Language "Band-Aid" won't solve education problem

Most college application deadlines for the Fall 2010 semester have already passed, but future applications may look a bit different.

The Associated Press reports some colleges and universities have begun offering Spanish-language versions of their admissions Web sites. The translated sites are intended to help parents who don't speak English understand the college admissions and financial aid processes.

Among those offering Spanish-language resources, Bryn Mawr College, Smith College and Wesleyan University have Spanish versions of their Web sites, and the University of Pennsylvania conducts admissions info sessions in Spanish.

The rationale for the translations? Boosting Hispanic enrollment in higher education. According to the American Council on Education, only 25 percent of Hispanics ages 18 to 24 were in college in 2006, compared to 32 percent of blacks, 44 percent of whites and 61 percent of Asians-Americans. Citing Deborah Santiago, vice president for policy and research at Excelencia in Education in Washington, the AP reports, "Parents play a critical role in the aspiration of college," and helping parents understand the process may help Hispanic students close the race gap in college admissions.

What do these well-meaning efforts overlook? For one, a glance at readers' comments reveals a "LEARN ENGLISH" anger common in "to translate, or not to translate" debates. But in addition to this objection, and arguably more importantly, these new Spanish-language resources ignore social and institutional systems that prevent some Hispanics from going to college. Economic barriers may prevent some groups, while lack of access or preparation may prevent others, and still other barriers may exist for other groups. Where to lay the blame for these roadblocks, I don't claim to know. But in order to effectively combat low Hispanic enrollment, we must start from the ground up: In the high schools, the elementary schools, the after school programs and in the home. We must employ an artillery of resources to help Hispanic students, their families and the education system itself.

Furthermore, what happens when Hispanic students are admitted and enrolled? If parents can't proofread their children's first term papers or help them format their cover letters, students may feel lost and alone. Once again, a ground-up strategy is best. We cannot merely provide parents with the tools to help their children get in the door; we must help Hispanic students feel empowered to take on the rigors of college. We may also want to help parents better support their children, whether through academic counseling of their own or orientation programs upon their children's admission.

Spanish language Web sites may do well to introduce parents to the college admissions process, but it will take more thorough and culturally relevant efforts to boost Hispanic enrollment and achievement in higher education.

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