were not available. Therefore, the sume of the details may not equal the total.
c For years 1991-92 to 1999-2000, data for students whose racial/ethnic group was not reported were prorated across stated racial/ethnic groups at the institution level. For years 2000-01 and 2001-02, total
includes persons whose racial/ethnic identification was not known, but stated racial/ethnic groups do not include race/ethnicity unknown persons.
71
Table 18
Degrees Conferred by Tribal Colleges and Universities,

by Race/Ethnicity, Gender, and Award Level: 199394 to 200102
Total
Year
Men
White
Women
Men
Women
African American
Men
Women

Hispanic
Men
Women
Asian American
Men
Women
American Indian
Men
Women
Foreign Students
Men
Women
ASSOCIATE DEGREES
199394
288
746
53
164
16
222
542
199495
436
982
148
313
14
30
15
25
10
11
236
579
0
7
199596
337
906
40
164
291
733
199697
457
1,109
151
340
15
35
21
31
12
14
249
676
199798
363
978
54
194
300
776
19992000
297
857
34
110
261
723
14
200001
293
799
39
114
250
679
200102
304
1,083
53
139
249
936
BACHELORS DEGREES
199394
14
54
46
199495
13
48
12
36
199596
19
56
15
16
41
199697
22
66
12
13
54
199798
20
67
15
13
39
19992000
32
84
15
29
69
200001
47
85
11
41
73
200102
37
122
17
34
105
Note:
A tribally controlled college or university is an institution of higher education which is formally controlled or has been formally sanctioned, or chartered, by the governing body of an Indian tribe or tribes.
Source: U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2002. Washington, DC: 2003. Integrated Postsecondary Education Data System (IPEDS), Completions
Survey, 1994 to 2002.
72
Table 19
Total Associate and Bachelors Degrees Conferred,

by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
1991 92
Alabama
200001
200102
BACHELORS DEGREES
Percent
Change
199192 to
200102
Percent
Change
200001 to
2001 02
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
7,257
8,765
7,928
9.2
-9.5
19,628
21,293
20,978
6.9
-1.5
Alaska
742
895
906
22.1
1.2
1,114
1,364
1,377
23.6
1.0
Arizona
6,776
10,658
13,010
92.0
22.1
14,680
20,865
22,752
55.0
9.0
Arkansas
2,608
3,885
4,229
62.2
8.9
8,133
9,405
10,335
27.1
9.9
California
52,028
78,360
84,345
62.1
7.6
107,470
121,546
136,369
26.9
12.2
Colorado
6,301
7,720
8,076
28.2
4.6
18,714
22,485
23,397
25.0
4.1
Connecticut
4,994
4,298
4,413
-11.6
2.7
15,210
15,072
15,611
2.6
3.6
Delaware
1,152
1,119
1,166
1.2
4.2
4,121
4,665
5,241
27.2
12.3
Florida
399
407
614
53.9
50.9
8,206
6,806
9,337
13.8
37.2
38,911
44,548
49,026
26.0
10.1
41,090
51,333
58,783
43.1
14.5
Georgia
8,467
7,803
9,062
7.0
16.1
23,486
29,219
30,819
31.2
5.5
Hawaii
2,466
3,266
3,313
34.3
1.4
3,821
5,091
4,963
29.9
-2.5
5.0
Idaho
3,243
5,040
4,583
41.3
-9.1
3,529
4,711
4,946
40.2
Illinois
26,276
26,561
25,924
-1.3
-2.4
53,278
55,036
60,178
13.0
9.3
Indiana
8,770
11,174
11,777
34.3
5.4
30,770
31,970
36,299
18.0
13.5
Iowa
8,859
9,367
9,942
12.2
6.1
17,162
18,750
21,807
27.1
16.3
Kansas
6,372
7,288
7,296
14.5
0.1
13,698
14,234
15,293
11.6
7.4
Kentucky
5,930
6,492
7,311
23.3
12.6
13,861
15,643
17,193
24.0
9.9
Louisiana
2,690
5,573
5,370
99.6
-3.6
17,048
19,844
20,848
22.3
5.1
Maine
2,471
2,208
1,976
-20.0
-10.5
5,778
5,672
6,153
6.5
8.5
Maryland
8,167
7,438
7,750
-5.1
4.2
21,360
22,089
23,865
11.7
8.0
Massachusetts
13,434
10,680
14,401
7.2
34.8
45,051
42,308
46,777
3.8
10.6
Michigan
23,073
18,851
18,774
-18.6
-0.4
44,789
45,754
50,241
12.2
9.8
Minnesota
8,845
11,030
11,922
34.8
8.1
24,453
23,175
26,800
9.6
15.6
Mississippi
5,431
6,764
7,126
31.2
5.4
10,054
10,988
11,932
18.7
8.6
Missouri
7,818
10,603
10,988
40.5
3.6
26,552
30,035
33,765
27.2
12.4
Montana
883
1,562
1,535
73.8
-1.7
4,161
5,171
5,399
29.8
4.4
Nebraska
3,730
3,893
4,214
13.0
8.2
9,417
10,747
11,493
22.0
6.9
Nevada
1,171
1,988
2,392
104.3
20.3
2,694
4,245
4,532
68.2
6.8
New Hampshire
2,943
3,038
2,958
0.5
-2.6
7,430
7,776
7,579
2.0
-2.5
New Jersey
12,287
12,100
12,644
2.9
4.5
24,207
26,939
29,012
19.8
7.7
New Mexico
2,705
3,783
3,757
38.9
-0.7
5,501
6,727
6,866
24.8
2.1
New York
53,131
50,264
51,228
-3.6
1.9
96,712
95,558
102,313
5.8
7.1
North Carolina
11,817
13,505
14,787
25.1
9.5
30,826
35,257
38,677
25.5
9.7
North Dakota
1,615
2,051
1,887
16.8
-8.0
4,755
4,877
5,141
8.1
5.4
12.5
Ohio
19,563
19,393
20,057
2.5
3.4
50,557
49,849
56,064
10.9
Oklahoma
6,203
6,408
7,250
16.9
13.1
14,547
15,578
16,469
13.2
5.7
Oregon
4,858
6,450
6,492
33.6
0.7
13,428
14,428
15,342
14.3
6.3
Pennsylvania
20,932
24,350
23,842
13.9
-2.1
64,304
66,273
72,621
12.9
9.6
Rhode Island
4,043
3,550
3,557
-12.0
0.2
9,249
8,402
9,355
1.1
11.3
South Carolina
6,288
6,796
7,148
13.7
5.2
14,937
16,033
17,798
19.2
11.0
798
1,833
1,865
133.7
1.7
4,075
4,494
4,800
17.8
6.8
6,621
7,708
7,962
20.3
3.3
19,139
22,958
24,330
27.1
6.0
Texas
23,049
30,816
31,454
36.5
2.1
64,313
75,834
82,226
27.9
8.4
Utah
4,556
7,867
9,161
101.1
16.4
12,016
17,058
18,697
55.6
9.6
Vermont
1,317
1,594
1,518
15.3
-4.8
4,521
4,832
5,154
14.0
6.7
Virginia
9,735
11,499
12,256
25.9
6.6
30,320
33,599
34,665
14.3
3.2
Washington
16,420
19,268
20,035
22.0
4.0
19,737
24,002
25,438
28.9
6.0
West Virginia
2,803
3,049
2,909
3.8
-4.6
8,191
8,545
9,143
11.6
7.0
Wisconsin
9,622
9,381
10,662
10.8
13.7
27,542
27,543
32,361
17.5
17.5
Wyoming
1,891
1,994
2,424
28.2
21.6
1,781
1,797
1,736
-2.5
-3.4
South Dakota
Tennessee

Note:
State totals may not add to aggregate totals that appear in other tables in this report because imputations were not performed on state data.
73
Table 19 continued
Total Associate and Bachelors Degrees Conferred to
Whites, by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
1991 92
Alabama
Alaska
BACHELORS DEGREES
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
200001
200102
5,767
5,539
5,408
-6.2
-2.4
16,163
15,047
15,112
-6.5
0.4
611
704
650
6.4
-7.7
1,037
1,022
920
-11.3
-10.0
Arizona
4,871
8,158
7,589
55.8
-7.0
16,156
14,942
12,083
-25.2
-19.1
Arkansas
2,178
3,311
3,407
56.4
2.9
8,201
7,791
6,964
-15.1
-10.6
California
31,349
34,991
36,459
16.3
4.2
59,806
55,477
67,123
12.2
21.0
Colorado
4,941
5,733
5,750
16.4
0.3
18,210
17,405
16,002
-12.1
-8.1
Connecticut
4,265
3,092
3,168
-25.7
2.5
11,549
11,164
12,820
11.0
14.8
993
839
860
-13.4
2.5
4,140
3,528
3,619
-12.6
2.6
47
158
147
212.8
-7.0
4,686
3,932
4,742
1.2
20.6
Florida
29,610
31,689
30,899
4.4
-2.5
36,475
33,374
31,351
-14.0
-6.1
Georgia
6,497
5,435
5,992
-7.8
10.2
20,548
19,350
18,596
-9.5
-3.9
Delaware
Hawaii
704
743
692
-1.7
-6.9
1,306
1,208
1,010
-22.7
-16.4
Idaho
2,973
4,578
4,211
41.6
-8.0
4,381
4,105
3,017
-31.1
-26.5
Illinois
21,880
20,004
19,497
-10.9
-2.5
42,827
40,162
43,777
2.2
9.0
Indiana
7,933
9,028
9,618
21.2
6.5
30,868
27,531
27,713
-10.2
0.7
Iowa
8,174
8,567
9,126
11.6
6.5
18,820
16,372
15,952
-15.2
-2.6
Kansas
5,404
5,897
5,806
7.4
-1.5
13,229
12,667
11,947
-9.7
-5.7
Kentucky
5,486
5,865
6,478
18.1
10.5
15,180
13,801
12,887
-15.1
-6.6
Louisiana
1,940
4,459
3,303
70.3
-25.9
14,032
13,252
12,478
-11.1
-5.8
Maine
2,149
1,974
1,780
-17.2
-9.8
5,291
4,682
5,328
0.7
13.8
Maryland
6,540
5,136
5,239
-19.9
2.0
15,164
14,764
16,532
9.0
12.0
Massachusetts
11,016
7,714
9,627
-12.6
24.8
32,266
29,597
35,710
10.7
20.7
Michigan
19,798
15,881
15,061
-23.9
-5.2
39,290
36,367
38,978
-0.8
7.2
Minnesota
8,119
8,992
9,621
18.5
7.0
22,427
19,828
22,502
0.3
13.5
Mississippi
4,110
4,675
4,407
7.2
-5.7
8,224
7,740
7,700
-6.4
-0.5
Missouri
6,701
8,924
9,139
36.4
2.4
27,052
24,513
23,344
-13.7
-4.8
Montana
667
1,134
1,170
75.4
3.2
4,637
4,470
3,477
-25.0
-22.2
Nebraska
3,373
3,659
3,866
14.6
5.7
9,980
9,446
8,640
-13.4
-8.5
950
1,439
1,540
62.1
7.0
2,946
2,941
2,237
-24.1
-23.9
New Hampshire
2,464
2,109
2,284
-7.3
8.3
6,186
5,987
6,336
2.4
5.8
New Jersey
9,715
7,543
7,810
-19.6
3.5
18,368
17,213
18,865
2.7
9.6
New Mexico
1,675
1,580
1,370
-18.2
-13.3
3,020
2,949
3,891
28.8
31.9
Nevada
New York
39,235
31,745
31,068
-20.8
-2.1
63,884
61,677
73,534
15.1
19.2
North Carolina
9,965
10,539
11,176
12.2
6.0
28,896
25,829
25,013
-13.4
-3.2
North Dakota
1,440
1,803
1,625
12.8
-9.9
4,763
4,348
4,423
-7.1
1.7
16,996
16,309
16,523
-2.8
1.3
47,135
42,968
44,934
-4.7
4.6
Ohio
Oklahoma
5,213
5,352
5,559
6.6
3.9
12,280
11,625
12,091
-1.5
4.0
Oregon
4,235
5,036
5,137
21.3
2.0
11,730
10,628
10,689
-8.9
0.6
Pennsylvania
17,011
18,928
19,266
13.3
1.8
60,259
55,835
58,462
-3.0
4.7
Rhode Island
3,408
2,719
2,718
-20.2
0.0
6,989
6,410
8,068
15.4
25.9
South Carolina
4,782
5,001
4,975
4.0
-0.5
13,271
12,121
12,462
-6.1
2.8
712
1,515
1,588
123.0
4.8
4,412
3,919
3,867
-12.4
-1.3
-10.8
South Dakota
Tennessee
5,458
6,085
6,235
14.2
2.5
19,513
18,423
16,431
-15.8
Texas
15,976
17,231
16,800
5.2
-2.5
52,558
49,109
48,944
-6.9
-0.3
Utah
3,995
7,582
8,083
102.3
6.6
16,290
14,960
10,787
-33.8
-27.9
Vermont
1,226
1,349
1,372
11.9
1.7
4,420
3,946
4,233
-4.2
7.3
Virginia
7,867
8,456
8,632
9.7
2.1
25,786
24,508
24,902
-3.4
1.6
13,637
14,024
14,301
4.9
2.0
17,789
16,457
16,187
-9.0
-1.6
Washington
West Virginia
2,576
2,795
2,742
6.4
-1.9
8,288
7,933
7,704
-7.0
-2.9
Wisconsin
8,795
8,371
9,414
7.0
12.5
28,988
25,305
25,272
-12.8
-0.1
Wyoming
1,550
2,013
2,182
40.8
8.4
1,483
1,449
1,579
6.5
9.0
74
Table 19 continued
African Americans, by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
Alabama
BACHELORS DEGREES
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1,242
2,310
2,165
74.3
-6.3
2,718
4,548
4,538
67.0
-0.2
Alaska
45
62
48
6.7
-22.6
29
45
54
86.2
20.0
Arizona
267
609
557
108.6
-8.5
253
660
571
125.7
-13.5
Arkansas
239
548
635
165.7
15.9
790
1,146
1,305
65.2
13.9
California
3,128
5,710
5,687
81.8
-0.4
4,149
5,921
6,469
55.9
9.3
Colorado
274
454
491
79.2
8.1
392
616
650
65.8
5.5
Connecticut
343
515
526
53.4
2.1
596
835
898
50.7
7.5
Delaware
113
150
182
61.1
21.3
328
565
624
90.2
10.4
281
372
348
23.8
-6.5
1,980
2,157
2,207
11.5
2.3
Florida
2,911
6,813
6,715
130.7
-1.4
3,329
6,860
7,564
127.2
10.3
Georgia
1,558
2,097
2,336
49.9
11.4
3,779
6,602
6,881
82.1
4.2
107
138
158
47.7
14.5
63
158
140
122.2
-11.4
-22.4
Hawaii
Idaho
13
10
14
7.7
40.0
21
49
38
81.0
Illinois
2,399
2,763
2,880
20.1
4.2
3,844
5,409
5,681
47.8
5.0
472
900
1,080
128.8
20.0
1,055
1,482
1,663
57.6
12.2
15.5
Indiana
Iowa
160
189
177
10.6
-6.3
262
412
476
81.7
Kansas
426
558
571
34.0
2.3
347
491
504
45.2
2.6
Kentucky
306
414
488
59.5
17.9
563
906
1,108
96.8
22.3
Louisiana
567
1,914
1,730
205.1
-9.6
3,303
4,772
4,642
40.5
-2.7
16
10
16
0.0
60.0
33
48
56
69.7
16.7
1,140
1,445
1,605
40.8
11.1
2,701
4,481
4,591
70.0
2.5
681
887
1,445
112.2
62.9
1,536
2,003
2,193
42.8
9.5
1,902
1,835
1,846
-2.9
0.6
2,553
3,660
3,878
51.9
6.0
5.8
Maine
Maryland
Massachusetts
Michigan
Minnesota
125
334
330
164.0
-1.2
243
480
508
109.1
Mississippi
1,245
2,345
2,563
105.9
9.3
2,117
3,092
3,293
55.6
6.5
694
1,085
1,195
72.2
10.1
1,323
2,170
2,474
87.0
14.0
Missouri
Montana
25.0
0.0
10
18
27
170.0
50.0
Nebraska
127
140
129
1.6
-7.9
190
299
305
60.5
2.0
Nevada
56
144
160
185.7
11.1
84
218
218
159.5
0.0
New Hampshire
27
40
191
607.4
377.5
120
107
106
-11.7
-0.9
New Jersey
912
1,439
1,607
76.2
11.7
1,784
2,521
2,719
52.4
7.9
New Mexico
82
110
79
-3.7
-28.2
100
193
146
46.0
-24.4
New York
5,647
7,527
7,534
33.4
0.1
7,484
10,005
10,518
40.5
5.1
North Carolina
1,419
2,673
2,606
83.7
-2.5
4,693
6,371
6,748
43.8
5.9
North Dakota
16
19
280.0
18.8
27
39
42
55.6
7.7
1,613
1,857
2,071
28.4
11.5
2,419
3,242
3,696
52.8
14.0
380
472
448
17.9
-5.1
704
995
1,023
45.3
2.8
45
100
97
115.6
-3.0
138
174
226
63.8
29.9
Pennsylvania
1,171
2,214
2,499
113.4
12.9
2,624
3,906
4,292
63.6
9.9
Rhode Island
172
284
278
61.6
-2.1
247
317
377
52.6
18.9
1,183
1,630
1,824
54.2
11.9
2,094
3,297
3,544
69.2
7.5
50.0
28.6
20
37
36
80.0
-2.7
Ohio
Oklahoma
Oregon
South Carolina
South Dakota
Tennessee
788
1,208
1,359
72.5
12.5
1,773
2,971
3,266
84.2
9.9
2,166
4,172
4,117
90.1
-1.3
3,743
6,166
6,812
82.0
10.5
Utah
20
26
34
70.0
30.8
37
78
56
51.4
-28.2
Vermont
10
19
90.0
137.5
43
47
46
7.0
-2.1
1,250
2,041
2,418
93.4
18.5
3,546
4,642
4,787
35.0
3.1
509
620
618
21.4
-0.3
378
538
633
67.5
17.7
11.6
Texas
Virginia
Washington
West Virginia
96
94
112
16.7
19.1
233
318
355
52.4
Wisconsin
250
291
337
34.8
15.8
412
695
710
72.3
2.2
Wyoming
12
15
24
100.0
60.0
13
15
66.7
15.4
75
Table 19 continued
Hispanics, by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
1991 92
200001
200102
BACHELORS DEGREES
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
Alabama
33
68
105
218.2
54.4
117
212
183
56.4
-13.7
Alaska
12
34
31
158.3
-8.8
15
39
31
106.7
-20.5
Arizona
873
2,583
2,643
202.7
2.3
1,043
2,360
2,394
129.5
1.4
Arkansas
14
50
55
292.9
10.0
36
76
119
230.6
56.6
California
6,707
18,321
20,178
200.8
10.1
9,580
19,144
21,532
124.8
12.5
Colorado
613
869
969
58.1
11.5
882
1,622
1,684
90.9
3.8
Connecticut
158
296
329
108.2
11.1
345
609
748
116.8
22.8
Delaware
11
26
32
190.9
23.1
44
114
126
186.4
10.5
17
35
31
82.4
-11.4
256
348
392
53.1
12.6
4,093
7,323
7,058
72.4
-3.6
3,827
7,051
8,331
117.7
18.2
112
156
168
50.0
7.7
274
455
543
98.2
19.3
18.9
Florida
Georgia
Hawaii
45
108
113
151.1
4.6
55
148
176
220.0
Idaho
62
105
106
71.0
1.0
67
120
130
94.0
8.3
Illinois
1,198
2,037
2,276
90.0
11.7
1,604
2,966
3,550
121.3
19.7
28.9
Indiana
Iowa
Kansas
106
267
329
210.4
23.2
408
693
893
118.9
64
138
111
73.4
-19.6
138
304
317
129.7
4.3
177
289
288
62.7
-0.3
252
350
401
59.1
14.6
Kentucky
24
49
73
204.2
49.0
82
90
130
58.5
44.4
Louisiana
67
167
114
70.1
-31.7
289
445
514
77.9
15.5
14.0
Maine
16
16
-56.3
-56.3
25
50
57
128.0
Maryland
106
211
229
116.0
8.5
451
673
723
60.3
7.4
Massachusetts
327
487
598
82.9
22.8
1,158
1,667
1,882
62.5
12.9
Michigan
284
379
372
31.0
-1.8
550
894
1,010
83.6
13.0
Minnesota
71
110
109
53.5
-0.9
160
285
318
98.8
11.6
Mississippi
19
29
65
242.1
124.1
27
63
77
185.2
22.2
Missouri
81
188
206
154.3
9.6
433
667
821
89.6
23.1
Montana
13
20
185.7
53.8
25
58
63
152.0
8.6
Nebraska
77
55
79
2.6
43.6
102
190
250
145.1
31.6
Nevada
55
183
234
325.5
27.9
88
296
317
260.2
7.1
New Hampshire
16
32
45
181.3
40.6
65
120
119
83.1
-0.8
New Jersey
575
1,188
1,409
145.0
18.6
1,160
2,372
2,455
111.6
3.5
New Mexico
673
2,099
1,372
103.9
-34.6
1,245
2,150
2,280
83.1
6.0
3,632
5,641
5,698
56.9
1.0
4,931
7,677
7,981
61.9
4.0
North Carolina
75
362
308
310.7
-14.9
230
528
657
185.7
24.4
North Dakota
33.3
-11.1
33
40
30
-9.1
-25.0
160
244
247
54.4
1.2
434
719
758
74.7
5.4
90
227
255
183.3
12.3
201
387
440
118.9
13.7
11.2
New York
Ohio
Oklahoma
Oregon
87
227
224
157.5
-1.3
213
447
497
133.3
Pennsylvania
211
512
592
180.6
15.6
645
1,259
1,363
111.3
8.3
Rhode Island
85
169
169
98.8
0.0
161
318
348
116.1
9.4
South Carolina
48
79
82
70.8
3.8
63
188
165
161.9
-12.2
South Dakota
12
13
1,200.0
8.3
29
27
575.0
-6.9
66
80
105
59.1
31.3
153
292
297
94.1
1.7
3,835
8,131
8,440
120.1
3.8
7,110
13,336
14,604
105.4
9.5
92
212
253
175.0
19.3
153
355
397
159.5
11.8
Tennessee
Texas
Utah
Vermont
11
11
0.0
57.1
44
59
108
145.5
83.1
Virginia
165
326
382
131.5
17.2
362
795
855
136.2
7.5
Washington
404
797
826
104.5
3.6
376
820
885
135.4
7.9
11
0.0
-36.4
32
61
88
175.0
44.3
West Virginia
Wisconsin
149
164
182
22.1
11.0
271
496
555
104.8
11.9
Wyoming
39
109
115
194.9
5.5
35
56
60
71.4
7.1
76
Table 19 continued
Asian Americans, by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
1991 92
Alabama
200001
200102
BACHELORS DEGREES
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
107
73
86
-19.6
17.8
156
293
261
67.3
Alaska
11
31
40
263.6
29.0
25
52
57
128.0
-10.9
9.6
Arizona
145
323
365
151.7
13.0
384
740
903
135.2
22.0
Arkansas
37
52
57
54.1
9.6
93
146
141
51.6
-3.4
California
5,785
11,859
12,694
119.4
7.0
15,561
25,208
28,050
80.3
11.3
Colorado
96
208
203
111.5
-2.4
485
887
943
94.4
6.3
Connecticut
92
114
109
18.5
-4.4
458
606
679
48.3
12.0
Delaware
18
21
35
94.4
66.7
77
97
97
26.0
0.0
18
40
31
72.2
-22.5
350
535
633
80.9
18.3
Florida
740
1,474
1,707
130.7
15.8
898
1,909
2,238
149.2
17.2
Georgia
102
237
286
180.4
20.7
466
1,142
1,327
184.8
16.2
Hawaii
1,298
2,253
2,275
75.3
1.0
2,208
2,303
2,580
16.8
12.0
Idaho
28
64
65
132.1
1.6
47
111
98
108.5
-11.7
Illinois
589
821
873
48.2
6.3
2,448
3,927
4,230
72.8
7.7
Indiana
55
121
123
123.6
1.7
506
625
757
49.6
21.1
Iowa
98
97
113
15.3
16.5
235
462
583
148.1
26.2
Kansas
89
147
133
49.4
-9.5
242
365
321
32.6
-12.1
27.2
Kentucky
32
49
66
106.3
34.7
108
180
229
112.0
Louisiana
32
120
80
150.0
-33.3
289
514
560
93.8
8.9
Maine
10
20
17
70.0
-15.0
48
120
115
139.6
-4.2
Maryland
196
259
284
44.9
9.7
1,082
1,642
1,675
54.8
2.0
Massachusetts
331
328
599
81.0
82.6
1,938
3,067
3,295
70.0
7.4
Michigan
183
333
267
45.9
-19.8
953
1,628
1,849
94.0
13.6
Minnesota
89
267
310
248.3
16.1
436
798
828
89.9
3.8
Mississippi
19
30
39
105.3
30.0
105
108
130
23.8
20.4
Missouri
133
112
116
-12.8
3.6
510
825
998
95.7
21.0
Montana
100.0
-55.6
24
52
32
33.3
-38.5
Nebraska
37
52
63
70.3
21.2
106
250
227
114.2
-9.2
Nevada
33
148
177
436.4
19.6
110
338
396
260.0
17.2
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
24
20
-16.7
122.2
108
201
186
72.2
-7.5
334
530
627
87.7
18.3
1,095
2,330
2,646
141.6
13.6
31.2
27
71
68
151.9
-4.2
62
125
164
164.5
1,610
2,326
2,447
52.0
5.2
5,089
7,356
7,612
49.6
3.5
100
252
213
113.0
-15.5
429
926
1,033
140.8
11.6
0.0
200.0
36
41
55
52.8
34.1
143
215
202
41.3
-6.0
813
1,204
1,412
73.7
17.3
81
118
143
76.5
21.2
272
438
455
67.3
3.9
Oregon
168
333
316
88.1
-5.1
649
852
865
33.3
1.5
Pennsylvania
230
388
422
83.5
8.8
1,568
2,559
2,994
90.9
17.0
Rhode Island
51
91
86
68.6
-5.5
254
408
506
99.2
24.0
South Carolina
73
81
95
30.1
17.3
119
238
244
105.0
2.5
South Dakota
26
550.0
225.0
18
31
45
150.0
45.2
12.3
Ohio
Oklahoma
Tennessee
63
98
126
100.0
28.6
287
390
438
52.6
Texas
449
975
1,048
133.4
7.5
2,240
4,296
4,694
109.6
9.3
Utah
138
197
221
60.1
12.2
170
335
357
110.0
6.6
Vermont
17
18
260.0
5.9
74
70
82
10.8
17.1
Virginia
361
473
579
60.4
22.4
1,008
1,731
1,908
89.3
10.2
Washington
741
1,354
1,616
118.1
19.4
1,305
2,328
2,506
92.0
7.6
West Virginia
14
27
17
21.4
-37.0
74
111
100
35.1
-9.9
Wisconsin
78
160
181
132.1
13.1
435
679
734
68.7
8.1
Wyoming
31
28
211.1
-9.7
10
16
20
100.0
25.0
77
Table 19 continued
American Indians, by State: 199192, 200001, and 200102
ASSOCIATE DEGREES
200102
BACHELORS DEGREES
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
200102
Percent
Change
199192 to
200102
Percent
Change
200001 to
200102
1991 92
200001
Alabama
18
63
60
233.3
-4.8
50
125
156
212.0
24.8
Alaska
55
81
94
70.9
16.0
86
101
107
24.4
5.9
Arizona
337
669
850
152.2
27.1
221
486
532
140.7
9.5
Arkansas
14
34
41
192.9
20.6
33
97
82
148.5
-15.5
California
551
769
804
45.9
4.6
843
1,077
1,089
29.2
1.1
Colorado
70
81
87
24.3
7.4
114
258
299
162.3
15.9
Connecticut
23
21
200.0
-8.7
36
58
49
36.1
-15.5
Delaware
40.0
16.7
16
17
14
-12.5
-17.6
-100.0
-100.0
11
35
16
45.5
-54.3
Florida
142
213
241
69.7
13.1
85
202
213
150.6
5.4
Georgia
33
18
18
-45.5
0.0
33
59
61
84.8
3.4
Hawaii
13
12
71.4
-7.7
20
22
214.3
10.0
Idaho
30
27
28
-6.7
3.7
23
47
52
126.1
10.6
Illinois
63
70
71
12.7
1.4
137
362
156
13.9
-56.9
Indiana
21
38
50
138.1
31.6
51
111
115
125.5
3.6
Iowa
35
66
53
51.4
-19.7
21
68
58
176.2
-14.7
124
123
145
16.9
17.9
73
153
162
121.9
5.9
17
24
33
94.1
37.5
25
28
46
84.0
64.3
Kansas
Kentucky
Louisiana
18
63
36
100.0
-42.9
45
95
105
133.3
10.5
Maine
12
27
38
216.7
40.7
25
58
54
116.0
-6.9
Maryland
50
61
29
-42.0
-52.5
51
79
74
45.1
-6.3
Massachusetts
48
38
51
6.3
34.2
83
171
172
107.2
0.6
153
201
149
-2.6
-25.9
189
219
299
58.2
36.5
Minnesota
65
130
101
55.4
-22.3
121
129
151
24.8
17.1
Mississippi
18
30
19
5.6
-36.7
11
39
40
263.6
2.6
Missouri
31
48
81
161.3
68.8
94
193
219
133.0
13.5
Montana
138
242
255
84.8
5.4
105
183
188
79.0
2.7
Nebraska
51
29
29
-43.1
0.0
19
39
61
221.1
56.4
Nevada
18
46
34
88.9
-26.1
22
50
41
86.4
-18.0
18
157.1
157.1
28
36
38
35.7
5.6
25
38
51
104.0
34.2
53
70
72
35.8
2.9
Michigan
New Hampshire
New Jersey
New Mexico
181
541
438
142.0
-19.0
119
239
231
94.1
-3.3
New York
192
198
189
-1.6
-4.5
240
282
308
28.3
9.2
North Carolina
112
182
214
91.1
17.6
178
269
277
55.6
3.0
North Dakota
141
205
206
46.1
0.5
86
98
104
20.9
6.1
54
57
68
25.9
19.3
79
124
182
130.4
46.8
391
744
729
86.4
-2.0
696
1,234
1,318
89.4
6.8
50
78
105
110.0
34.6
108
164
178
64.8
8.5
Ohio
Oklahoma
Oregon
Pennsylvania
38
77
71
86.8
-7.8
60
116
153
155.0
31.9
Rhode Island
14
27
14
0.0
-48.1
10
21
26
160.0
23.8
South Carolina
12
25
41
241.7
64.0
22
45
40
81.8
-11.1
South Dakota
66
157
155
134.8
-1.3
99
121
132
33.3
9.1
29
25
177.8
-13.8
46
65
77
67.4
18.5
Texas
73
190
152
108.2
-20.0
185
411
395
113.5
-3.9
Utah
52
92
85
63.5
-7.6
68
79
87
27.9
10.1
Vermont
15
23
1,050.0
53.3
12
19
30
150.0
57.9
Virginia
18
48
65
261.1
35.4
59
126
117
98.3
-7.1
184
280
273
48.4
-2.5
211
404
393
86.3
-2.7
38.7
Tennessee
Washington
West Virginia
-28.6
0.0
13
31
43
230.8
Wisconsin
7
71
133
179
152.1
34.6
100
153
155
55.0
1.3
Wyoming
26
27
34
30.8
25.9
26
17
12
-53.8
-29.4
78
Table 20
Bachelors Degrees Conferred in Selected Fields, by Race/Ethnicity and Gender:

199192, 199697, 200001, and 200102
TOTAL
WHITE
199192
Total
199697
Total
200001
Total
Percent
Change
200102 199192 to
Total
200102
108,006
105,233
105,566
106,383
Men
22,686
26,271
24,592
Women
85,320
78,962
80,974
Field of Study
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
97,460
90,004
89,715
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
-1.5
1.1
0.8
24,051
6.0
-8.5
-2.2
20,096
22,353
20,577
82,332
-3.5
4.3
1.7
77,364
67,651
69,138
90,475
-7.2
0.5
0.8
20,102
0.0
-10.1
-2.3
70,373
-9.0
4.0
1.8
BUSINESS
Total
256,603
226,633
265,746
281,330
9.6
24.1
5.9
209,768
166,729
190,353
199,906
-4.7
19.9
5.0
Men
135,440
116,519
133,856
140,566
3.8
20.6
5.0
113,660
88,722
100,478
105,165
-7.5
18.5
4.7
Women
121,163
110,114
131,890
140,764
16.2
27.8
6.7
96,108
78,007
89,875
94,741
-1.4
21.5
5.4
133,974
124,891
128,036
132,874
-0.8
6.4
3.8
110,086
93,662
93,199
96,346
-12.5
2.9
3.4
Men
73,001
64,115
61,749
64,170
-12.1
0.1
3.9
61,613
49,868
47,001
48,921
-20.6
-1.9
4.1
Women
60,973
60,776
66,287
68,704
12.7
13.0
3.6
48,473
43,794
46,198
47,425
-2.2
8.3
2.7
SOCIAL SCIENCES/HISTORY
Total
HEALTH PROFESSIONS
Total
61,720
85,631
73,490
70,517
14.3
-17.7
-4.0
52,281
69,702
56,540
53,533
2.4
-23.2
-5.3
Men
10,189
15,877
11,908
10,257
0.7
-35.4
-13.9
8,428
12,678
8,811
7,418
-12.0
-41.5
-15.8
Women
51,531
69,754
61,582
60,260
16.9
-13.6
-2.1
43,853
57,024
47,729
46,115
5.2
-19.1
-3.4
42,941
63,975
60,553
60,256
40.3
-5.8
-0.5
33,179
46,398
42,717
42,831
29.1
-7.7
0.3
Men
20,798
29,470
24,549
23,612
13.5
-19.9
-3.8
16,386
21,913
17,642
17,263
5.4
-21.2
-2.1
Women
22,143
34,505
36,004
36,644
65.5
6.2
1.8
16,793
24,485
25,075
25,568
52.3
4.4
2.0
BIOLOGICAL/LIFE SCIENCES
Total
ENGINEERING a
Total
77,396
75,001
72,020
73,598
-4.9
-1.9
2.2
58,994
53,468
50,466
51,759
-12.3
-3.2
2.6
Men
66,574
62,510
58,862
59,651
-10.4
-4.6
1.3
51,450
45,347
42,128
43,028
-16.4
-5.1
2.1
Women
10,822
12,491
13,158
13,947
28.9
11.7
6.0
7,544
8,121
8,338
8,731
15.7
7.5
4.7

a Engineering includes engineering technologies.
Note:
Reported racial/ethnic distributions of students by level of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported.
Source: U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2003. Washington, DC: 2004. Integrated Postsecondary Education Data System (IPEDS),
Completions Survey, 1992 to 2002.
79
Table 20 continued

199192, 199697, 200001, and 200102
ALL MINORITIES
Field of Study
199192
Total
199697
Total
200001
Total
Percent
Change
200102 199192 to
Total
200102
AFRICAN AMERICAN
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
9,973
14,264
14,911
14,803
48.4
3.8
-0.7
5,226
7,540
7,394
6,976
33.5
-7.5
-5.7
Men
2,384
3,649
3,753
3,631
52.3
-0.5
-3.3
1,266
1,952
1,981
1,822
43.9
-6.7
-8.0
Women
7,589
10,615
11,158
11,172
47.2
5.2
0.1
3,960
5,588
5,413
5,154
30.2
-7.8
-4.8
38,311
46,860
62,303
67,603
76.5
44.3
8.5
18,304
19,999
26,303
28,153
53.8
40.8
7.0
Men
16,584
20,315
26,189
28,047
69.1
38.1
7.1
7,167
7,725
9,931
10,088
40.8
30.6
1.6
Women
21,727
26,545
36,114
39,556
82.1
49.0
9.5
11,137
12,274
16,372
18,065
62.2
47.2
10.3
BUSINESS
Total
Total
Men
Women
21,072
27,390
31,058
32,591
54.7
19.0
4.9
9,188
11,298
12,149
12,530
36.4
10.9
3.1
9,844
12,148
12,838
13,345
35.6
9.9
3.9
3,978
4,564
4,384
4,493
12.9
-1.6
2.5
11,228
15,242
18,220
19,246
71.4
26.3
5.6
5,210
6,734
7,765
8,037
54.3
19.3
3.5
14,827
15,902
16,200
88.8
9.3
1.9
4,222
6,599
7,520
8,011
89.7
21.4
6.5
HEALTH PROFESSIONS
Total
8,580
Men
1,514
2,909
2,884
2,667
76.2
-8.3
-7.5
543
962
1,028
1,041
91.7
8.2
1.3
Women
7,066
11,918
13,018
13,533
91.5
13.6
4.0
3,679
5,637
6,492
6,970
89.5
23.6
7.4
Total
8,774
16,123
16,405
15,974
82.1
-0.9
-2.6
2,428
4,209
4,851
4,807
98.0
14.2
-0.9
Men
3,934
6,893
6,327
5,813
47.8
-15.7
-8.1
764
1334
1,370
1,329
74.0
-0.4
-3.0
Women
4,840
9,230
10,078
10,161
109.9
10.1
0.8
1,664
2875
3,481
3,478
109.0
21.0
-0.1
13,680
16,192
16,643
17,130
25.2
5.8
2.9
3,580
4,532
4,324
4,486
25.3
-1.0
3.7
10,913
12,540
12,646
12,730
16.6
1.5
0.7
2,583
3,171
3,000
3,043
17.8
-4.0
1.4
2,767
3,652
3,997
4,400
59.0
20.5
10.1
997
1,361
1,324
1,443
44.7
6.0
9.0
ENGINEERING a
Total
Men
Women

a Engineering includes engineeering technologies.
80
Table 20 continued

199192, 199697, 200001, and 200102
ASIAN AMERICAN a
HISPANIC
Percent
Change
199697 to
200102
199192
Total
199697
Total
3,116
4,155
4,696
4,893
57.0
17.8
717
995
1,032
1,096
52.9
10.2
2,399
3160
3,664
3,797
58.3
20.2
8,466
11,787
16,352
17,557
107.4
Men
4,194
5,621
7,509
8,140
Women
4,272
6,166
8,843
9,417
Field of Study
200001
Total
Percent
Change
200102 199192 to
Total
200102
Percent
Change
200001 to
200102
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
199192
Total
199697
Total
200001
Total
4.2
977
1,637
1,900
1,916
96.1
17.0
0.8
6.2
246
476
505
474
92.7
-0.4
-6.1
3.6
731
1,161
1,395
1,442
97.3
24.2
3.4
49.0
7.4
10,592
13,952
18,053
20,083
89.6
43.9
11.2
94.1
44.8
8.4
4,761
6,442
8,017
8,961
88.2
39.1
11.8
120.4
52.7
6.5
5,831
7,510
10,036
11,122
90.7
48.1
10.8
EDUCATION
Total
Men
Women
BUSINESS
Total
Total
5,808
7,836
9,134
9,917
70.7
26.6
8.6
5,470
7,379
8,790
9,258
69.3
25.5
5.3
Men
2,914
,3665
4,074
4,269
46.5
16.5
4.8
2,661
3,519
3,952
4,198
57.8
19.3
6.2
Women
2,894
4,171
5,060
5,648
95.2
35.4
11.6
2,809
3,860
4,838
5,060
80.1
31.1
4.6
3,152
3,669
3,700
109.6
17.4
0.8
2,261
4,523
4,183
3,961
75.2
-12.4
-5.3
HEALTH PROFESSIONS
Total
Men
Women
1,765
355
692
776
721
103.1
4.2
-7.1
554
1,139
991
819
47.8
-28.1
-17.4
1,410
2,460
2,893
2,979
111.3
21.1
3.0
1,707
3,384
3,192
3,142
84.1
-7.2
-1.6
Total
1,673
2,839
3,343
3,256
94.6
14.7
-2.6
4,488
8,729
7,764
7,485
66.8
-14.3
-3.6
Men
797
1,299
1,423
1,307
64.0
0.6
-8.2
2,278
4101
3,333
3,008
32.0
-26.7
-9.8
Women
876
1,540
1,920
1,949
122.5
26.6
1.5
2,210
4,628
4,431
4,477
102.6
-3.3
1.0
2,645
3,560
3,924
4,083
54.4
14.7
4.1
7,181
7,735
7,999
8,139
13.3
5.2
1.8
2,214
2,906
3,157
3,230
45.9
11.1
2.3
5,881
6,180
6,171
6,127
4.2
-0.9
-0.7
431
654
767
853
97.9
30.4
11.2
1,300
1,555
1,828
2,012
54.8
29.4
10.1
ENGINEERING b
Total
Men
Women

b Engineering includes engineering technologies.
81
Table 20 continued

199192, 199697, 200001, and 200102
AMERICAN INDIAN
Field of Study
199192
Total
199697
Total
20002001
Total
FOREIGN STUDENTS
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
654
932
921
1,018
55.7
9.2
10.5
573
965
940
1,105
92.8
14.5
17.6
Men
155
226
235
239
54.2
5.8
1.7
206
269
262
318
54.4
18.2
21.4
Women
499
706
686
779
56.1
10.3
13.6
367
696
678
787
114.4
13.1
16.1
949
1,122
1,595
1,810
90.7
61.3
13.5
8,524
13,044
13,090
13,821
62.1
6.0
5.6
Men
462
527
732
858
85.7
62.8
17.2
5,196
7,482
7,189
7,354
41.5
-1.7
2.3
Women
487
595
863
952
95.5
60.0
10.3
3,328
5,562
5,901
6,467
94.3
16.3
9.6
BUSINESS
Total
Total
606
877
985
886
46.2
1.0
-10.1
2,816
3,839
3,779
3,937
39.8
2.6
4.2
Men
291
400
428
385
32.3
-3.8
-10.0
1,544
2,099
1,910
1,904
23.3
-9.3
-0.3
Women
315
477
557
501
59.0
5.0
-10.1
1,272
1,740
1,869
2,033
59.8
16.8
8.8
332
553
530
528
59.0
-4.5
-0.4
859
1,102
1,048
784
-8.7
-28.9
-25.2
62
116
89
86
38.7
-25.9
-3.4
247
290
213
172
-30.4
-40.7
-19.2
270
437
441
442
63.7
1.1
0.2
612
812
835
612
0.0
-24.6
-26.7
HEALTH PROFESSIONS
Total
Men
Women
Total
185
346
447
426
130.3
23.1
-4.7
988
1,454
1,431
1,451
46.9
-0.2
1.4
Men
95
159
201
169
77.9
6.3
-15.9
478
664
580
536
12.1
-19.3
-7.6
Women
90
187
246
257
185.6
37.4
4.5
510
790
851
915
79.4
15.8
7.5
274
365
396
422
54.0
15.6
6.6
4,722
5,341
4,911
4,709
-0.3
-11.8
-4.1
235
283
318
330
40.4
16.6
3.8
4,211
4,623
4,088
3,893
-7.6
-15.8
-4.8
39
82
78
92
135.9
12.2
17.9
511
718
823
816
59.7
13.6
-0.9
ENGINEERING b
Total
Men
Women

82
Table 21
Masters Degrees Conferred in Selected Fields, by Race/Ethnicity and Gender:

199192, 199697, 200001, and 200102
TOTAL
199192
Total
199697
Total
20002001
Total
92,668
110,087
129,066
Men
21,244
25,806
Women
71,424
84,281
Field of Study
WHITES
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
136,579
47.4
24.1
5.8
78,874
89,783
102,752
107,793
36.7
20.1
4.9
30,238
32,172
51.4
24.7
6.4
17,653
20,886
24,132
25,471
44.3
22.0
5.5
98,828
104,407
46.2
23.9
5.6
61,221
68,897
78,620
82,322
34.5
19.5
4.7
BUSINESS
Total
84,642
97,619
116,475
120,785
42.7
23.7
3.7
65,320
67,531
74,238
76,435
17.0
13.2
3.0
Men
54,705
59,611
69,060
71,157
30.1
19.4
3.0
42,668
42,399
45,487
46,963
10.1
10.8
3.2
Women
29,937
38,008
47,415
49,628
65.8
30.6
4.7
22,652
25,132
28,751
29,472
30.1
17.3
2.5
12,702
14,787
13,791
14,112
11.1
-4.6
2.3
9,034
9,928
8,631
8,660
-4.1
-12.8
0.3
Men
7,237
7,830
6,816
6,941
-4.1
-11.4
1.8
5,084
5,283
4,301
4,328
-14.9
-18.1
0.6
Women
5,465
6,957
6,975
7,171
31.2
3.1
2.8
3,950
4,645
4,330
4,332
9.7
-6.7
0.0
23,065
35,958
43,617
43,644
89.2
21.4
0.1
19,220
29,414
33,571
33,012
71.8
12.2
-1.7
4,691
7,702
9,875
9,797
108.8
27.2
-0.8
3,575
5,871
7,198
6,883
92.5
17.2
-4.4
18,374
28,256
33,742
33,847
84.2
19.8
0.3
15,645
23,543
26,373
26,129
67.0
11.0
-0.9
25,268
25,448
32.2
2.7
0.7
15,231
18,092
16,950
16,889
10.9
-6.6
-0.4
Total
HEALTH PROFESSIONS
Total
Men
Women
PUBLIC ADMINISTRATION AND SERVICES

Total
19,243
Men
Women
24,781
5,769
6,957
6,544
6,505
12.8
-6.5
-0.6
4,386
4,950
4,233
4,145
-5.5
-16.3
-2.1
13,474
17,824
18,724
18,943
40.6
6.3
1.2
10,845
13,142
12,717
12,744
17.5
-3.0
0.2
ENGINEERING a
Total
Men
Women
25,977
26,827
27,101
26,911
3.6
0.3
-0.7
14,368
13,996
11,705
11,798
-17.9
-15.7
0.8
22,143
21,928
21,297
21,159
-4.4
-3.5
-0.6
12,148
11,598
9,383
9,404
-22.6
-18.9
0.2
3,834
4,899
5,804
5,752
50.0
17.4
-0.9
2,220
2,398
2,322
2,394
7.8
-0.2
3.1

Note:
Reported racial/ethnic distributions of students by level of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported.
Source: U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2003. Washington, DC: 2004. Integrated Postsecondary Education Data System (IPEDS),
Completions Survey, 1992 to 2002.
83
Table 21 continued

199192, 199697, 200001, and 200102
ALL MINORITIES
Field of Study
199192
Total
199697
Total
200001
Total
AFRICAN AMERICAN
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
10,931
17,143
22,981
24,870
127.5
45.1
8.2
6,444
9,630
12,148
13,069
102.8
35.7
7.6
Men
2,534
3,950
5,269
5,579
120.2
41.2
5.9
1,345
2,146
2,736
2,829
110.3
31.8
3.4
Women
8,397
13,193
17,712
19,291
129.7
46.2
8.9
5,099
7,484
9,412
10,240
100.8
36.8
8.8
9,765
15,523
23,144
24,320
149.1
56.7
5.1
3,966
6,359
9,872
10,434
163.1
64.1
5.7
Men
5,421
8,042
11,610
11,884
119.2
47.8
2.4
1,900
2,810
4,053
3,962
108.5
41.0
-2.2
Women
4,344
7,481
11,534
12,436
186.3
66.2
7.8
2,066
3,549
5,819
6,472
213.3
82.4
11.2
BUSINESS
Total
Total
1,349
2,177
2,283
2,342
73.6
7.6
2.6
602
954
1,014
1,022
69.8
7.1
0.8
Men
695
1,017
997
963
38.6
-5.3
-3.4
293
411
428
403
37.5
-1.9
-5.8
Women
654
1,160
1,286
1,379
110.9
18.9
7.2
309
543
586
619
100.3
14.0
5.6
2,528
4,865
7,974
8,520
237.0
75.1
6.8
1,136
2,003
3,085
3,249
186.0
62.2
5.3
572
1,145
1,915
2,096
266.4
83.1
9.5
180
341
498
568
215.6
66.6
14.1
1,956
3,720
6,059
6,424
228.4
72.7
6.0
956
1,662
2,587
2,681
180.4
61.3
3.6
HEALTH PROFESSIONS
Total
Men
Women

Total
Men
Women
3,318
5,502
7,117
7,239
118.2
31.6
1.7
2,001
3,234
4,270
4,386
119.2
35.6
2.7
977
1,438
1,700
1,724
76.5
19.9
1.4
527
803
977
1,010
91.7
25.8
3.4
2,341
4,064
5,417
5,515
135.6
35.7
1.8
1,474
2,431
3,293
3,376
129.0
38.9
2.5
3,574
4,061
4,261
4,144
15.9
2.0
-2.7
550
780
830
869
58.0
11.4
4.7
2,883
3,039
3,075
2,967
2.9
-2.4
-3.5
398
525
534
561
41.0
6.9
5.1
691
1,022
1,186
1,177
70.3
15.2
-0.8
152
255
296
308
102.6
20.8
4.1
ENGINEERING a
Total
Men
Women

84
Table 21 continued

199192, 199697, 200001, and 200102
HISPANIC
Field of Study
199192
Total
199697
Total
200001
Total
ASIAN AMERICAN b
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
2,838
4,904
7,157
7,751
173.1
58.1
8.3
1,192
1,990
2,831
3,095
159.6
55.5
9.3
745
1,201
1,709
1,819
144.2
51.5
6.4
308
444
615
694
125.3
56.3
12.8
2,093
3,703
5,448
5,932
183.4
60.2
8.9
884
1,546
2,216
2,401
171.6
55.3
8.3
1,944
3,163
5,107
5,024
158.4
58.8
-1.6
3,635
5,681
7,649
8,352
129.8
47.0
9.2
1,223
1,873
2,987
2,862
134.0
52.8
-4.2
2,175
3,179
4,292
4,745
118.2
49.3
10.6
721
1,290
2,120
2,162
199.9
67.6
2.0
1,460
2,502
3,357
3,607
147.1
44.2
7.4
Men
Women
BUSINESS
Total
Men
Women
Total
301
549
590
670
122.6
22.0
13.6
396
609
573
570
43.9
-6.4
-0.5
Men
168
304
274
295
75.6
-3.0
7.7
216
267
246
227
5.1
-15.0
-7.7
Women
133
245
316
375
182.0
53.1
18.7
180
342
327
343
90.6
0.3
4.9
559
1,013
1,685
1,740
211.3
71.8
3.3
739
1,675
2,990
3,304
347.1
97.3
10.5
Men
142
241
428
456
221.1
89.2
6.5
226
529
935
998
341.6
88.7
6.7
Women
417
772
1,257
1,284
207.9
66.3
2.1
513
1,146
2,055
2,306
349.5
101.2
12.2
HEALTH PROFESSIONS
Total

Total
771
1,300
1,740
1,743
126.1
34.1
0.2
422
773
931
882
109.0
14.1
-5.3
Men
253
361
426
446
76.3
23.5
4.7
150
212
254
215
43.3
1.4
-15.4
Women
518
939
1,314
1,297
150.4
38.1
-1.3
272
561
677
667
145.2
18.9
-1.5
541
736
758
796
47.1
8.2
5.0
2,432
2,488
2,606
2,414
-0.7
-3.0
-7.4
452
575
566
577
27.7
0.3
1.9
1,990
1,889
1,927
1,782
-10.5
-5.7
-7.5
89
161
192
219
146.1
36.0
14.1
442
599
679
632
43.0
5.5
-6.9
ENGINEERING a
Total
Men
Women

85
Table 21 continued

199192, 199697, 200001, and 200102
AMERICAN INDIAN a
Field of Study
199192
Total
199697
Total
200001
Total
FOREIGN STUDENTS
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
457
619
845
955
109.0
54.3
13.0
2,863
3,161
3,333
3,916
36.8
23.9
17.5
Men
136
159
209
237
74.3
49.1
13.4
1,057
970
837
1,122
6.1
15.7
34.1
Women
321
460
636
718
123.7
56.1
12.9
1,806
2,191
2,496
2,794
54.7
27.5
11.9
220
320
516
510
131.8
59.4
-1.2
9,557
14,565
19,093
20,030
109.6
37.5
4.9
123
180
278
315
156.1
75.0
13.3
6,616
9,170
11,963
12,310
86.1
34.2
2.9
97
140
238
195
101.0
39.3
-18.1
2,941
5,395
7,130
7,720
162.5
43.1
8.3
BUSINESS
Total
Men
Women
Total
50
65
106
80
60.0
23.1
-24.5
2,319
2,682
2,877
3,110
34.1
16.0
8.1
Men
18
35
49
38
111.1
8.6
-22.4
1,458
1,530
1,518
1,650
13.2
7.8
8.7
Women
32
30
57
42
31.3
40.0
-26.3
861
1,152
1,359
1,460
69.6
26.7
7.4
94
174
214
227
141.5
30.5
6.1
1,317
1,679
2,072
2,112
60.4
25.8
1.9
HEALTH PROFESSIONS
Total
Men
24
34
54
74
208.3
117.6
37.0
544
686
762
818
50.4
19.2
7.3
Women
70
140
160
153
118.6
9.3
-4.4
773
993
1,310
1,294
67.4
30.3
-1.2

Total
124
195
176
228
83.9
16.9
29.5
694
1,187
1,201
1,320
90.2
11.2
9.9
Men
47
62
43
53
12.8
-14.5
23.3
406
569
611
636
56.7
11.8
4.1
Women
77
133
133
175
127.3
31.6
31.6
288
618
590
684
137.5
10.7
15.9
51
57
67
65
27.5
14.0
-3.0
8,035
8,770
11,135
10,969
36.5
25.1
-1.5
43
50
48
47
9.3
-6.0
-2.1
7,112
7,291
8,839
8,788
23.6
20.5
-0.6
19
18
125.0
157.1
-5.3
923
1,479
2,296
2,181
136.3
47.5
-5.0
ENGINEERING b
Total
Men
Women
a American Indian includes Alaska Natives.

86
Table 22
Doctoral Degrees Conferred in Selected Fields, by Race/Ethnicity:

199192, 199697, 200001, and 200102
TOTAL
Field of Study
WHITE
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
199192
Total
199697
Total
200001
Total
6,677
6,580
6,336
6,488
-2.8
-1.4
2.4
5,005
4,414
4,159
3,990
-20.3
-9.6
-4.1
6,501
6,679
5,969
5,715
-12.1
-14.4
-4.3
3,155
3,060
2,638
2,504
-20.6
-18.2
-5.1
6,216
7,045
6,835
6,611
6.4
-6.2
-3.3
4,120
4,282
4,146
3,923
-4.8
-8.4
-5.4
7,115
8,326
8,311
8,350
17.4
0.3
0.5
4,241
4,339
4,440
4,336
2.2
-0.1
-2.3
4,444
5,435
5,593
5,373
20.9
-1.1
-3.9
3,149
3,584
3,700
3,449
9.5
-3.8
-6.8
5,438
6,118
5,501
5,073
-6.7
-17.1
-7.8
1,749
2,151
1,644
1,392
-20.4
-35.3
-15.3
2,368
2,244
2,343
-6.2
-1.1
4.4
1,484
1,351
1,196
1,126
-24.1
-16.7
-5.9
EDUCATION
Total
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING a
Total
PROFESSIONALOTHER
Total
2,498
ALL MINORITIES
Field of Study
199192
Total
199697
Total
200001
Total
AFRICAN AMERICAN
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
797
925
1,068
1,132
42.0
22.4
6.0
467
527
649
664
42.2
26.0
2.3
317
421
390
406
28.1
-3.6
4.1
34
59
81
94
176.5
59.3
16.0
481
701
788
833
73.2
18.8
5.7
183
255
300
315
72.1
23.5
5.0
400
674
851
870
117.5
29.1
2.2
88
168
193
187
112.5
11.3
-3.1
273
456
534
548
100.7
20.2
2.6
95
137
177
165
73.7
20.4
-6.8
313
472
424
421
34.5
-10.8
-0.7
32
83
82
77
140.6
-7.2
-6.1
212
272
252
66.9
18.9
-7.4
67
106
130
142
111.9
34.0
9.2
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING a
Total
PROFESSIONALOTHER
Total
151

Note:
Doctorates under the field professional-other include architectural/environmental design, business, communications, home economics, law, library science, parks/recreation/leisure, fitness,
public administration, social work, theological programs, and other professional fields.
Some institutions did not report racial/ethnic data for earned degrees. Data for some of these nonreporting institutions were imputed. Data represent programs, not organizational units, within institutions.
Because of rounding, details may not add to totals.
87
Table 22 continued
Doctoral Degrees Conferred in Selected Fields, by Race/Ethnicity:

199192, 199697, 200001, and 20012002
HISPANIC
199192
Total
Field of Study
199697
Total
200001
Total
ASIAN AMERICAN a
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
200
247
267
309
54.5
25.1
15.7
80
100
110
113
41.3
13.0
2.7
88
106
92
93
5.7
-12.3
1.1
178
242
204
208
16.9
-14.0
2.0
175
232
245
281
60.6
21.1
14.7
97
184
209
205
111.3
11.4
-1.9
114
175
187
203
78.1
16.0
8.6
179
313
450
463
158.7
47.9
2.9
107
179
201
214
100.0
19.6
6.5
52
116
133
147
182.7
26.7
10.5
57
82
73
86
50.9
4.9
17.8
213
290
262
251
17.8
-13.4
-4.2
42
61
47
27.0
11.9
-23.0
40
51
72
52
30.0
2.0
-27.8
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING b
Total
PROFESSIONALOTHER
Total
37
AMERICAN INDIANc
199192
Total
Field of Study
199697
Total
200001
Total
FOREIGN STUDENTS
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
50
51
42
46
-8.0
-9.8
9.5
718
576
619
586
-18.4
1.7
-5.3
17
14
13
11
-35.3
-21.4
-15.4
2,813
2,711
2,598
2,443
-13.2
-9.9
-6.0
26
30
34
32
23.1
6.7
-5.9
1,337
1,336
1,324
1,250
-6.5
-6.4
-5.6
19
18
21
17
-10.5
-5.6
-19.0
2,284
2,793
2,464
2,498
9.4
-10.6
1.4
19
24
23
22
15.8
-8.3
-4.3
860
944
957
956
11.2
1.3
-0.1
11
17
-36.4
-58.8
0.0
3,154
3,148
3,084
2,916
-7.5
-7.4
-5.4
13
11
57.1
-15.4
22.2
767
616
614
704
-8.2
14.3
14.7
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING b
Total
PROFESSIONALOTHER
Total

88
Table 23
Doctoral Degrees Conferred in Selected Fields to Foreign Students, by Top Countries of Origin:
199192, 199697, 200001, and 200102
TOTAL FOREIGN STUDENTS
Field of Study
Percent
Change
200102 199192 to
Total
200102
CHINA
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
199192
Total
199697
Total
200001
Total
703
503
606
586
-16.6
16.5
-3.3
51
51
41
32
-37.3
-37.3
-22.0
2,777
2,572
2,570
2,443
-12.0
-5.0
-4.9
916
732
754
704
-23.1
-3.8
-6.6
1,318
1,206
1,311
1,250
-5.2
3.6
-4.7
95
118
116
108
13.7
-8.5
-6.9
2,250
2,611
2,442
2,498
11.0
-4.3
2.3
569
836
716
749
31.6
-10.4
4.6
841
874
938
956
13.7
9.4
1.9
75
54
41
32
-57.3
-40.7
-22.0
3,112
2,941
3,050
2,916
-6.3
-0.9
-4.4
516
636
879
891
72.7
40.1
1.4
558
602
704
-7.4
26.2
16.9
43
53
66
78
81.4
47.2
18.2
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
EDUCATION
Total
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING a
Total
PROFESSIONALOTHER
Total
760
SOUTH KOREA
Field of Study
199192
Total
199697
Total
200001
Total
TAIWAN
Percent
Change
200102 199192 to
Total
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
88
59
92
77
-12.5
30.5
-16.3
93
90
110
90
-3.2
0.0
-18.2
254
197
219
192
-24.4
-2.5
-12.3
280
223
112
94
-66.4
-57.8
-16.1
230
168
154
145
-37.0
-13.7
-5.8
86
107
61
49
-43.0
-54.2
-19.7
196
172
164
165
-15.8
-4.1
0.6
252
304
158
147
-41.7
-51.6
-7.0
87
105
107
120
37.9
14.3
12.1
27
38
54
40
48.1
5.3
-25.9
437
299
337
354
-19.0
18.4
5.0
637
434
241
213
-66.6
-50.9
-11.6
-26.4
24.1
14.5
41
-26.8
-25.5
10.8
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING a
Total
PROFESSIONALOTHER
Total
182
108
117
134
56
55
37

Note:
Doctorates under the field professional-other include architectural/environmental design, business, communications, home economics, law, library science, parks/recreation/leisure, fitness,
public administration, social work, theological programs, and other professional fields.
Some institutions did not report racial/ethnic data for earned degrees. Data for some of these nonreporting institutions were imputed.
Data represent programs, not organizational units, within institutions. Because of rounding, details may not add to totals.
89
Table 23 continued
Doctoral Degrees Conferred in Selected Fields to Foreign Students, by Top Countries of Origin:
199192, 199697, 200001, and 200102
INDIA
199192
Total
Field of Study
199697
Total
200001
Total
CANADA
Percent
Change
200102 199192 to
Total
200102
Percent
Change
199697 to
200102
Percent
Change
200001 to
200102
199192
Total
199697
Total
200001
Total
Percent
Percent
Percent
Change
Change
Change
200102 199192 to 199697 to 200001 to
Total
200102
200102
200102
EDUCATION
Total
27
21
15
18
-33.3
-14.3
20.0
57
34
38
34
-40.4
0.0
-10.5
244
302
197
160
-34.4
-47.0
-18.8
92
64
79
76
-17.4
18.8
-3.8
79
105
82
87
10.1
-17.1
6.1
83
71
87
99
19.3
39.4
13.8
157
269
221
181
15.3
-32.7
-18.1
100
94
115
113
13.0
20.2
-1.7
34
26
28
35
2.9
34.6
25.0
82
89
95
102
24.4
14.6
7.4
405
587
350
282
-30.4
-52.0
-19.4
46
44
45
37
-19.6
-15.9
-17.8
116
62
75
-40.5
-35.3
21.0
49
26
35
33
-32.7
26.9
-5.7
PHYSICAL SCIENCES
Total
SOCIAL SCIENCES
Total
LIFE SCIENCES
Total
HUMANITIES
Total
ENGINEERING a
Total
PROFESSIONALOTHER
Total
126
90
Table 24
Full-Time Faculty in Higher Education, by Race/Ethnicity and Gender:

Selected Years, Fall 1993 to 2001a
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
TOTAL
545,706
100.0
550,822
100.0
568,719
100.0
590,937
100.0
611,308
100.0
12.0
11.0
3.4
Men
363,430
66.6
360,150
65.4
363,925
64.0
371,039
62.8
376,816
61.6
3.7
4.6
1.6
Women
182,276
33.4
190,672
34.6
204,794
36.0
219,898
37.2
234,492
38.4
28.6
23.0
6.6
468,770
85.9
468,518
85.1
477,281
83.9
489,206
82.8
499,557
81.7
6.6
6.6
2.1
Men
313,278
57.4
307,498
55.8
306,374
53.9
307,814
52.1
307,863
50.4
-1.7
0.1
0.0
Women
155,492
28.5
161,020
29.2
170,907
30.1
181,392
30.7
191,694
31.4
23.3
19.0
5.7
Total Minority
65,000
11.9
69,505
12.6
76,074
13.4
82,393
13.9
90,996
14.9
40.0
30.9
10.4
Men
41,024
7.5
43,258
7.9
46,516
8.2
49,706
8.4
54,089
8.8
31.8
25.0
8.8
Women
23,976
4.4
26,247
4.8
29,558
5.2
32,687
5.5
36,907
6.0
53.9
40.6
12.9
25,658
4.7
26,835
4.9
27,728
4.9
29,222
4.9
31,681
5.2
23.5
18.1
8.4
Men
13,385
2.5
13,847
2.5
14,061
2.5
14,660
2.5
15,851
2.6
18.4
14.5
8.1
Women
12,273
2.2
12,988
2.4
13,667
2.4
14,562
2.5
15,830
2.6
29.0
21.9
8.7
White
African American
Hispanic
12,076
2.2
12,942
2.3
14,772
2.6
16,498
2.8
18,514
3.0
53.3
43.1
12.2
Men
7,459
1.4
7,864
1.4
8,795
1.5
9,622
1.6
10,643
1.7
42.7
35.3
10.6
Women
4,617
0.8
5,078
0.9
5,977
1.1
6,876
1.2
7,871
1.3
70.5
55.0
14.5
25,269
4.6
27,572
5.0
31,283
5.5
34,112
5.8
38,026
6.2
50.5
37.9
11.5
18,943
3.5
20,285
3.7
22,339
3.9
23,975
4.1
26,037
4.3
37.4
28.4
8.6
6,326
1.2
7,287
1.3
8,944
1.6
10,137
1.7
11,989
2.0
89.5
64.5
18.3
1,997
0.4
2,156
0.4
2,291
0.4
2,561
0.4
2,775
0.5
39.0
28.7
8.4
1,237
0.2
1,262
0.2
1,321
0.2
1,449
0.2
1,558
0.3
25.9
23.5
7.5
760
0.1
894
0.2
970
0.2
1,112
0.2
1,217
0.2
60.1
36.1
9.4
10,829
2.0
10,853
2.0
12,968
2.3
7,190
1.2
20,755
3.4
91.7
91.2
188.7
Men
8,355
1.5
8,161
1.5
9,580
1.7
4,541
0.8
14,864
2.4
77.9
82.1
227.3
Women
2,474
0.5
2,692
0.5
3,388
0.6
2,649
0.4
5,891
1.0
138.1
118.8
122.4
Asian American b
Men
Women
American Indian c
Men
Women
Foreign Faculty
a Faculty were counted in the fall of each academic year.

Note:
Details may not add to totals because of rounding. Table includes full-time faculty who are in nontenure-earning positions, tenured faculty, and faculty who are nontenured but in positions that lead to consideration for tenure. Figures shown here may not agree with tables showing tenure data because some respondents provided total faculty counts by race but did not further categorize by tenure status.
Source:
U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education System (IPEDS), Fall Staff Survey, 1993 through 2001.
91
Table 25
Full-Time Faculty in Higher Education, by Academic Rank, Race/Ethnicity, and Gender:

Selected Years, Fall 1993 to 2001
FULL PROFESSOR
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
TOTAL
157,253
100.0
159,333
100.0
163,632
100.0
161,309
100.0
161,936
100.0
3.0
1.6
0.4
Men
130,574
83.0
130,940
82.2
131,279
80.2
127,684
79.2
125,687
77.6
-3.7
-4.0
-1.6
Women
26,679
17.0
28,393
17.8
32,353
19.8
33,625
20.8
36,249
22.4
35.9
27.7
7.8
141,848
90.2
142,819
89.6
145,057
88.6
142,852
88.6
142,597
88.1
0.5
-0.2
-0.2
118,308
75.2
117,844
74.0
116,947
71.5
113,304
70.2
110,664
68.3
-6.5
-6.1
-2.3
23,540
15.0
24,975
15.7
28,110
17.2
29,548
18.3
31,933
19.7
35.7
27.9
8.1
Total Minority
14,298
9.1
15,254
9.6
17,085
10.4
16,950
10.5
17,999
11.1
25.9
18.0
6.2
Men
11,286
7.2
11,987
7.5
13,059
8.0
13,105
8.1
13,846
8.6
22.7
15.5
5.7
3,012
1.9
3,267
2.1
4,026
2.5
3,845
2.4
4,153
2.6
37.9
27.1
8.0
4,526
2.9
4,768
3.0
5,240
3.2
4,784
3.0
5,030
3.1
11.1
5.5
5.1
Men
2,982
1.9
3,085
1.9
3,316
2.0
3,078
1.9
3,275
2.0
9.8
6.2
6.4
Women
1,544
1.0
1,683
1.1
1,924
1.2
1,706
1.1
1,755
1.1
13.7
4.3
2.9
Hispanic
2,387
1.5
2,470
1.6
2,921
1.8
2,913
1.8
3,120
1.9
30.7
26.3
7.1
Men
1,776
1.1
1,912
1.2
2,154
1.3
2,157
1.3
2,292
1.4
29.1
19.9
6.3
611
0.4
558
0.4
767
0.5
756
0.5
828
0.5
35.5
48.4
9.5
7,033
4.5
7,643
4.8
8,511
5.2
8,786
5.4
9,357
5.8
33.0
22.4
6.5
6,245
4.0
6,691
4.2
7,268
4.4
7,519
4.7
7,913
4.9
26.7
18.3
5.2
788
0.5
952
0.6
1,243
0.8
1,267
0.8
1,444
0.9
83.2
51.7
14.0
352
0.2
373
0.2
413
0.3
467
0.3
492
0.3
39.8
31.9
5.4
283
0.2
299
0.2
321
0.2
351
0.2
366
0.2
29.3
22.4
4.3
69
0.0
74
0.0
92
0.1
116
0.1
126
0.1
82.6
70.3
8.6
942
0.6
975
0.6
1,090
0.7
774
0.5
1,340
0.8
42.3
37.4
73.1
848
0.5
879
0.6
963
0.6
648
0.4
1,177
0.7
38.8
33.9
81.6
94
0.1
96
0.1
127
0.1
126
0.1
163
0.1
73.4
69.8
29.4
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
White
Men
Women
Women
African American
Women
Asian American a
Men
Women
American Indian b
Men
Women
Foreign Faculty
Men
Women
ASSOCIATE PROFESSOR
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
TOTAL
120,696
100.0
125,082
100.0
128,262
100.0
128,826
100.0
128,895
100.0
6.8
3.0
0.1
Men
84,506
70.0
85,313
68.2
84,740
66.1
83,359
64.7
81,387
63.1
-3.7
-4.6
-2.4
Women
36,190
30.0
39,769
31.8
43,522
33.9
45,467
35.3
47,508
36.9
31.3
19.5
4.5
106,017
87.8
108,953
87.1
110,076
85.8
109,037
84.6
107,828
83.7
1.7
-1.0
-1.1
Men
74,191
61.5
74,160
59.3
72,488
56.5
70,137
54.4
67,568
52.4
-8.9
-8.9
-3.7
Women
31,826
26.4
34,793
27.8
37,588
29.3
38,900
30.2
40,260
31.2
26.5
15.7
3.5
Total Minority
13,371
11.1
14,710
11.8
16,475
12.8
17,773
13.8
19,188
14.9
43.5
30.4
8.0
Men
9,239
7.7
9,985
8.0
10,935
8.5
11,677
9.1
12,334
9.6
33.5
23.5
5.6
Women
4,132
3.4
4,725
3.8
5,540
4.3
6,096
4.7
6,854
5.3
65.9
45.1
12.4
White
African American
5,326
4.4
5,634
4.5
6,048
4.7
6,462
5.0
6,826
5.3
28.2
21.2
5.6
Men
3,089
2.6
3,214
2.6
3,374
2.6
3,601
2.8
3,765
2.9
21.9
17.1
4.6
Women
2,237
1.9
2,420
1.9
2,674
2.1
2,861
2.2
3,061
2.4
36.8
26.5
7.0
Hispanic
2,291
1.9
2,607
2.1
2,979
2.3
3,161
2.5
3,498
2.7
52.7
34.2
10.7
Men
1,590
1.3
1,723
1.4
1,891
1.5
1,977
1.5
2,167
1.7
36.3
25.8
9.6
701
0.6
884
0.7
1,088
0.8
1,184
0.9
1,331
1.0
89.9
50.6
12.4
8.3
Women
Asian American a
5,471
4.5
6,119
4.9
7,072
5.5
7,752
6.0
8,399
6.5
53.5
37.3
Men
4,367
3.6
4,826
3.9
5,439
4.2
5,865
4.6
6,139
4.8
40.6
27.2
4.7
Women
1,104
0.9
1,293
1.0
1,633
1.3
1,887
1.5
2,260
1.8
104.7
74.8
19.8
283
0.2
350
0.3
376
0.3
398
0.3
465
0.4
64.3
32.9
16.8
193
0.2
222
0.2
231
0.2
234
0.2
263
0.2
36.3
18.5
12.4
90
0.1
128
0.1
145
0.1
164
0.1
202
0.2
124.4
57.8
23.2
1,139
0.9
1,179
0.9
1,373
1.1
1,121
0.9
1,879
1.5
65.0
59.4
67.6
Men
942
0.8
989
0.8
1,110
0.9
846
0.7
1,485
1.2
57.6
50.2
75.5
Women
197
0.2
190
0.2
263
0.2
275
0.2
394
0.3
100.0
107.4
43.3
American Indian b
Men
Women
Foreign Faculty

Note:
Details may not add to total because of rounding.
Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education System (IPEDS), Fall Staff Survey, 1993 through 2001.
92
Table 25 continued

ASSISTANT PROFESSOR
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
TOTAL
129,159
100.0
129,682
100.0
128,329
100.0
134,791
100.0
143,838
100.0
11.4
10.9
6.7
Men
74,822
57.9
73,141
56.4
70,975
55.3
74,127
55.0
79,357
55.2
6.1
8.5
7.1
Women
54,337
42.1
56,541
43.6
57,354
44.7
60,664
45.0
64,481
44.8
18.7
14.0
6.3
105,091
81.4
104,037
80.2
101,645
79.2
104,674
77.7
109,840
76.4
4.5
5.6
4.9
Men
59,709
46.2
57,580
44.4
55,252
43.1
56,463
41.9
59,251
41.2
-0.8
2.9
4.9
Women
45,382
35.1
46,457
35.8
46,393
36.2
48,211
35.8
50,589
35.2
11.5
8.9
4.9
Total Minority
19,090
14.8
20,725
16.0
21,447
16.7
22,999
17.1
25,647
17.8
34.3
23.7
11.5
Men
11,237
8.7
11,952
9.2
12,008
9.4
12,672
9.4
14,066
9.8
25.2
17.7
11.0
7,853
6.1
8,773
6.8
9,439
7.4
10,327
7.7
11,581
8.1
47.5
32.0
12.1
7,686
6.0
8,011
6.2
8,046
6.3
8,431
6.3
9,027
6.3
17.4
12.7
7.1
Men
3,801
2.9
3,897
3.0
3,758
2.9
3,882
2.9
4,101
2.9
7.9
5.2
5.6
Women
3,885
3.0
4,114
3.2
4,288
3.3
4,549
3.4
4,926
3.4
26.8
19.7
8.3
Hispanic
3,387
2.6
3,736
2.9
3,953
3.1
4,237
3.1
4,791
3.3
41.5
28.2
13.1
Men
1,951
1.5
2,068
1.6
2,200
1.7
2,291
1.7
2,589
1.8
32.7
25.2
13.0
Women
1,436
1.1
1,668
1.3
1,753
1.4
1,946
1.4
2,202
1.5
53.3
32.0
13.2
7,586
5.9
8,459
6.5
8,902
6.9
9,718
7.2
11,218
7.8
47.9
32.6
15.4
Men
5,277
4.1
5,734
4.4
5,789
4.5
6,199
4.6
7,078
4.9
34.1
23.4
14.2
Women
2,309
1.8
2,725
2.1
3,113
2.4
3,519
2.6
4,140
2.9
79.3
51.9
17.6
431
0.3
519
0.4
546
0.4
613
0.5
611
0.4
41.8
17.7
-0.3
Men
208
0.2
253
0.2
261
0.2
300
0.2
298
0.2
43.3
17.8
-0.7
Women
223
0.2
266
0.2
285
0.2
313
0.2
313
0.2
40.4
17.7
0.0
4,602
3.6
4,311
3.3
4,494
3.5
3,241
2.4
8,351
5.8
81.5
93.7
157.7
White
Women
African American
Asian American a
American Indian b
Foreign Faculty
Men
Women
3,628
2.8
3,225
2.5
3,292
2.6
1,892
1.4
6,040
4.2
66.5
87.3
219.2
974
0.8
1,086
0.8
1,202
0.9
1,349
1.0
2,311
1.6
137.3
112.8
71.3
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
INSTRUCTOR AND LECTURER
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
TOTAL
81,414
100.0
79,582
100.0
82,671
100.0
96,146
100.0
110,188
100.0
35.3
38.5
14.6
Men
41,032
50.4
38,956
49.0
40,328
48.8
47,064
49.0
53,821
48.8
31.2
38.2
14.4
Women
40,382
49.6
40,626
51.0
42,343
51.2
49,082
51.0
56,367
51.2
39.6
38.7
14.8
68,192
83.8
65,744
82.6
67,951
82.2
77,767
80.9
89,126
80.9
30.7
35.6
14.6
Men
34,271
42.1
32,048
40.3
32,965
39.9
38,052
39.6
43,640
39.6
27.3
36.2
14.7
Women
33,921
41.7
33,696
42.3
34,986
42.3
39,715
41.3
45,486
41.3
34.1
35.0
14.5
Total Minority
11,595
14.2
12,061
15.2
12,380
15.0
15,417
16.0
18,608
16.9
60.5
54.3
20.7
Men
5,688
7.0
5,849
7.3
5,934
7.2
7,347
7.6
8,754
7.9
53.9
49.7
19.2
Women
5,907
7.3
6,212
7.8
6,446
7.8
8,070
8.4
9,854
8.9
66.8
58.6
22.1
5,551
6.8
5,655
7.1
5,380
6.5
6,258
6.5
7,571
6.9
36.4
33.9
21.0
Men
2,471
3.0
2,505
3.1
2,352
2.8
2,723
2.8
3,289
3.0
33.1
31.3
20.8
Women
3,080
3.8
3,150
4.0
3,028
3.7
3,535
3.7
4,282
3.9
39.0
35.9
21.1
Hispanic
2,678
3.3
2,959
3.7
3,207
3.9
4,384
4.6
5,335
4.8
99.2
80.3
21.7
Men
1,404
1.7
1,538
1.9
1,636
2.0
2,217
2.3
2,638
2.4
87.9
71.5
19.0
Women
1,274
1.6
1,421
1.8
1,571
1.9
2,167
2.3
2,697
2.4
111.7
89.8
24.5
2,700
3.3
2,880
3.6
3,267
4.0
4,099
4.3
4,861
4.4
80.0
68.8
18.6
Men
1,390
1.7
1,485
1.9
1,649
2.0
2,047
2.1
2,375
2.2
70.9
59.9
16.0
Women
1,310
1.6
1,395
1.8
1,618
2.0
2,052
2.1
2,486
2.3
89.8
78.2
21.2
666
0.8
567
0.7
526
0.6
676
0.7
841
0.8
26.3
48.3
24.4
Men
423
0.5
321
0.4
297
0.4
360
0.4
452
0.4
6.9
40.8
25.6
Women
243
0.3
246
0.3
229
0.3
316
0.3
389
0.4
60.1
58.1
23.1
1,379
1.7
1,274
1.6
1,601
1.9
1,270
1.3
2,454
2.2
78.0
92.6
93.2
Men
903
1.1
784
1.0
1,026
1.2
693
0.7
1,427
1.3
58.0
82.0
105.9
Women
476
0.6
490
0.6
575
0.7
577
0.6
1,027
0.9
115.8
109.6
78.0
White
African American
Asian American a
American Indian b
Foreign Faculty

93
Table 25 continued

OTHER a
Total
1993
Percent
Total
1995
Percent
Total
1997
Percent
Total
1999
Percent
Total
2001
Percent
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
TOTAL
57,184
100.0
57,143
100.0
65,825
100.0
69,865
100.0
66,451
100.0
16.2
16.3
-4.9
Men
32,496
56.8
31,800
55.6
36,603
55.6
38,805
55.5
36,564
55.0
12.5
15.0
-5.8
Women
24,688
43.2
25,343
44.4
29,222
44.4
31,060
44.5
29,887
45.0
21.1
17.9
-3.8
47,622
83.3
46,965
82.2
52,552
79.8
54,876
78.5
50,166
75.5
5.3
6.8
-8.6
Men
26,799
46.9
25,866
45.3
28,722
43.6
29,858
42.7
26,740
40.2
-0.2
3.4
-10.4
Women
20,823
36.4
21,099
36.9
23,830
36.2
25,018
35.8
23,426
35.3
12.5
11.0
-6.4
Total Minority
6,646
11.6
6,755
11.8
8,687
13.2
9,254
13.2
9,554
14.4
43.8
41.4
3.2
Men
3,574
6.3
3,485
6.1
4,580
7.0
4,905
7.0
5,089
7.7
42.4
46.0
3.8
Women
3,072
5.4
3,270
5.7
4,107
6.2
4,349
6.2
4,465
6.7
45.3
36.5
2.7
2,569
4.5
2,767
4.8
3,014
4.6
3,287
4.7
3,227
4.9
25.6
16.6
-1.8
Men
1,042
1.8
1,146
2.0
1,261
1.9
1,376
2.0
1,421
2.1
36.4
24.0
3.3
Women
1,527
2.7
1,621
2.8
1,753
2.7
1,911
2.7
1,806
2.7
18.3
11.4
-5.5
White
African American
Hispanic
1,333
2.3
1,170
2.0
1,712
2.6
1,803
2.6
1,770
2.7
32.8
51.3
-1.8
Men
738
1.3
623
1.1
914
1.4
980
1.4
957
1.4
29.7
53.6
-2.3
Women
595
1.0
547
1.0
798
1.2
823
1.2
813
1.2
36.6
48.6
-1.2
2,479
4.3
2,471
4.3
3,531
5.4
3,757
5.4
4,191
6.3
69.1
69.6
11.6
1,664
2.9
1,549
2.7
2,194
3.3
2,345
3.4
2,532
3.8
52.2
63.5
8.0
815
1.4
922
1.6
1,337
2.0
1,412
2.0
1,659
2.5
103.6
79.9
17.5
265
0.5
347
0.6
430
0.7
407
0.6
366
0.6
130
0.2
167
0.3
211
0.3
204
0.3
Asian American b
Men
Women
American Indian c
Men
Women
Foreign Faculty
Men
Women
135
0.2
180
0.3
219
0.3
203
0.3
4.8
3,114
5.4
4,410
6.7
784
1.1
2,034
3.6
2,284
4.0
3,189
4.8
462
0.7
4,735
7.1
733
1.3
830
1.5
1,221
1.9
322
0.5
1,996
3.0

187
0.3
2,767
a Other faculty refers to full-time faculty at institutions without standard academic ranks.
94
179
6,731
0.3
10.1
38.1
37.7
5.5
-10.1
7.2
-12.3
38.5
3.9
-7.9
143.3
116.2
758.5
132.8
107.3
924.9
172.3
140.5
519.9
Table 26
Full-Time Faculty, by Tenure Status, Race/Ethnicity, and Gender:

TENURED
Total
Percent
Total
Percent
Percent
Change
1993 to
2001
100.0
284,107
100.0
277,023
100.0
-2.2
-2.8
-2.5
210,825
74.0
205,573
72.4
192,404
69.5
-9.4
-8.7
-6.4
25.0
74,045
26.0
78,534
27.6
84,619
30.5
19.6
14.3
7.7
250,139
88.3
252,766
88.7
248,724
87.5
238,239
86.0
-4.8
-5.7
-4.2
189,704
67.0
188,081
66.0
181,039
63.7
166,215
60.0
-12.4
-11.6
-8.2
60,435
21.3
64,685
22.7
67,685
23.8
72,024
26.0
19.2
11.3
6.4
Total Minority
31,479
11.1
30,193
10.6
32,801
11.5
36,713
13.3
16.6
21.6
11.9
Men
21,366
7.5
21,174
7.4
22,554
7.9
24,565
8.9
15.0
16.0
8.9
Women
10,113
3.6
9,019
3.2
10,247
3.6
12,148
4.4
20.1
34.7
18.6
1993
Total
Percent
Total
TOTAL
283,246
100.0
284,870
Men
212,468
75.0
70,778
Women
White
Men
Women
African American
1995
Percent
1997
2001
Percent
Change
1995 to
2001
Percent
Change
1997 to
2001
10,555
3.7
10,749
3.8
11,248
4.0
12,322
4.4
16.7
14.6
9.5
Men
6,027
2.1
6128
2.2
6,328
2.2
6,916
2.5
14.8
12.9
9.3
Women
4,528
1.6
4621
1.6
4,920
1.7
5,406
2.0
19.4
17.0
9.9
Hispanic
8,595
3.0
5,790
2.0
6,489
2.3
7,538
2.7
-12.3
30.2
16.2
Men
5,243
1.9
3,934
1.4
4,262
1.5
4,775
1.7
-8.9
21.4
12.0
Women
3,352
1.2
1,856
0.7
2,227
0.8
2,763
1.0
-17.6
48.9
24.1
11,569
4.1
12,760
4.5
14,142
5.0
15,764
5.7
36.3
23.5
11.5
Men
9,550
3.4
10,476
3.7
11,330
4.0
12,179
4.4
27.5
16.3
7.5
Women
2,019
0.7
2,284
0.8
2,812
1.0
3,585
1.3
77.6
57.0
27.5
18.1
Asian American a
American Indian b
760
0.3
894
0.3
922
0.3
1,089
0.4
43.3
21.8
Men
546
0.2
636
0.2
634
0.2
695
0.3
27.3
9.3
9.6
Women
214
0.1
258
0.1
288
0.1
394
0.1
84.1
52.7
36.8
1,357
0.5
1,346
0.5
1,817
0.6
2,071
0.7
52.6
53.9
14.0
1,178
0.4
1,169
0.4
1,468
0.5
1,624
0.6
37.9
38.9
10.6
179
0.1
177
349
0.1
447
0.2
149.7
152.5
28.1
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1997 to
2001
Foreign Faculty
Men
Women
0.1
NONTENURED, ON TENURE TRACK

1993
1995
Total
Percent
1997
2001
Total
Percent
Total
Percent
Total
Percent
TOTAL
115,525
100.0
110,311
100.0
106,974
100.0
124,310
100.0
7.6
12.7
16.2
Men
67,936
58.8
63,329
57.4
60,206
56.3
70,283
56.5
3.5
11.0
16.7
Women
47,589
41.2
46,982
42.6
46,768
43.7
54,027
43.5
13.5
15.0
15.5
93,398
80.8
87,651
79.5
84,288
78.8
95,659
77.0
2.4
9.1
13.5
Men
53,908
46.7
49,372
44.8
46,756
43.7
53,240
42.8
-1.2
7.8
13.9
Women
39,490
34.2
38,279
34.7
37,532
35.1
42,419
34.1
7.4
10.8
13.0
Total Minority
18,285
15.8
18,769
17.0
18,735
17.5
22,391
18.0
22.5
19.3
19.5
Men
11,058
9.6
11,136
10.1
10,690
10.0
12,514
10.1
13.2
12.4
17.1
7,227
6.3
7,633
6.9
8,045
7.5
9,877
7.9
36.7
29.4
22.8
6,951
6.0
7,557
7,333
6.9
8,062
6.5
16.0
6.7
9.9
3,555
3.1
3,834
3.5
3,527
3.3
3,818
3.1
7.4
-0.4
8.3
3.4
11.5
White
Women
African American
Men
Women
6.9
3,396
2.9
3,723
Hispanic
4,170
3.6
3,529
Men
2,414
2.1
2,014
1.8
1.4
Women
3.2
1,756
1.5
1,515
6,717
5.8
7,153
Men
4,867
4.2
5,011
Women
1,850
1.6
2,142
447
0.4
530
222
0.2
277
0.3
0.2
Asian American a
American Indianb
Men
Women
Foreign Faculty
Men
Women
225
0.2
253
3,444
3.0
3,291
2,702
2.3
2,446
742
0.6
845
3,806
3.6
4,244
3.4
25.0
14.0
3,608
3.4
4,530
3.6
8.6
28.4
25.6
2,024
1.9
2,447
2.0
1.4
21.5
20.9
31.5
1,584
1.5
2,083
1.7
18.6
37.5
7,259
6.8
9,142
7.4
36.1
27.8
25.9
4.5
4,878
4.6
5,919
4.8
21.6
18.1
21.3
1.9
2,381
2.2
3,223
2.6
74.2
50.5
35.4
535
0.5
657
0.5
47.0
24.0
22.8
261
0.2
330
0.3
48.6
19.1
26.4
19.3
6.5
0.5
3.0
2.2
0.8
274
0.3
327
0.3
45.3
29.2
3,272
3.1
6,260
5.0
81.8
90.2
91.3
2,361
2.2
4,529
3.6
67.6
85.2
91.8
911
0.9
1,731
1.4
133.3
104.9
90.0

Note:
Details may not add to total because of rounding. Faculty data by tenure status and race are not available at the national level for 1999.
95
Table 26 continued
Full-Time Faculty, by Tenure Status, Race/Ethnicity, and Gender:

NONTENURED, NOT ON TENURE TRACK
1993
Total
Percent
Total
TOTAL
156,132
100.0
155,641
Men
87,999
56.4
Women
68,133
1995
Percent
1997
2001
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1997 to
2001
Total
Percent
Total
Percent
100.0
171,233
100.0
209,975
100.0
34.5
34.9
22.6
85,996
55.3
94,784
55.4
114,129
54.4
29.7
32.7
20.4
43.6
69,645
44.7
76,449
44.6
95,846
45.6
40.7
37.6
25.4
127,905
81.9
128,101
82.3
138,552
80.9
165,659
78.9
29.5
29.3
19.6
Men
71,299
45.7
70,045
45.0
75,555
44.1
88,408
42.1
24.0
26.2
17.0
Women
56,606
36.3
58,056
37.3
62,997
36.8
77,251
36.8
36.5
33.1
22.6
Total Minority
21,680
13.9
20,543
13.2
23,763
13.9
31,892
15.2
47.1
55.2
34.2
Men
11,884
7.6
10,948
7.0
12,874
7.5
17,010
8.1
43.1
55.4
32.1
9,796
6.3
9,595
6.2
10,889
6.4
14,882
7.1
51.9
55.1
36.7
8,344
5.3
8,529
5.5
8,802
5.1
11,297
5.4
35.4
32.5
28.3
Men
3,896
2.5
3,885
2.5
4,044
2.4
5,117
2.4
31.3
31.7
26.5
Women
4,448
2.8
4,644
3.0
4,758
2.8
6,180
2.9
38.9
33.1
29.9
Hispanic
5,142
3.3
3,623
2.3
4,421
2.6
6,446
3.1
25.4
77.9
45.8
Men
2,750
1.8
1,916
1.2
2,375
1.4
3,421
1.6
24.4
78.5
44.0
Women
2,392
1.5
1,707
1.1
2,046
1.2
3,025
1.4
26.5
77.2
47.8
7,385
4.7
7,659
4.9
9,744
5.7
13,120
6.2
77.7
71.3
34.6
Men
4,757
3.0
4,798
3.1
6,048
3.5
7,939
3.8
66.9
65.5
31.3
Women
2,628
1.7
2,861
1.8
3,696
2.2
5,181
2.5
97.1
81.1
40.2
809
0.5
732
0.5
796
0.5
1,029
0.5
27.2
40.6
29.3
Men
481
0.3
349
0.2
407
0.2
533
0.3
10.8
52.7
31.0
Women
328
0.2
383
0.2
389
0.2
496
0.2
51.2
29.5
27.5
6,105
3.9
6,216
4.0
7,872
4.6
12,424
5.9
103.5
99.9
57.8
Men
4,529
2.9
4,546
2.9
5,746
3.4
8,711
4.1
92.3
91.6
51.6
Women
1,576
1.0
1,670
1.1
2,126
1.2
3,713
1.8
135.6
122.3
74.6
White
Women
African American
Asian Americana
American Indianb
Foreign Faculty

96
Table 27
Full-Time Administrators in Higher Education,

by Race/Ethnicity and Gender: Selected Years, 1993 to 2001
1993
Total
Percent
1995
Total
Percent
1997
Total
Percent
1999
Total
Percent
2001
Total
Percent
Percent
Change
1993 to
2001
Percent
Change
1995 to
2001
Percent
Change
1999 to
2001
TOTAL
137,711
100.0
140,556
100.0
144,018
100.0
158,726
100.0
145,371
100.0
5.6
3.4
-8.4
Men
80,014
58.1
78,971
56.2
78,665
54.6
83,238
52.4
76,413
52.6
-4.5
-3.2
-8.2
Women
57,697
41.9
61,585
43.8
65,353
45.4
75,488
47.6
68,958
47.4
19.5
12.0
-8.7
White
118,651
86.2
120,242
85.5
123,321
85.6
135,107
85.1
121,369
83.5
2.3
0.9
-10.2
Men
70,303
51.1
69,022
49.1
68,768
47.7
72,279
45.5
65,374
45.0
-7.0
-5.3
-9.6
Women
48,348
35.1
51,220
36.4
54,553
37.9
62,828
39.6
55,995
38.5
15.8
9.3
-10.9
Total Minority
18,781
13.6
19,672
14.0
20,275
14.1
23,163
14.6
23,368
16.1
24.4
18.8
0.9
Men
9,526
6.9
9,557
6.8
9,655
6.7
10,678
6.7
10,664
7.3
11.9
11.6
-0.1
Women
9,255
6.7
10,115
7.2
10,620
7.4
12,485
7.9
12,704
8.7
37.3
25.6
1.8
12,232
8.9
12,657
9.0
12,714
8.8
14,047
8.8
13,720
9.4
12.2
8.4
-2.3
Men
5,904
4.3
5,835
4.2
5,737
4.0
6,160
3.9
5,898
4.1
-0.1
1.1
-4.3
Women
6,328
4.6
6,822
4.9
6,977
4.8
7,887
5.0
7,822
5.4
23.6
14.7
-0.8
Hispanic
3,580
2.6
3,795
2.7
4,076
2.8
5,024
3.2
5,231
3.6
46.1
37.8
4.1
Men
1,963
1.4
1,966
1.4
2,047
1.4
2,435
1.5
2,508
1.7
27.8
27.6
3.0
Women
1,617
1.2
1,829
1.3
2,029
1.4
2,589
1.6
2,723
1.9
68.4
48.9
5.2
2,243
1.6
2,511
1.8
2,736
1.9
3,332
2.1
3,541
2.4
57.9
41.0
6.3
1,244
0.9
1,388
1.0
1,470
1.0
1,718
1.1
1,847
1.3
48.5
33.1
7.5
999
0.7
1,123
0.8
1,266
0.9
1,614
1.0
1,694
1.2
69.6
50.8
5.0
African American
Asian Americana
Men
Women
American Indianb
726
0.5
709
0.5
749
0.5
760
0.5
876
0.6
20.7
23.6
15.3
Men
415
0.3
368
0.3
401
0.3
365
0.2
411
0.3
-1.0
11.7
12.6
Women
311
0.2
341
0.2
348
0.2
395
0.2
465
0.3
49.5
36.4
17.7
279
0.2
642
0.5
422
0.3
456
0.3
634
0.4
127.2
-1.2
39.0
185
0.1
392
0.3
242
0.2
281
0.2
375
0.3
102.7
-4.3
33.5
94
0.1
250
0.2
180
0.1
175
0.1
259
0.2
175.5
3.6
48.0
Foreign Administrators
Men
Women

Note:
Details may not add to totals because of rounding.
97
Table 28
College and University Presidents,

by Institutional Type, Race/Ethnicity, and Gender: 1994, 2003, and 2004a
Private
1994
Public
Total
Private
2003
Public
Total
Private
2004
Public
Total
Total
Percent
Change
19942004
Total
Percent
Change
200304
1,689
1,560
3,249
1,724
1,467
3,191
2,196
1,700
3,896
19.9
22.1
1,376
1,316
2,692
1,384
1,119
2,503
1,700
1,263
2,963
10.1
18.4
313
244
557
340
348
688
496
437
933
67.5
35.6
1,536
1,321
2,857
1,558
1,223
2,781
1,963
1,400
3,363
17.7
20.9
1,254
1,134
2,388
1,264
946
2,210
1,536
1,059
2,595
8.7
17.4
282
187
469
294
277
571
427
341
768
63.8
34.5
Total Minority
153
239
392
166
244
410
233
300
533
36.0
30.0
Men
122
182
304
120
173
293
164
204
368
21.1
25.6
31
57
88
46
71
117
69
96
165
87.5
41.0
74
133
207
79
134
213
95
163
258
24.6
21.1
Men
61
101
162
56
95
151
64
107
171
5.6
13.2
Women
13
32
45
23
39
62
31
56
87
93.3
40.3
Hispanic
53
63
116
63
82
145
88
101
189
62.9
30.3
Men
38
49
87
43
59
102
61
70
131
50.6
28.4
Women
15
14
29
20
23
43
27
31
58
100.0
34.9
20
18
38
19
14
33
44
13
57
50.0
72.7
18
15
33
18
10
28
35
44
33.3
57.1
13
160.0
160.0
25
31
14
19
23
29
-6.5
52.6
Men
17
22
12
18
22
0.0
83.3
Women
-22.2
0.0
TOTAL
Total
Men
Women
White
Men
Women
Women
African American
Asian Americanb
Men
Women
American Indianc

a Data based on presidents in office July 1 of each year.
Note:
Figures include presidents of regionally accredited, degree-granting institutions in the United States or its outlying areas (e.g., Puerto Rico). The term president is defined within the American Council on
Educations ART database as the president, chancellor, superintendent, executive director, campus dean, etc., including interim/acting president, heading regionally accredited institutions,
branches, and affiliates.
Source: American Council on Education, ART database. Data compiled in August 2004.
98
Table 28 continued

Private
1994
Public
Total
Private
2003
Public
Total
Private
2004
Public
Total
Total
Percent
Change
19942004
Total
Percent
Change
200304
TWO-YEAR INSTITUTIONS
Total
229
950
1,179
259
909
1,168
403
1,019
1,422
20.6
21.7
Men
154
797
951
179
671
850
260
728
988
3.9
16.2
75
153
228
80
238
318
143
291
434
90.4
36.5
White
208
815
1,023
238
773
1,011
367
840
1,207
18.0
19.4
Men
140
701
841
165
584
749
236
616
852
1.3
13.8
Women
68
114
182
73
189
262
131
224
355
95.1
35.5
Total Minority
21
135
156
21
136
157
36
179
215
37.8
36.9
Men
14
96
110
14
87
101
24
112
136
23.6
34.7
39
46
49
56
12
67
79
71.7
41.1
68
73
71
76
10
91
101
38.4
32.9
Men
49
51
44
45
53
57
11.8
26.7
Women
19
22
27
31
38
44
100.0
41.9
13
36
49
12
48
60
21
63
84
71.4
40.0
Men
27
36
10
32
42
16
40
56
55.6
33.3
Women
13
16
18
23
28
115.4
55.6
Asian Americana
11
13
11
-15.4
22.2
Men
10
-20.0
33.3
Women
0.0
0.0
American Indianb
20
21
10
12
17
19
-9.5
58.3
Men
12
13
14
15
15.4
87.5
Women
-50.0
0.0
Women
Women
African American
Hispanic

99
Table 28 continued

2003
Public
Total
Private
2004
Public
Total
Total
Percent
Change
19942004
1,465
558
2,023
1,793
681
2,474
19.5
22.3
1,741
1,205
448
1,653
1,440
535
1,975
13.4
19.5
91
329
260
110
370
353
146
499
51.7
34.9
1,328
506
1,834
1,320
450
1,770
1,596
560
2,156
17.6
21.8
1,114
433
1,547
1,099
362
1,461
1,300
443
1,743
12.7
19.3
214
73
287
221
88
309
296
117
413
43.9
33.7
Total Minority
132
104
236
145
108
253
197
121
318
34.7
25.7
Men
108
86
194
106
86
192
140
92
232
19.6
20.8
24
18
42
39
22
61
57
29
86
104.8
41.0
69
65
134
74
63
137
85
72
157
17.2
14.6
Men
59
52
111
55
51
106
60
54
114
2.7
7.5
Women
10
13
23
19
12
31
25
18
43
87.0
38.7
Hispanic
40
27
67
51
34
85
67
38
105
56.7
23.5
Men
29
22
51
33
27
60
45
30
75
47.1
25.0
Women
11
16
18
25
22
30
87.5
20.0
18
25
17
24
41
46
84.0
91.7
16
23
16
22
32
36
56.5
63.6
10
400.0
400.0
10
10
0.0
42.9
Men
-22.2
75.0
Women
200.0
0.0
1994
Public
Total
Private
1,460
610
2,070
1,222
519
238
Private
Total
Percent
Change
200304
FOUR-YEAR INSTITUTIONS
Total
Men
Women
White
Men
Women
Women
African American
Asian Americanb
Men
Women
American Indianc

100

Center for Policy Analysis
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Minorities in

With generous support from

American Council on Education

With generous support from

American Council on Education

Copyright February 2005

American Council on Education

High School Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

College Graduation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Degrees Conferred: Associate, Bachelors, & Masters . . . . . . . . . . . . . . . . . . . . . . . . . 21

Degrees Conferred by Field: Bachelors & Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

First-Professional and Doctoral Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Employment in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

High School Completion Rates for 18- to 24-Year-Olds, by Race/Ethnicity:

College Participation Rates of 18- to 24-Year-Old High School Graduates,

Percentage of Persons 25 to 29 Years Old Who Had Completed Four or More

Minority Enrollment in Higher Education, by Race/Ethnicity: 1991-2001. . . . . . . . . . . . 10

Degree Attainment Rates Among Degree-Seeking Postsecondary Students

Degree Attainment Rates Among Degree-Seeking Postsecondary Students

Degrees Conferred to African Americans, by Type of Degree: 1991-92 to 2001-02 . . . 21

Degrees Conferred to Hispanics, by Type of Degree: 1991-92 to 2001-02. . . . . . . . . . 22

Degrees Conferred to Asian Americans, by Type of Degree: 1991-92 to 2001-02 . . . . 23

Degrees Conferred to American Indians, by Type of Degree: 1991-92 to 2001-02. . . 24

Percentage Change in Number of Bachelors Degrees Awarded in Selected Fields,

Percentage Change in Number of Master's Degrees Awarded in Selected Fields, by

First-Professional Degrees Conferred, by Race/Ethnicity and Gender:

Percentage Change in Number of Doctoral Degrees Awarded in Selected Fields, by

Percent Change in Number of Full-Time Faculty, by Race/Ethnicity: 1993 to 2001. . . . 41

Number of Full-Time Administrators in Higher Education, by Race/Ethnicity:

Change in the Number of Minority College and University Presidents,

Commission on Advancement of Racial and Ethnic Equity

TERM ENDING JUNE 30, 2007

CALIFORNIA STATE UNIVERSITY

Ingrid Saunders Jones

AMERICAN COUNCIL ON EDUCATION

AMERICAN COUNCIL ON EDUCATION

STATUS REPORT ON MINORITIES IN HIGHER EDUCATION

uring the 1990s, higher education

Despite making substantial increases in

U.S. Census Bureau, decennial census of population, 1900 to 2000.

This Minorities in Higher Education

HIGH SCHOOL COMPLETION

STATUS REPORT ON MINORITIES IN HIGHER EDUCATION

COLLEGE PERSISTENCE RATES

DEGREES CONFERRED: ASSOCIATE,

In the 10-year period between 199192 and

DEGREES CONFERRED BY FIELD:

AMERICAN COUNCIL ON EDUCATION

Minority growth in bachelors degrees

STATUS REPORT ON MINORITIES IN HIGHER EDUCATION

From 199192 to 200102, masters

FIRST-PROFESSIONAL AND DOCTORAL

In the last 10-year period, Asian Americans

EMPLOYMENT IN HIGHER EDUCATION

Between 1994 and 2004, African-American

Hispanics experienced the highest rate of

AMERICAN COUNCIL ON EDUCATION

CALIFORNIA STATE UNIVERSITY

Long-Term Trends by Race/Ethnicity

Consistent with the rate for all males,

AMERICAN COUNCIL ON EDUCATION

OVERVIEW OF RECENT TRENDS

STATUS REPORT ON MINORITIES IN HIGHER EDUCATION