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On Thursday, the U.S. Census Bureau released a report saying that African Americans have reached a high school graduation rate equal to that of whites. The report, based on a 1995 national survey, found that 86.5 percent of African Americans between the a ges of 25 to 29 graduated from high school. Whites within the same age group had a 87.4 percent graduation rate - statistically equivalent. As for Hispanics, the report indicated only a 57 percent graduation rate.
Ten years ago, the graduation rate for whites in that age group was still about 87 percent, but for African Americans it was only 80 percent and 51 percent for Hispanics.
One could cite progress in the numbers, but simple math would reveal that at that time (1967-1971), as the tumultuous 1960s and the civil rights movement began to wind down, the importance of education was considered no less than indispensable. Parents, c ivil rights leaders and community leaders were stressing that an educated populace could not be taken advantage of by a corrupt system. Authority could only be questioned by college-educated agitators, and a high school diploma was the only way to get to college. Therefore, from a historical standpoint, the increase in high school graduation for African Americans makes a lot of sense because parents, civil rights leaders and community leaders were making sure their children finished high school as a ticke t into college.
Yet, other pieces of data from the Census report remain poignant. The income for African Americans with a high school education was just under $16,500, while high school educated whites earned an average of just over $20,000. Only 15.4 percent of African Americans between 25 and 29 had a bachelor's degree, while for whites the value was nearly double at 26 percent. Discrepancies in salaries between African Americans and whites would logically follow and have been well-documented.
Such results would lead one to point out that discriminatory behavior and attitudes are alive and well. One could successfully argue that racial intolerance is still ingrained in this country's societal mores. Once we (society, you and me) have accepted t hese results, what alternatives do we have? What can be done to improve, at the very least, these numerical inconsistencies?
I say one very effective and far-reaching tool is to vote. Simple and straightforward, voting can send a message, lend a hand, or make significant change. Some say that the American people spoke and supported a "mandate for change" in the 1994 elections t hat created the first Republican majority in Congress in 40 years. I say we can realize another mandate this election year - a mandate that would improve not only our educational opportunities, but speak to the underlying reason most of us are here: for a career; a career that is prosperous and rewarding that will not only challenge our intellectual and cultural pursuits, but will give us and our families peace of mind.
Ask yourself some simple questions and the connection will become clear. First, who are your state representatives? Have they participated in improving kindergarten through 12th grade education? How? Do they support higher education? It's not a ludicrous question considering state legislation nationwide has reduced their commitments to higher education and has found building prisons a priority. Will it be crime or education, and what side does your representative stand on?
In this state, it is constitutionally mandated that higher education be "nearly free as possible." How does your representative feel about this? How will your representative improve the job market in Tucson? In Arizona? Is he or she active in attracting i ndustry or expanding local business opportunities? What about broadening the cultural community? Does he or she support the arts?
These questions can go on forever, but they all reveal the importance of being an informed voter. At their core, they underline the consequences of not voting. Those times when people thought their vote would not matter are gone and now. Voting has become no less than a calling. Voting can and will make a difference when all who are eligible participate.
Change cannot, and will not, occur until those who seek change speak up. Racial discrimination will not be defeated, wages will not rise, a quality education will not be available, and our quality of life will suffer if you do not vote. Seem a little far- fetched? Take a look around the world and ask those who cannot vote.
David H. Benton is a third-year law student, member of the ASUA President's cabinet and Arizona Student Association board member. His column, 'Another Perspective,' appears Tuesdays.
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