Earning a college degree is one way to break the cycle of poverty, something Valeria Gonzalez, plans to do at the University of Southern California. | Photo by Baim Hanif on Unsplash
Earning a college degree is one way to break the cycle of poverty, something Valeria Gonzalez, plans to do at the University of Southern California. | Photo by Baim Hanif on Unsplash
Ask a teenager from a low-income background what their life goal is, and they may say they want to break the cycle of poverty. Earning a bachelor’s degree is one way to do that.
Valeria Gonzalez, 18, a senior at Gray’s Creek High School, recently learned she has been accepted to the University of Southern California, according to a report by WTVD. She will be the first person in her family to attend college.
"Coming from a low-income household, my goal was to always attend college,” she told WTVD. “My goal was always to be better than my parents.”
In America, there is still an education gap, where minorities are underrepresented among those with college degrees, the report found.
Black and Latino residents make up the lowest percentage of any racial and ethnic group who hold bachelor's degrees, WTVD reported. A degree gives someone a better chance of getting a good-paying job, as researchers estimate that 71% of jobs making $40,000 or more annually require a four-year degree, according to the U.S. Census Bureau.
A college degree doesn't eliminate all racial disparities, but the station reported research shows it can lead to better financial and health outcomes, which is the driving force behind Gonzalez’s decision.
"I don't want to live paycheck by paycheck,” she said. “I want my future daughter to look up at me and say, ‘Wow, mama. You inspire me so much.’”
Gonzalez plans to major in business administration and hopes to own her own business, she said. She also manages a nonprofit called Hispanics United Society and a podcast called The Boss Up to help young people like herself overcome barriers.
Equity in education leaders contend that a common barrier for ethnic minorities is a lack of teachers who are themselves minorities and minimal cultural support throughout their K-12 experience, according to WTVD.
"Research shows having that representation in the classroom matters, and it's also likely to help them to graduate and sometimes they will return to the classroom to empower, support and educate others in their education or academic aspirations,” Dr. Kelvin Bullock, executive director of Equity Affairs for Durham Public Schools, told the news station.
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