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New Report from Pell Institute Reveals How Black, Latinx, and Indigenous Students Perceive the Value of College Degrees

October 16, 2024 — by Terrance L. Hamm

Regardless of race, ethnicity, or institutional type, 80% of students surveyed believed that their financial commitment was worthwhile in the long run.

WASHINGTON, D.C.– A new report from the Pell Institute for the Study of Opportunity in Higher Education, the research arm of the Council for Opportunity in Education (COE), titled “Is College Worth It?: Black, Latinx, and Indigenous Student Voices on the Value of Postsecondary Credentials,” provides groundbreaking insights into how students from these communities perceive the value of their postsecondary education.

The research delves into college degrees’ complex and evolving dimensions, revealing that while students face substantial financial, personal, and social costs, the overall benefits—including economic returns, personal growth, and societal contributions—are worth the investment.

“These findings are crucial for understanding how postsecondary institutions can better serve underrepresented students,” said Kimberly Jones, president of COE. The report highlights that students value their degrees for immediate financial returns and personal fulfillment, meeting family expectations, and contributing to their communities. This underscores the need for higher education to adopt a more holistic approach to supporting student success.

The report identified six key dimensions shaping how Black, Latinx, and Indigenous students perceive the value of their degrees: economic, professional, network, personal, familial, and collective. The report’s holistic approach contributes to ongoing discussions about the economic benefits of higher education by also considering its more personal and intangible advantages.

“This research offers a nuanced view of what postsecondary education means for Black, Latinx, and Indigenous students,” said Terry Vaughan III, Ph.D., COE vice president of research and director of the Pell Institute. “It shows that these students are pursuing degrees for themselves and to uplift their families and communities. This holistic sense of value must be recognized and supported by policymakers and institutions alike.”

The report’s recommendations call on academic institutions to expand support for students beyond traditional career preparation, focusing on creating networks, fostering personal development, and promoting community engagement. Policymakers are urged to address the systemic barriers that Black, Latinx, and Indigenous students face, such as financial aid limitations and inequities in mental health services.

Key Findings Include:

  • Challenges and Costs: Despite financial and personal challenges, students viewed their degrees as essential for future stability, community impact, and personal growth.
  • Career Development and Networks: Participation in student organizations and TRIO programs helped students expand their understanding of postsecondary benefits, particularly regarding career mobility and social change.
  • Pre-College Influences: Messages from family and educators prior to college enrollment played a pivotal role in shaping students’ expectations and commitment to higher education.
  • Identity and Belonging: Students’ racial and ethnic identities amplified the value they placed on their education, but also contributed to experiences of exclusion and isolation in academic settings.

The findings are expected to influence discussions around policy reform and institutional practices that better support underrepresented students navigating the complexities of higher education.

Media Inquiries

For media inquiries or to arrange an interview, please contact Terrance L. Hamm, associate vice-president for communications and marketing at COE via email at [email protected] or call (202) 347-7430.

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