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Racial and Ethnic Diversity Asians Blacks Hispanics
Native Americans and Whites 5th Edition Cheryl Russell
Digital Instant Download
Author(s): Cheryl Russell
ISBN(s): 9781885070715, 1885070713
Edition: 5
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Year: 2005
Language: english
RACIAL AND ETHNIC DIVERSITY I
RACIAL AND ETHNIC DIVERSITY III
New Strategist Publications, Inc.
P.O. Box 242, Ithaca, New York 14851
800/848-0842; 607/273-0913
www.newstrategist.com
Copyright 2006. NEW STRATEGIST PUBLICATIONS, INC.
All rights reserved.
No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise
without written permission from the Publisher.
ISBN 1-885070-71-3
Printed in the United States of America
IV RACIAL AND ETHNIC DIVERSITY

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1. American Indians and Alaska Natives

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Living Arrangements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 2. Asians
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Living Arrangements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
Chapter 3. Blacks
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .256
Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .271
Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275
Chapter 4. Hispanics
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .299
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .314
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .326
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .378
Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .404
Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .408
RACIAL AND ETHNIC DIVERSITY V

Chapter 5. Non-Hispanic Whites
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .414
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .430
Houisng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .444
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .450
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .462
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .485
Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .500
Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .504
Chapter 6. Total Population

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .510
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .524
Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .540
Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .554
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .570
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .597
Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .624
Wealth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .634
Chapter 7. Attitudes and Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .639
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .660
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .667
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .670
VI RACIAL AND ETHNIC DIVERSITY

List of Tables
Chapter 1. American Indians and Alaska Natives

Education
1.1 Educational Attainment of American Indians by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

1.2 School Enrollment of American Indians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
1.3 College Enrollment of American Indians, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
1.4 Associate’s Degrees Earned by American Indians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . .11
1.5 Bachelor’s Degrees Earned by American Indians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . .12
1.6 Master’s Degrees Earned by American Indians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . .13
1.7 Doctoral Degrees Earned by American Indians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . .14
1.8 First-Professional Degrees Earned by American Indians by Field of Study, 2001–02 . . . . . . . . . . . . . . .15
Health
1.9 American Indian Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
1.10 Smoking and Drinking Status of American Indians by Sex, 1999–2003 . . . . . . . . . . . . . . . . . . . . . . . . .18
1.11 Weight of American Indians by Sex, 1999–2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
1.12 Births to American Indian Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
1.13 Births to American Indian Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
1.14 Births to American Indian Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
1.15 Births to American Indian Women by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
1.16 Health Conditions among American Indians Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .23
1.17 Health Conditions among American Indian Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
1.18 Physician Office Visits by American Indians, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
1.19 Difficulties in Physical Functioning among American Indians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
1.20 AIDS Cases among American Indians, through December 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
1.21 Leading Causes of Death among American Indians, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Housing
1.22 American Indian Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1.23 American Indian Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1.24 American Indian Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
1.25 Housing Units Occupied by American Indians by Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Income
1.26 American Indian Household Income, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
1.27 High-Income American Indian Households, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
1.28 American Indian Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
1.29 Earnings of American Indians Working Full-Time by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
1.30 Earnings of Total People and American Indians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
1.31 American Indian Families in Poverty, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
1.32 Poverty Status of American Indians by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Labor Force
1.33 Employment Status of American Indians by Sex and Age, 2003. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
1.34 American Indian Workers by Occupation, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Living Arrangements
1.35 American Indian Households by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
1.36 American Indian Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
1.37 American Indian Households by Type of Household and Presence of Children, 2003 . . . . . . . . . . . . . .42
1.38 American Indians by Living Arrangement, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
1.39 Marital Status of American Indians by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
RACIAL AND ETHNIC DIVERSITY VII

Population
1.40 American Indians by Racial Identification, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
1.41 American Indians by Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
1.42 American Indians by Tribe, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
1.43 American Indians in the Armed Forced, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
1.44 American Indians by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
1.45 American Indian Share of Total Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
1.46 American Indians by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
1.47 American Indians by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
1.48 American Indian Share of the Total Population by Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
1.49 American Indians by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
1.50 American Indian Share of Total Population by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
1.51 American Indians by Metropolitan Area, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Chapter 2. Asians
Education
2.1 Educational Attainment of Asians by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

2.2 Educational Attainment of Asian Men by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
2.3 Educational Attainment of Asian Women by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
2.4 Educational Attainment of Asians by Age and Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
2.5 Educational Attainment of Asians by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
2.6 School Enrollment of Asians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
2.7 School Enrollment of Asians by Age and Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
2.8 Asian Families with Children in College, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
2.9 College Enrollment of Asians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
2.10 College Enrollment of Asians by Age and Type of School, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
2.11 Associate’s Degrees Earned by Asians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
2.12 Bachelor’s Degrees Earned by Asians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
2.13 Master’s Degrees Earned by Asians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
2.14 Doctoral Degrees Earned by Asians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
2.15 First-Professional Degrees Earned by Asians by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . .77
2.16 Asian Participation in Adult Education, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Health
2.17 Asian Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

2.18 Smoking and Drinking Status of Asians by Sex, 1999–2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
2.19 Weight of Asians by Sex, 1999–2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
2.20 Births to Asian Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
2.21 Births to Asian Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
2.22 Births to Asian Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
2.23 Births to Asian Women by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
2.24 Health Insurance Coverage of Asians by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
2.25 Asians with Private Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
2.26 Asians with Government Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
2.27 Health Conditions among Asians Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
2.28 Health Conditions among Asian Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
2.29 Physician Office Visits by Asians, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
2.30 Difficulties in Physical Functioning among Asians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
2.31 AIDS Cases among Asians, through December 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
2.32 Leading Causes of Death among Asians, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Housing
2.33 Asian Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

2.34 Asian Homeownership Status by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
2.35 Asian Homeowners by Type of Household, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
2.36 Asian Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
2.37 Asian Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
2.38 Housing Units Occupied by Asians by Type 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
2.39 Geographical Mobility of Asians by Age, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
VIII RACIAL AND ETHNIC DIVERSITY

Income
2.40 Median Income of Asian Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

2.41 High-Income Asian Households, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
2.42 Asian Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
2.43 Asian Household Income by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
2.44 Income Distribution of Households Headed by the Asian Foreign-Born, 2003 . . . . . . . . . . . . . . . . . . .102
2.45 Income of Asian Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
2.46 Income of Asian Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
2.47 Median Income of Asians Working Full-Time by Sex, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .105
2.48 Earnings Distribution of Foreign-Born Men from Asia Working Full-Time, 2003 . . . . . . . . . . . . . . . .106
2.49 Earnings Distribution of Foreign-Born Women from Asia Working Full-Time, 2003 . . . . . . . . . . . . . .106
2.50 Median Earnings of Asians Working Full-Time by Education and Sex, 2003 . . . . . . . . . . . . . . . . . . . .107
2.51 Poverty Status of Asian Families, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
2.52 Poverty Status of Asians by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
2.53 Poverty Status of the Foreign-Born from Asia, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
Labor Force
2.54 Labor Force Participation Rate of Asians by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
2.55 Employment Status of Asians by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
2.56 Asian Workers by Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
2.57 Asian Workers by Detailed Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
2.58 Asian Workers by Industry, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122
2.59 Asian Full-Time and Part-Time Workers by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
2.60 Asian Labor Force by Educational Attainment, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
2.61 Asian Workers by Job Tenure and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
2.62 Asian Households by Number of Earners, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
2.63 Labor Force Status of Asian Married Couples, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
2.64 Asian Minimum Wage Workers, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
2.65 Asian Multiple Job Holders, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
2.66 Union Representation of Asian Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
2.67 Asian Labor Force Projections, 2002 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
2.68 Asian Labor Force Entrants and Leavers, 2002 to 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Living Arrangements
2.69 Asian Households by Age of Householder, 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

2.70 Asian Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
2.71 Households Headed by the Foreign-Born from Asia by Household Type, 2004 . . . . . . . . . . . . . . . . . .132
2.72 Asian Households by Age of Householder and Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .133
2.73 Asian Households by Size, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
2.74 Asians Living Alone by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
2.75 Asian Households by Age of Householder, Type of Household, and Presence of Children, 2003 . . . . .136
2.76 Living Arrangements of Asian Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
2.77 Asian Men by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138
2.78 Asian Women by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
2.79 Marital Status of Asian Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
2.80 Marital Status of Asian Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
2.81 Marital History of Asian Men by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
2.82 Marital History of Asian Women by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142
Population
2.83 Asians by Racial Identification, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

2.84 Asians by Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
2.85 Asians Ranked by Ethnic Group, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
2.86 Asians in the Armed Forces, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
2.87 Asian Share of Total Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
2.88 Asians by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
2.89 Asians by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
2.90 Asians by Age, 2000 to 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150
2.91 Asians by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
RACIAL AND ETHNIC DIVERSITY IX

2.92 Asian Share of Total Population by Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
2.93 Asians by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
2.94 Asian Share of Total Population by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154
2.95 Asians by State and Ethnicity, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156
2.96 Asians by Metropolitan Area, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158
2.97 Immigrants from Asia, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
2.98 Total and Asian Foreign-Born by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
2.99 Asian Foreign-Born by U.S. Region of Residence, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
2.100 People Who Speak Selected Asian Languages at Home, by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . .163
Spending
2.101 Spending of Households Headed by Asians, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166
Chapter 3. Blacks
Education
3.1 Educational Attainment of Blacks by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

3.2 Educational Attainment of Black Men by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
3.3 Educational Attainment of Black Women by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173
3.4 Educational Attainment of Blacks by Age and Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
3.5 Educational Attainment of Blacks by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175
3.6 School Enrollment of Blacks, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
3.7 School Enrollment of Blacks by Age and Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177
3.8 Black Families with Children in College, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178
3.9 Black College Enrollment Rate, 1990 to 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
3.10 College Enrollment of Blacks, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
3.11 College Enrollment of Blacks by Age and Type of School, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181
3.12 Associate’s Degrees Earned by Non-Hispanic Blacks by Field of Study, 2001–02 . . . . . . . . . . . . . . . .182
3.13 Bachelor’s Degrees Earned by Non-Hispanic Blacks by Field of Study, 2001–02 . . . . . . . . . . . . . . . .183
3.14 Master’s Degrees Earned by Non-Hispanic Blacks by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . .184
3.15 Doctoral Degrees Earned by Non-Hispanic Blacks by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . .185
3.16 First-Professional Degrees Earned by Non-Hispanic Blacks by Field of Study, 2001–02 . . . . . . . . . . .186
3.17 Black Participation in Adult Education, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
Health
3.18 Black Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188

3.19 Smoking and Drinking Status of Blacks by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
3.20 Weight in Pounds of Blacks by Age and Sex, 1999–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
3.21 Weight Status of Blacks by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
3.22 Births to Black Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190
3.23 Births to Black Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190
3.24 Births to Black Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
3.25 Births to Black Women by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192
3.26 Health Insurance Coverage of Blacks by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194
3.27 Blacks with Private Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .195
3.28 Blacks with Government Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .196
3.29 Health Conditions among Blacks Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
3.30 Health Conditions among Black Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198
3.31 Physician Office Visits by Blacks by Age, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198
3.32 Difficulties in Physical Functioning among Blacks, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
3.33 AIDS Cases among Blacks, through December 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
3.34 Leading Causes of Death among Blacks, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
3.35 Life Expectancy of Blacks at Birth and Age 65 by Sex, 1990 to 2002 . . . . . . . . . . . . . . . . . . . . . . . . . .200
Housing
3.36 Black Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202

3.37 Black Homeownership Status by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
3.38 Black Homeowners by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
3.39 Black Homeownership Status by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
3.40 Black Homeowners by Type of Household, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
X RACIAL AND ETHNIC DIVERSITY

3.41 Black Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205
3.42 Black Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205
3.43 Characteristics of Housing Units Occupied by Blacks, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
3.44 Housing Value for Black Homeowners, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207
3.45 Neighborhood Characteristics of Housing Units Occupied by Blacks, 2003 . . . . . . . . . . . . . . . . . . . . .208
3.46 Opinion of Blacks toward Housing Unit and Neighborhood, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .209
3.47 Geographical Mobility of Blacks by Age, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210
3.48 Reasons for Moving among Black Movers by Homeownership Status, 2003 . . . . . . . . . . . . . . . . . . . .211
Income
3.49 Median Income of Black Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214

3.50 High-Income Black Households, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214
3.51 Black Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215
3.52 Black Household Income by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .216
3.53 Income of Black Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217
3.54 Income of Black Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218
3.55 Median Income of Blacks Working Full-Time by Sex, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .219
3.56 Median Earnings of Blacks Working Full-Time by Education and Sex, 2003 . . . . . . . . . . . . . . . . . . . .220
3.57 Poverty Status of Black Married Couples, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .221
3.58 Poverty Status of Black Female-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222
3.59 Poverty Status of Black Male-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223
3.60 Poverty Status of Blacks by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224
Labor Force
3.61 Labor Force Participation Rate of Blacks by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .226
3.62 Employment Status of Blacks by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227
3.63 Black Workers by Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
3.64 Black Workers by Detailed Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229
3.65 Black Workers by Industry, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236
3.66 Black Workers by Full-Time and Part-Time Status, Age, and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . .237
3.67 Black Workers by Educational Attainment, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
3.68 Black Workers by Job Tenure and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
3.69 Black Households by Number of Earners, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
3.70 Black Married Couples by Labor Force Status of Husband and Wife, 2003 . . . . . . . . . . . . . . . . . . . . .239
3.71 Black Minimum Wage Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240
3.72 Black Multiple Job Holders by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240
3.73 Union Representation of Black Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241
3.74 Journey to Work by Black Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
3.75 Black Labor Force Projections, 2002 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
3.76 Black Labor Force Entrants and Leavers, 2002 to 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
Living Arrangements
3.77 Black Households by Age of Householder, 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245
3.78 Black Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245
3.79 Black Households by Age of Householder and Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .246
3.80 Black Households by Size, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247
3.81 Blacks Living Alone by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248
3.82 Black Households by Age of Householder, Type of Household, and Presence of Children, 2003 . . . . .249
3.83 Living Arrangements of Black Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
3.84 Black Men by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251
3.85 Black Women by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
3.86 Marital Status of Black Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253
3.87 Marital Status of Black Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254
3.88 Marital History of Black Men by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
3.89 Marital History of Black Women by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
Population
3.90 Blacks by Racial Identification, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257

3.91 Blacks by Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257
3.92 Blacks in the Armed Forces, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258
RACIAL AND ETHNIC DIVERSITY XI

3.93 Blacks by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
3.94 Black Share of Total Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260
3.95 Blacks by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .261
3.96 Blacks by Age, 2000 to 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262
3.97 Blacks by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .263
3.98 Black Share of the Total Population by Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .263
3.99 Blacks by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
3.100 Black Share of Total Population by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266
3.101 Blacks by Metropolitan Area, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268
Spending
3.102 Spending of Households Headed by Blacks, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .272
Wealth
3.103 Net Worth, Assets, and Debt of Nonwhite and Hispanic Households, 2001 . . . . . . . . . . . . . . . . . . . . . .276
3.104 Financial Assets of Nonwhite and Hispanic Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .276
3.105 Nonfinancial Assets of Nonwhite and Hispanic Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
3.106 Debt of Nonwhite and Hispanic Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
3.107 Black Ownership of IRAs and 401(k)-Type Plans, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
3.108 Black Participation and Savings in IRAs and 401(k)s, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
3.109 Retirement Confidence among Black Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
3.110 Sources of Income for Blacks Aged 65 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
Chapter 4. Hispanics
Education
4.1 Educational Attainment of Hispanics by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283

4.2 Educational Attainment of Hispanic Men by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .284
4.3 Educational Attainment of Hispanic Women by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285
4.4 Educational Attainment of Hispanics by Foreign-Born Status, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . .286
4.5 Educational Attainment of Hispanics by Age and Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
4.6 Educational Attainment of Hispanics by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .288
4.7 School Enrollment of Hispanics, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .289
4.8 School Enrollment of Hispanics by Age and Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290
4.9 Hispanic Families with Children in College, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291
4.10 Hispanic College Enrollment Rate, 1990 to 2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292
4.11 College Enrollment of Hispanics, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292
4.12 College Enrollment of Hispanics by Age and Type of School, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .293
4.13 Associate’s Degrees Earned by Hispanics by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . .294
4.14 Bachelor’s Degrees Earned by Hispanics by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . .295
4.15 Master’s Degrees Earned by Hispanics by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . .296
4.16 Doctoral Degrees Earned by Hispanics by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . .297
4.17 First-Professional Degrees Earned by Hispanics by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . . . .298
4.18 Hispanic Participation in Adult Education, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .298
Health
4.19 Hispanic Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300

4.20 Smoking and Drinking Status of Hispanics by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300
4.21 Weight in Pounds of Hispanics by Age and Sex, 1999–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .301
4.22 Weight Status of Hispanics by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .301
4.23 Births to Hispanic Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .302
4.24 Births to Hispanics by Age and Ethnic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .303
4.25 Births to Hispanic Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .304
4.26 Births to Hispanic Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .304
4.27 Births to Hispanic Women by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .305
4.28 Health Insurance Coverage of Hispanics by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .307
4.29 Hispanics with Private Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .308
4.30 Hispanics with Government Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .309
4.31 Health Conditions among Hispanics Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .310
4.32 Health Conditions among Hispanic Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .311
XII RACIAL AND ETHNIC DIVERSITY

4.33 Difficulties in Physical Functioning among Hispanics, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .312
4.34 AIDS Cases among Hispanics, through December 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .312
4.35 Leading Causes of Death among Hispanics, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .313
Housing
4.36 Hispanic Homeownership Rate, 1994 to 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315

4.37 Hispanic Homeownership Status by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .316
4.38 Hispanic Homeowners by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .316
4.39 Hispanic Homeownership Status by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .317
4.40 Hispanic Homeowners by Type of Household, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .317
4.41 Hispanic Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .318
4.42 Hispanic Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .318
4.43 Characteristics of Housing Units Occupied by Hispanics, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .319
4.44 Housing Value for Hispanic Homeowners, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320
4.45 Neighborhood Characteristics of Housing Units Occupied by Hispanics, 2003 . . . . . . . . . . . . . . . . . .321
4.46 Opinion of Hispanics toward Housing Unit and Neighborhood, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . .322
4.47 Geographical Mobility of Hispanics by Age, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .323
4.48 Reasons for Moving among Hispanic Movers by Homeownership Status, 2003 . . . . . . . . . . . . . . . . . .324
Income
4.49 Median Income of Hispanic Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327

4.50 High-Income Hispanic Households, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327
4.51 Hispanic Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .328
4.52 Hispanic Household Income by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .329
4.53 Income Distribution of Households Headed by the Foreign-Born from Latin America, 2003 . . . . . . . .330
4.54 Income of Hispanic Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331
4.55 Income of Hispanic Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .332
4.56 Median Income of Hispanics Working Full-Time by Sex, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . .333
4.57 Earnings Distribution of Foreign-Born Men from Latin America Working Full-Time, 2003 . . . . . . . .334
4.58 Earnings Distribution of Foreign-Born Women from Latin America Working Full-Time, 2003 . . . . . .335
4.59 Median Earnings of Hispanics Working Full-Time by Education and Sex, 2003 . . . . . . . . . . . . . . . . . .336
4.60 Poverty Status of Hispanic Married Couples, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .337
4.61 Poverty Status of Hispanic Female-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .338
4.62 Poverty Status of Hispanic Male-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .339
4.63 Poverty Status of Hispanics by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .340
4.64 Poverty Status of the Foreign-Born from Latin America, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .341
Labor Force
4.65 Labor Force Participation Rate of Hispanics by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . .343
4.66 Employment Status of Hispanics by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .344
4.67 Employment Status of Hispanics by Sex and Ethnicity, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .345
4.68 Hispanic Workers by Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .346
4.69 Hispanic Workers by Occupation and Ethnicity, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .347
4.70 Hispanic Workers by Detailed Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
4.71 Hispanic Workers by Industry, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .357
4.72 Hispanic Workers by Full-Time and Part-Time Status, Age, and Sex, 2004 . . . . . . . . . . . . . . . . . . . . .358
4.73 Hispanic Workers by Educational Attainment, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .358
4.74 Hispanic Workers by Job Tenure and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .359
4.75 Hispanic Households by Number of Earners, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .359
4.76 Hispanic Married Couples by Labor Force Status of Husband and Wife, 2003 . . . . . . . . . . . . . . . . . . .360
4.77 Hispanic Minimum Wage Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .361
4.78 Hispanic Multiple Job Holders by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .361
4.79 Union Representation of Hispanic Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .362
4.80 Journey to Work by Hispanic Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363
4.81 Hispanic Labor Force Projections, 2002 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
4.82 Hispanic Labor Force Entrants and Leavers, 2002 to 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
Living Arrangements
4.83 Hispanic Households by Age of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .366

4.84 Hispanic Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .366
RACIAL AND ETHNIC DIVERSITY XIII

4.85 Households Headed by the Foreign-Born from Latin America by Household Type, 2004 . . . . . . . . . .367
4.86 Hispanic Households by Age of Householder and Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . .368
4.87 Hispanic Households by Size, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .369
4.88 Hispanics Living Alone by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .370
4.89 Hispanic Households by Age of Householder, Type of Household, and Presence of Children, 2003 . .371
4.90 Living Arrangements of Hispanic Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .372
4.91 Hispanic Men by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .373
4.92 Hispanic Women by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .374
4.93 Marital Status of Hispanic Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .375
4.94 Marital Status of Hispanic Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .376
4.95 Marital History of Hispanic Men by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .377
4.96 Marital History of Hispanic Women by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .377
Population
4.97 Hispanics by Race, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .379

4.98 Hispanics by Ethnic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .380
4.99 Hispanics in the Armed Forces, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .381
4.100 Hispanics by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .382
4.101 Hispanic Share of Total Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .383
4.102 Hispanics by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .384
4.103 Hispanics by Age, 2000 to 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .385
4.104 Hispanics by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .386
4.105 Hispanic Share of the Total Population by Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .386
4.106 Hispanics by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .387
4.107 Hispanic Share of Total Population by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .389
4.108 Hispanics by State and Ethnicity, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .391
4.109 Hispanics by Metropolitan Area, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .393
4.110 Immigrants from Latin America and Spain, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .396
4.111 Total and Latin American Foreign-Born by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .398
4.112 Latin American Foreign-Born by Selected Characteristics and Region of Birth, 2004 . . . . . . . . . . . . .399
4.113 Latin American Foreign-Born by U.S. Region of Residence, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . .401
4.114 People Who Speak Spanish at Home, by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .402
Spending
4.115 Spending of Households Headed by Hispanics, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .405
Wealth
4.116 Net Worth, Assets, and Debt of Hispanic and Nonwhite Households, 2001 . . . . . . . . . . . . . . . . . . . . . .409
4.117 Financial Assets of Hispanic and Nonwhite Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .409
4.118 Nonfinancial Assets of Hispanic and Nonwhite Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . .410
4.119 Debt of Hispanic and Nonwhite Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .410
4.120 Hispanic Ownership of IRAs and 401(k)-Type Plans, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .411
4.121 Hispanic Participation and Savings in IRAs and 401(k)s, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .411
4.122 Retirement Confidence among Hispanic Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .412
4.123 Sources of Income for Hispanics Aged 65 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .412
Chapter 5. Non-Hispanic Whites

Education
5.1 Educational Attainment of Non-Hispanic Whites by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .415

5.2 Educational Attainment of Non-Hispanic White Men by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . .416
5.3 Educational Attainment of Non-Hispanic White Women by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .417
5.4 Educational Attainment of Non-Hispanic Whites by Age and Region, 2004 . . . . . . . . . . . . . . . . . . . . .418
5.5 Educational Attainment of Non-Hispanic Whites by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .419
5.6 School Enrollment of Non-Hispanic Whites, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .420
5.7 School Enrollment of Non-Hispanic Whites by Age and Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .421
5.8 Non-Hispanic White Families with Children in College, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .422
5.9 Non-Hispanic White College Enrollment Rate, 1990 to 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .423
5.10 College Enrollment of Non-Hispanic Whites, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .423
5.11 College Enrollment of Non-Hispanic Whites by Age and Type of School, 2003 . . . . . . . . . . . . . . . . . .424
XIV RACIAL AND ETHNIC DIVERSITY

5.12 Associate’s Degrees Earned by Non-Hispanic Whites by Field of Study, 2001–02 . . . . . . . . . . . . . . . .425
5.13 Bachelor’s Degrees Earned by Non-Hispanic Whites by Field of Study, 2001–02 . . . . . . . . . . . . . . . .426
5.14 Master’s Degrees Earned by Non-Hispanic Whites by Field of Study, 2001–02 . . . . . . . . . . . . . . . . .427
5.15 Doctoral Degrees Earned by Non-Hispanic Whites by Field of Study, 2001–02 . . . . . . . . . . . . . . . . . .428
5.16 First-Professional Degrees Earned by Non-Hispanic Whites by Field of Study, 2001–02 . . . . . . . . . . .429
5.17 Non-Hispanic White Participation in Adult Education, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .429
Health
5.18 Non-Hispanic White Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .431

5.19 Smoking and Drinking Status of Non-Hispanic Whites by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . .431
5.20 Weight in Pounds of Non-Hispanic Whites by Age and Sex, 1999–2002 . . . . . . . . . . . . . . . . . . . . . . .432
5.21 Weight Status of Non-Hispanic Whites by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .432
5.22 Births to Non-Hispanic White Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .433
5.23 Births to Non-Hispanic White Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . .433
5.24 Births to Non-Hispanic White Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .434
5.25 Births to Non-Hispanic White Women by State, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .435
5.26 Health Insurance Coverage of Non-Hispanic Whites by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . .437
5.27 Non-Hispanic Whites with Private Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . .438
5.28 Non-Hispanic Whites with Government Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . .439
5.29 Health Conditions among Non-Hispanic Whites Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . .440
5.30 Health Conditions among Non-Hispanic White Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .441
5.31 Physician Office Visits by Whites by Age, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .441
5.32 Difficulties in Physical Functioning among Non-Hispanic Whites, 2003 . . . . . . . . . . . . . . . . . . . . . . .442
5.33 AIDS Cases among Non-Hispanic Whites, through December 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .442
5.34 Leading Causes of Death among Non-Hispanic Whites, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .443
5.35 Life Expectancy of Whites at Birth and Age 65 by Sex, 1990 to 2002 . . . . . . . . . . . . . . . . . . . . . . . . . .443
Housing
5.36 Non-Hispanic White Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .445

5.37 Non-Hispanic White Homeownership Status by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . .446
5.38 Non-Hispanic White Homeowners by Type of Household, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .446
5.39 Non-Hispanic White Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .447
5.40 Non-Hispanic White Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .447
5.41 Housing Units Occupied by Non-Hispanic Whites by Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .448
5.42 Geographical Mobility of Non-Hispanic Whites by Age, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .449
Income
5.43 Median Income of Non-Hispanic White Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .451

5.44 High-Income Non-Hispanic White Households, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451
5.45 Non-Hispanic White Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . .452
5.46 Non-Hispanic White Household Income by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .453
5.47 Income of Non-Hispanic White Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .454
5.48 Income of Non-Hispanic White Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455
5.49 Median Income of Non-Hispanic Whites Working Full-Time by Sex, 1990 to 2003 . . . . . . . . . . . . . . .456
5.50 Median Earnings of Non-Hispanic Whites Working Full-Time by Education and Sex, 2003 . . . . . . . .457
5.51 Poverty Status of Non-Hispanic White Married Couples, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . .458
5.52 Poverty Status of Non-Hispanic White Female-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . .459
5.53 Poverty Status of Non-Hispanic White Male-Headed Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . .460
5.54 Poverty Status of Non-Hispanic Whites by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .461
Labor Force
5.55 Labor Force Participation Rate of Whites by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .463
5.56 Employment Status of Whites by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .464
5.57 White Workers by Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .465
5.58 White Workers by Industry, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .466
5.59 White Workers by Full-Time and Part-Time Status, Age, and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . .467
5.60 White Workers by Educational Attainment, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .468
5.61 White Workers by Job Tenure and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .468
5.62 Non-Hispanic White Households by Number of Earners, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .469
5.63 Non-Hispanic White Married Couples by Labor Force Status of Husband and Wife, 2003 . . . . . . . . .470
RACIAL AND ETHNIC DIVERSITY XV

5.64 White Minimum Wage Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .471
5.65 White Multiple Job Holders by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .471
5.66 Union Representation of White Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .472
5.67 Non-Hispanic White Labor Force Projections, 2002 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .472
Living Arrangements
5.68 Non-Hispanic White Households by Age of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .474

5.69 Non-Hispanic White Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .474
5.70 Non-Hispanic White Households by Age of Householder and Household Type, 2004 . . . . . . . . . . . . .475
5.71 Non-Hispanic White Households by Size, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .476
5.72 Non-Hispanic Whites Living Alone by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .477
5.73 Non-Hispanic White Households by Age of Householder, Type of Household,
and Presence of Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .478
5.74 Living Arrangements of Non-Hispanic White Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .479
5.75 Non-Hispanic White Men by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .480
5.76 Non-Hispanic White Women by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . .481
5.77 Marital Status of Non-Hispanic White Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .482
5.78 Marital Status of Non-Hispanic White Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .483
5.79 Marital History of Non-Hispanic White Men by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .484
5.80 Marital History of Non-Hispanic White Women by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .484
Population
5.81 Whites by Racial Identification, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .486

5.82 Whites by Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .486
5.83 Non-Hispanic Whites in the Armed Forces, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .487
5.84 Non-Hispanic Whites by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .488
5.85 Non-Hispanic White Share of Total Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .489
5.86 Non-Hispanic Whites by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .490
5.87 Non-Hispanic Whites by Age, 2000 to 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .491
5.88 Non-Hispanic Whites by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .492
5.89 Non-Hispanic White Share of the Total Population by Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . .492
5.90 Non-Hispanic Whites by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .493
5.91 Non-Hispanic White Share of Total Population by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .495
5.92 Non-Hispanic Whites by Metropolitan Area, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .497
Spending
5.93 Spending of Households Headed by Non-Hispanic Whites and Others, 2003 . . . . . . . . . . . . . . . . . . . .501
Wealth
5.94 Net Worth, Assets, and Debt of Non-Hispanic White Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . .505
5.95 Financial Assets of Non-Hispanic White Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .505
5.96 Nonfinancial Assets of Non-Hispanic White Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .506
5.97 Debt of Non-Hispanic White Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .506
5.98 White Ownership of IRAs and 401(k)-Type Plans, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .507
5.99 White Participation and Savings in IRAs and 401(k)s, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .507
5.100 Sources of Income for Non-Hispanic Whites Aged 65 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . .508
Chapter 6. Total Population

Education
6.1 Educational Attainment of Total People by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .511

6.2 Educational Attainment of Total Men by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .512
6.3 Educational Attainment of Total Women by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .513
6.4 Educational Attainment by Race and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .514
6.5 Educational Attainment of Total People by Age and Region, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .515
6.6 Educational Attainment of Total People by State, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .516
6.7 School Enrollment of Total People by Age and Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .517
6.8 School Enrollment by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .518
6.9 Minority Enrollment in Public Schools by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .519
6.10 Total Families with Children in College, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .519
XVI RACIAL AND ETHNIC DIVERSITY

6.11 Scholastic Assessment Test Scores by Race and Hispanic Origin, 1990–91 and 2002–03 . . . . . . . . . .520
6.12 College Enrollment of Total People by Age and Type of School, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .521
6.13 College Enrollment by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .522
6.14 Degrees Earned by Race and Hispanic Origin, 2001–02 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .523
Health
6.15 Smoking and Drinking Status of Total People by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .525
6.16 Weight in Pounds of Total People by Age and Sex, 1999–2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .526
6.17 Weight Status of Total People by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .526
6.18 Births to Total Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .527
6.19 Births by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .528
6.20 Births to Total Women by Age and Marital Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .528
6.21 Births to Unmarried Women by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .529
6.22 Births to Total Women by Birth Order, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .529
6.23 Births by State, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .530
6.24 Health Insurance Coverage of Total People by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .532
6.25 Total People with Private Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .533
6.26 Total People with Government Health Insurance Coverage by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . .534
6.27 People without Health Insurance Coverage by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . .535
6.28 Health Conditions among Total People Aged 18 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .536
6.29 Health Conditions among Total Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .537
6.30 Physician Office Visits by Total People by Age, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .538
6.31 Difficulties in Physical Functioning among Total People, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .538
6.32 Leading Causes of Death among Total People, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .539
6.33 Life Expectancy of Total People at Birth and Age 65 by Sex, 1990 to 2002 . . . . . . . . . . . . . . . . . . . . .539
Housing
6.34 Homeowners by Race and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .541

6.35 Homeownership Status by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .542
6.36 Homeowners by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .542
6.37 Homeownership Status by Household Type, 2003. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .543
6.38 Homeowners by Type of Household, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .543
6.39 Homeowners by Type of Household, Race, and Hispanic Origin of Householder, 2003 . . . . . . . . . . . .544
6.40 Homeownership Status by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .544
6.41 Homeowners by Region, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .545
6.42 Homeowners by Region, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .545
6.43 Characteristics of Total Occupied Housing Units , 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .546
6.44 Housing Value for Total Homeowners, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .547
6.45 Neighborhood Characteristics of Total Occupied Housing Units, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .548
6.46 Opinion of Housing Unit and Neighborhood, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .549
6.47 Geographical Mobility of Total People by Age, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .550
6.48 Geographical Mobility by Age, Race, and Hispanic Origin, 2003–04 . . . . . . . . . . . . . . . . . . . . . . . . . .551
6.49 Reasons for Moving by Homeownership Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .552
Income
6.50 Median Income of Households by Race and Hispanic Origin, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . .555
6.51 High-Income Households by Race and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .556
6.52 Household Income by Age of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .557
6.53 Median Household Income by Age, Race, and Hispanic Origin of Householder, 2003 . . . . . . . . . . . . .558
6.54 Household Income by Household Type, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .559
6.55 Median Household Income by Household Type, Race, and Hispanic Origin of Householder, 2003 . . .560
6.56 Income of Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .561
6.57 Income of Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .562
6.58 Median Income of People Working Full-Time by Sex, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .563
6.59 Median Earnings of People Working Full-Time by Education and Sex, 2003 . . . . . . . . . . . . . . . . . . . .563
6.60 Poverty Status of Families, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .564
6.61 Families in Poverty by Family Type, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .566
6.62 Families with Children in Poverty by Family Type, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . .567
6.63 Poverty Status by Sex and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .568
6.64 People in Poverty by Age, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .569
RACIAL AND ETHNIC DIVERSITY XVII

Labor Force
6.65 Total Labor Force Participation Rate by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .571
6.66 Employment Status of Total People by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .572
6.67 Total Workers by Occupation, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .573
6.68 Total Workers by Industry, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .574
6.69 Total Workers by Full-Time and Part-Time Status, Age, and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .575
6.70 Total Workers by Educational Attainment, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .575
6.71 Total Workers by Job Tenure and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .576
6.72 Total Households by Number of Earners, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .576
6.73 Total Married Couples by Labor Force Status of Husband and Wife, 2003 . . . . . . . . . . . . . . . . . . . . . .577
6.74 Total Minimum Wage Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .578
6.75 Total Multiple Job Holders by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .578
6.76 Union Representation of Total Workers by Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .579
6.77 Journey to Work by Total Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .580
6.78 Labor Force Projections by Race and Hispanic Origin, 2002 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . .581
6.79 Total Labor Force Entrants and Leavers by Race and Hispanic Origin, 2002 to 2012 . . . . . . . . . . . . . .582
Living Arrangements
6.80 Total Households by Age of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .584

6.81 Households by Age, Race, and Hispanic Origin of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .584
6.82 Total Households by Household Type, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .585
6.83 Households by Type, Race, and Hispanic Origin of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . .585
6.84 Total Households by Age of Householder and Type of Household, 2004 . . . . . . . . . . . . . . . . . . . . . . .586
6.85 Total Households by Age of Householder, Type of Household, and Presence of Children, 2003 . . . . .587
6.86 Total Households by Size, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .588
6.87 Households by Size, Race, and Hispanic Origin of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . .588
6.88 People Living Alone by Sex and Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .589
6.89 Living Arrangements of Children, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .590
6.90 Children by Living Arrangement, Race, and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .590
6.91 Total Men by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .591
6.92 Total Women by Living Arrangement and Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .592
6.93 Marital Status of Total Men by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .593
6.94 Marital Status of Total Women by Age, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .594
6.95 Race and Hispanic Origin Differences between Husband and Wife, 2003 . . . . . . . . . . . . . . . . . . . . . . .595
6.96 Marital History of Total Men by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .596
6.97 Marital History of Total Women by Age, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .596
Population
6.98 Total Population by Race and Hispanic Origin, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .598
6.99 Hispanic Origin Populations by Racial Identification, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .599
6.100 Total People in the Armed Forces, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .600
6.101 People in the Armed Forced by Race and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .600
6.102 Total Population by Age, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .601
6.103 Population by Age, Race, and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .602
6.104 Total Population by Age and Sex, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .603
6.105 Total Population by Age, 2000 to 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .604
6.106 Total Population by Race and Hispanic Origin, 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .605
6.107 Total Population by Region, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .606
6.108 Population by Region, Race, and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .606
6.109 Total Population by State, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .607
6.110 Population by State, Race, and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .609
6.111 Population by Metropolitan Area, Race, and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . .611
6.112 Immigration to the United States, 1901 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .614
6.113 Immigrants by Country of Birth, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .615
6.114 Foreign-Born Population by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .616
6.115 Foreign-Born Population by Age and World Region of Birth, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . .617
6.116 Foreign-Born by U.S. Region of Residence, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .618
6.117 Foreign-Born by Citizenship Status, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .619
6.118 Language Spoken at Home, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320
XVIII RACIAL AND ETHNIC DIVERSITY

6.119 Ability to Speak English by Language Spoken at Home, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .621
6.120 People Who Speak a Language Other than English at Home, by State, 2003 . . . . . . . . . . . . . . . . . . . .622
Spending
6.121 Average Spending by Race and Hispanic Origin of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .625
6.122 Indexed Spending by Race and Hispanic Origin of Householder, 2003 . . . . . . . . . . . . . . . . . . . . . . . . .628
6.123 Market Shares by Race and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .631
Wealth
6.124 Net Worth, Assets, and Debt of Households by Race and Hispanic Origin, 2001 . . . . . . . . . . . . . . . . . .635
6.125 Financial Assets of Total Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .635
6.126 Nonfinancial Assets of Total Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .636
6.127 Debt of Total Households, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .636
6.128 Ownership of IRAs and 401(k)-Type Plans, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .637
6.129 Retirement Confidence among Total Workers, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .637
6.130 Sources of Income for Total People Aged 65 or Older, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .638
Chapter 7. Attitudes and Behavior

7.1 Average Hours Per Day Spent in Primary Activities by Race and Hispanic Origin, 2003 . . . . . . . . . . .640
7.2 Average Hours Per Day Men Spend in Primary Activities by Race and Hispanic Origin, 2003. . . . . . .641
7.3 Average Hours Per Day Women Spend in Primary Activities by Race and Hispanic Origin, 2003 . . . .642
7.4 Religious Groups by Race and Hispanic Origin, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .643
7.5 Attitude toward Religion by Race and Hispanic Origin, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .645
7.6 Computer and Internet Use by Race and Hispanic Origin, 2000 and 2005 . . . . . . . . . . . . . . . . . . . . . .646
7.7 Voting in Presidential Elections by Race and Hispanic Origin, 1980 to 2004 . . . . . . . . . . . . . . . . . . . .647
7.8 Number of Voters by Age, Race, and Hispanic Origin, November 2004 . . . . . . . . . . . . . . . . . . . . . . . .648
7.9 Share of Voters by Age, Race, and Hispanic Origin, November 2004 . . . . . . . . . . . . . . . . . . . . . . . . . .649
7.10 Reasons for Not Voting by Race and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .650
7.11 Volunteering by Race and Hispanic Origin, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .651
7.12 Attendance at Arts Events by Race and Hispanic Origin, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .652
7.13 Personal Participation in the Arts by Race and Hispanic Origin, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . .653
7.14 Participation in the Arts through Media by Race and Hispanic Origin, 2002 . . . . . . . . . . . . . . . . . . . . .654
7.15 Participation in Selected Leisure Activities by Race and Hispanic Origin, 2002 . . . . . . . . . . . . . . . . . .656
RACIAL AND ETHNIC DIVERSITY XIX

Introduction
The U.S. population is growing more diverse much faster than many had predicted. Be-
hind the growing diversity are a number of factors, including immigration, rising fertility
rates, and new ways of defining racial categories. The 2000 census counted not only more
people than had been projected, but more diversity than had been expected. Now, with the
21st century well underway, the composition of the U.S. population is continuing its rapid
change. Hispanics have become the largest minority. Asians are the most affluent segment
of the population, surpassing non-Hispanic whites. Blacks are making significant gains in
education and earning power. Only by understanding each of these increasingly important
segments of the population can policymakers and business people hope to tailor their pro-
grams and products to the wants and needs of 300 million Americans.
The fifth edition of Racial and Ethnic Diversity is a profile of America as the 21st century
unfolds. It provides an all-important update to 2000 census data, revealing the patterns
of change that are reshaping our society. It profiles the social and economic wellbeing of
American Indians, Asians, blacks, Hispanics, and non-Hispanic whites. It provides a snap-
shot of each of these populations and allows for contrasts and comparisons.
In addition to detailed estimates and projections of the U.S. population by race and
Hispanic origin, the fifth edition of Racial and Ethnic Diversity includes the latest socioeco-
nomic data on blacks and Hispanics and more comprehensive information on Asians and
American Indians—thanks to expanded efforts by the federal government to collect data
on smaller minority groups. This edition of Racial and Ethnic Diversity includes spending
data for Asian households, a recent addition to the Bureau of Labor Statistics’ Consumer
Expenditure Survey. It provides updated information on American Indians—including their
numbers by state and metropolitan area—from the Census Bureau’s American Community
Survey, which has replaced the census long form. Results from the new American Time Use
Survey are also included in these pages, profiling the similarities and differences in how
people allocate their time by race and Hispanic origin.
Understanding the demographics, lifestyles, and attitudes of racial and ethnic groups
is of vital importance to researchers and policy makers. Racial and Ethnic Diversity provides
the key to understanding both the similarities and differences between non-Hispanic whites,
blacks, Hispanics, Asians, and American Indians. Whenever possible, the tables in Racial
and Ethnic Diversity include data that allow researchers to compare characteristics across
racial groups.
There’s no doubt Americans are more alike than different, and Racial and Ethnic Di-
versity documents our many similarities. But there are also important differences among
RACIAL AND ETHNIC DIVERSITY 1

racial and ethnic groups that, if not taken into account, can derail public policy efforts and
business strategies. The living arrangements of Hispanics differ from those of non-Hispanic
whites or blacks, for example, and those differences affect not only political attitudes but
also consumer behavior. The educational level of Asians distinguishes them from other
minorities. The substantial educational, employment, and economic gains made by blacks,
documented in these pages, are contrary to popular perception, but they are of utmost
importance to policymakers and business leaders.
Racial and Ethnic Diversity is as complete and up-to-date as possible given the constraints
of the data. In a perfect world, the tabulations for each racial and ethnic group would be
identical, but this is impossible because the government does not collect some types of
information for smaller racial and ethnic groups. The Consumer Expenditure Survey, for
example, lacks data on the spending of American Indians. The Survey of Consumer Finances
has limited data on wealth by race and ethnicity. Despite these limitations, the scope of data
provided in the fifth edition of Racial and Ethnic Diversity is greater than in any previous
edition, providing a comprehensive portrait of each major racial group and Hispanics.
Racial classifications
The 2000 census transformed racial classification in the U.S. The census allowed Americans,
for the first time in modern history, to identify themselves as belonging to more than one
racial group. This makes the analysis of racial and ethnic diversity more complex—and more
rewarding—than ever before. Beginning in 2003, the government required its surveys to
include the new racial classification scheme. Consequently, researchers now have a wealth
of data available to them broken down by detailed racial and ethnic group.
The federal government’s new racial classification system has resulted in a variety of
racial and ethnic combinations. Three terms are used to distinguish one group from another.
The “race alone” population consists of people who identify themselves as being of only
one race. The “race in combination” population consists of people who identify themselves
as being of more than one race, such as white and black. The “race, alone or in combina-
tion” population includes both those identifying themselves as being of one race and those
identifying themselves as being of more than one race. For example, the “black, alone or in
combination” population includes those who say they are black alone and those who say
they are black and white and those who say they are black, white, and Asian, and so on.
While the new classification system is a goldmine for researchers, the numbers no
longer add up. This may frustrate some, but it provides a more accurate picture of each ra-
cial group than the previous methodology did, which required the multiracial to align with
only one race. Under the new scheme, however, tables showing the “race alone” population
exclude the multiracial. Tables showing the “race in combination” population count some
people more than once. To make matters even more complex, Hispanics are considered an
ethnic group rather than a race and can be American Indian, Asian, black or white. In addi-
2 RACIAL AND ETHNIC DIVERSITY

tion, the non-Hispanic white category is a combination of race and ethnicity. Non-Hispanic
whites are those identifying their race as white alone and not Hispanic. Keep these factors
in mind as you peruse the numbers.
Whenever possible, the tables in Racial and Ethnic Diversity show the “race alone or in
combination” populations. We prefer this classification because it includes everyone identi-
fying with a particular racial group and does not exclude the multiracial. In some instances,
the “race alone or in combination” population figures are not available. In these cases, the
“race alone” population is shown. The racial classification used is noted at the bottom of
each table. Also note that some data sources do not define their racial classifications.
How to use this book

Racial and Ethnic Diversity is designed for easy use. It is divided into five sections devoted to
the major racial and ethnic groups: American Indians, Asians, Blacks, Hispanics, and Non-
Hispanic Whites. A sixth section provides comparative information for the Total Population.
Also included is a seventh section on Attitudes and Behavior by race and Hispanic origin.
In all but the Attitudes and Behavior section, nine chapters are arranged alphabeti-
cally: Education, Health, Housing, Income, Labor Force, Living Arrangements, Popula-
tion, Spending, and Wealth. Each chapter includes introductory text describing the most
important trends for the particular racial or ethnic group. For some racial groups, chapters
may be absent because data are not available. For example, there are no spending data for
American Indians or wealth data for Asians. Within chapters, identically structured tables
appear for each racial group. If a table is structured differently, it is because equivalent data
are not available.
The Total Population section allows readers to compare a group’s numbers with those
for the nation as a whole. If total population statistics appear within an individual racial
or ethnic table, however, a table of the same statistics is usually omitted from the Total
Population chapter.
Most of the tables in Racial and Ethnic Diversity are based on data collected by the federal
government, in particular the Census Bureau, the Bureau of Labor Statistics, the National
Center for Education Statistics, the National Center for Health Statistics, and the Federal
Reserve Board. The federal government continues to be the best source of up-to-date, reliable
information on the changing characteristics of Americans. A few tables in Racial and Ethnic
Diversity are based on proprietary data. Proprietary data are used when government data
are not available. Examples are the tables on religion and attitudes toward retirement.
Several government surveys are of particular importance to Racial and Ethnic Diversity.
One is the Census Bureau’s Current Population Survey. The CPS is a nationally representative
survey of the civilian noninstitutional population aged 15 or older. The Census Bureau takes
it monthly, collecting information from 50,000 households on employment and unemploy-

ment. Each year, the March survey includes a demographic supplement that is the source of
most national data on the characteristics of Americans, such as their educational attainment,
living arrangements, and incomes. CPS data appear in many tables of this book.
The American Community Survey is another important source of data for Racial and
Ethnic Diversity. The ACS is an ongoing nationwide survey of 250,000 households per month,
providing detailed demographic data at the community level. Designed to replace the census
long-form questionnaire, the ACS includes more than 60 questions that formerly appeared
on the long form, such as queries about language spoken at home, income, and education.
ACS data are available for the nation, regions, states, counties, metropolitan areas, and many
places. Many of the tables in the American Indian section are from the ACS, as are the tables
showing population by race and Hispanic origin for states and metropolitan areas.
The Consumer Expenditure Survey is the data source for the Spending chapters.
Sponsored by the Bureau of Labor Statistics, the CEX is an ongoing study of the day-to-day
spending of American households. The data collected by the survey are used to update prices
for the Consumer Price Index. The CEX includes an interview survey and a diary survey
administered to two separate, nationally representative samples. The average spending fig-
ures shown in the Spending chapters of this book are the integrated data from both the diary
and interview components of the survey. For the interview survey, about 7,500 consumer
units are interviewed on a rotating panel basis each quarter for five consecutive quarters.
For the diary survey, another 7,500 consumer units keep weekly diaries of spending for two
consecutive weeks. Spending data for American Indians are not available.
The data in the Wealth chapters come from the Survey of Consumer Finances, a trien-
nial survey taken by the Federal Reserve Board. The SCF collects data on the assets, debt,
and net worth of American households. The latest data available are from the 2001 survey,
for which the Federal Reserve Board interviewed a representative sample of 4,449 house-
holds. The SCF provides wealth data for only two racial and ethnic groups: “non-Hispanic
whites” and “non-whites and Hispanics.”
Since we published the first edition of Racial and Ethnic Diversity, dramatic technological
change has reshaped the reference industry. The government’s detailed demographic data,
once widely available to all in printed reports, is now accessible only to Internet users. The
government’s web sites, which house enormous spreadsheets of data, are of great value
to skilled researchers with the time to search for information. But the shift from printed
reports to web sites is a technological barrier that must be crossed before the average stu-
dent, library patron, or market researcher can access demographic statistics. It can be more
time-consuming than ever to get answers to questions about the American population and
how changing demographics are remaking our society.
While the government collected most of the data in Racial and Ethnic Diversity, the tables
published here are not simple reprints of the government’s spreadsheets—as is the case in
many reference books. Instead, New Strategist’s editors spent hundreds of hours scouring

web sites, compiling numbers into meaningful statistics, and creating tables with calculations
that reveal the trends. Researchers who want more information can use the source listed
at the bottom of each table to locate the original data. The book contains a comprehensive
table list to help readers locate the information they need. For a more detailed search, use
the index at the back of the book. Also in the back of the book is the glossary, which defines
most of the terms commonly used in the tables and text.
Racial and Ethnic Diversity gives you the opportunity to discover the many ways Ameri-
cans are the same—and different. With such knowledge, you will be closer to understanding
where the future will take us.

AMERICAN INDIANS
CHAPTER
1
American Indians and Alaska Natives
■ Numbering 4.4 million, American Indians and Alaska Natives are one of the smallest
minorities in the United States, accounting for just 1.5 percent of the population.
■ Forty-five percent of American Indians aged 25 or older have at least some college experi-
ence, and 14 percent are college graduates.
■ Fewer than half of American Indians say their health is very good or excellent, far below
the 62 percent of all Americans who rate their health highly.
■ The 56 percent majority of American Indian households own their home, a homeownership
rate that exceeds that of blacks or Hispanics.
■ The median annual income of American Indian households stood at $31,121 in 2003, well
below the $43,564 median for all households.
■ American Indians are less likely than the average worker to be managers or professionals
and more likely to be service workers.
■ Married couples head only 43 percent of American Indian households.
■ American Indians and Alaska Natives account for 19 percent of Alaska’s population. In
New Mexico and Oklahoma, they are 11 percent of the population.
■ Note: There are no spending or wealth data for American Indians.
American Indians account for less than 2 percent of the U.S. population
(percent distribution of people by race and Hispanic origin, 2004)
75
67.4%
50 50%
25 25%
13.4% 14.1%
4.8%
1.5%
0 0%
a
American b
Asians c
blacks d
Hispanics d
non-Hispanic
Indians whites

American Indians: Education
Nearly Half of American Indians Have Attended College

For One or More Years
Forty-five percent of American Indians aged 25 or older have at least some college experience,
and 14 percent are college graduates. While these figures are lower than those for Asians and
non-Hispanic whites, they are almost equal to the black proportions and far above those for
Hispanics. Seventy-six percent of American Indians are high school graduates.
American Indians account for fewer than 1 percent of the nation’s college students.
Among American Indians enrolled in college, 60 percent are women, 84 percent are in
public institutions, and slightly more than half are in two-year programs. More than 9,000
American Indians earned a bachelor’s degree in 2001–02.
■ The educational attainment of American Indians would rise if college was more afford-
able.
Seventy-six percent of American Indians are high school graduates

100 (percent of American Indians aged 25 or older who are high school graduates or more,
have some college or more, or are college graduates, 2003)
76%
75 75%
50 50% 45%
25 25%
14%
0 0%
agraduate
high school somebcollege collegecgraduate
or more or more

AMERICAN INDIANS AND ALASKA NATIVES/EDUCATION
Table 1.1 Educational Attainment of American Indians by Sex, 2003
(number and percent distribution of American Indians aged 25 or older by educational attainment and sex,
2003)
total men women

Total American Indians 1,288,943 630,650 658,293
Less than 9th grade 113,722 58,389 55,333
9th to 12th grade, no diploma 196,946 97,008 99,938
High school graduate 399,799 200,865 198,934
Some college, no degree 301,721 135,742 165,979
Associate’s degree 97,942 50,176 47,766
Bachelor’s degree 121,901 59,390 62,511
Graduate degree 56,912 29,080 27,832
High school graduate or more 978,275 475,253 503,022

Some college or more 578,476 274,388 304,088
Bachelor’s degree or more 178,813 88,470 90,343
PERCENT DISTRIBUTION
Total American Indians 100.0% 100.0% 100.0%
Less than 9th grade 8.8 9.3 8.4
9th to 12th grade, no diploma 15.3 15.4 15.2
High school graduate 31.0 31.9 30.2
Some college, no degree 23.4 21.5 25.2
Associate’s degree 7.6 8.0 7.3
Bachelor’s degree 9.5 9.4 9.5
Graduate degree 4.4 4.6 4.2
High school graduate or more 75.9 75.4 76.4

Some college or more 44.9 43.5 46.2
Bachelor’s degree or more 13.9 14.0 13.7
Note: American Indians include Alaska Natives. The American Indian and Alaska Native population includes only those identifying
themselves as being American Indian or Alaska Native alone and no other race.
Source: Bureau of the Census, 2003 American Community Survey, Internet site http://factfinder.census.gov/servlet/
DatasetMainPageServlet?_program=ACS&_lang=en&_ts=; calculations by New Strategist

Table 1.2 School Enrollment of American Indians, 2003
(total number of people aged 3 or older enrolled in school, number of American Indians enrolled, and American
Indian share of total, by level of enrollment, 2003)
American Indian
total number share of total
Total enrolled in school 75,128,957 670,930 0.9%
Nursery school, kindergarten 8,604,479 74,355 0.9
Grades 1 to 8 32,706,140 296,042 0.9
Grades 9 to 12 16,599,058 172,035 1.0
College or graduate school 17,219,280 128,498 0.7
Note: American Indians include Alaska Natives. The American Indian and Alaska Native population includes only those identifying
themselves as being American Indian or Alaska Native alone and no other race.
Source: Bureau of the Census, 2003 American Community Survey, Internet site http://factfinder.census.gov/servlet/
DatasetMainPageServlet?_program=ACS&_lang=en&_ts=; calculations by New Strategist
Table 1.3 College Enrollment of American Indians, 2001
(number and percent distribution of American Indians enrolled in degree-granting institutions by sex, type of
institution, and level of study, 2001)
percent
number distribution
Total American Indians enrolled 158,151 100.0%
Men 63,630 40.2
Women 94,521 59.8
Public institutions 133,576 84.5

Private institutions 24,575 15.5
Two-year institutions 79,960 50.6

Four-year institutions 78,191 49.4
Full-time students 89,541 56.6

Part-time students 68,610 43.4
Undergraduate 144,774 91.5

Graduate 11,233 7.1
First-professional 2,144 1.4
Note: American Indians include Alaska Natives. College enrollment figures in this table differ from those in the above table because
they are from different years and the figures in this table are based on institutional data, while the figures in the above table are
from a household survey.
Source: National Center for Education Statistics, Digest of Education Statistics 2003, Internet site http://nces.ed.gov//programs/

Table 1.4 Associate’s Degrees Earned by American Indians by Field of Study, 2001–02
(total number of associate’s degrees conferred and number and percent earned by American Indians, by field of
study, 2001–02)
earned by American Indians

total number percent
Total associate’s degrees 595,133 6,830 1.1%
Agriculture and natural resources 6,494 89 1.4
Architecture and related programs 443 3 0.7
Area, ethnic, and cultural studies 319 32 10.0
Biological and life sciences 1,517 44 2.9
Business 108,911 1,244 1.1
Communications 2,819 26 0.9
Communications technologies 2,021 19 0.9
Computer and information sciences 30,965 301 1.0
Construction trades 2,639 62 2.3
Education 9,267 316 3.4
Engineering 1,724 18 1.0
Engineering-related technologies 32,895 263 0.8
English language and literature, letters 864 6 0.7
Foreign languages and literatures 517 16 3.1
Health professions and related sciences 79,888 862 1.1
Home economics 9,480 154 1.6
Law and legal studies 6,825 73 1.1
Liberal arts and sciences, general studies, humanities 207,163 2,170 1.0
Library science 96 1 1.0
Mathematics 685 7 1.0
Mechanics and repairers 12,086 175 1.4
Multi- and interdisciplinary studies 13,204 101 0.8
Parks, recreation, leisure, and fitness 830 10 1.2
Philosophy and religion 134 0 0.0
Physical sciences 2,308 22 1.0
Precision production trades 10,818 109 1.0
Protective services 16,689 200 1.2
Psychology 1,705 33 1.9
Public administration and services 3,323 73 2.2
R.O.T.C. and military technologies 62 0 0.0
Social sciences and history 5,593 172 3.1
Theological studies, religious vocations 414 1 0.2
Transportation and material moving 1,159 13 1.1
Visual and performing arts 20,911 211 1.0
Not classified 365 4 1.1
Note: American Indians include Alaska Natives.

digest/d03/list_tables.asp; calculations by New Strategist

Table 1.5 Bachelor’s Degrees Earned by American Indians by Field of Study, 2001–02
(total number of bachelor’s degrees conferred and number and percent earned by American Indians, by field of
study, 2001–02)

Total bachelor’s degrees 1,291,900 9,165 0.7%
Architecture and related programs 8,808 58 0.7
Area, ethnic, and cultural studies 6,557 132 2.0
Business 281,330 1,810 0.6
Communications technologies 1,110 5 0.5
Construction trades 202 0 0.0
Education 106,383 1,018 1.0
Engineering-related technologies 14,117 102 0.7
English language and literature, letters 53,162 308 0.6
Foreign languages and literatures 15,318 73 0.5
Liberal arts and sciences, general studies, humanities 39,333 442 1.1
Mathematics 12,395 59 0.5
Mechanics and repairers 164 0 0.0
Parks, recreation, leisure, and fitness 20,554 157 0.8
Philosophy and religion 9,306 56 0.6
Precision production trades 468 1 0.2
R.O.T.C. and military technologies 3 0 0.0
Theological studies, religious vocations 7,785 28 0.4
Transportation and material moving 4,020 29 0.7


Table 1.6 Master’s Degrees Earned by American Indians by Field of Study, 2001–02
(total number of master’s degrees conferred and number and percent earned by American Indians, by field of
study, 2001–02)

Total master’s degrees 482,118 2,626 0.5%
Architecture and related programs 4,566 14 0.3
Area, ethnic, and cultural studies 1,578 23 1.5
Business 120,785 510 0.4
Communications technologies 549 2 0.4
Construction trades 9 0 0.0
Education 136,579 955 0.7
Engineering-related technologies 896 4 0.4
Foreign languages and literatures 2,861 7 0.2
Liberal arts and sciences, general studies, humanities 2,754 20 0.7
Library science 5,113 31 0.6
Mathematics 3,487 10 0.3
Parks, recreation, leisure, and fitness 2,754 9 0.3
Philosophy and religion 1,334 4 0.3
Precision production trades 2 0 0.0
Transportation and material moving 709 3 0.4


Table 1.7 Doctoral Degrees Earned by American Indians by Field of Study, 2001–02
(total number of doctoral degrees conferred and number and percent earned by American Indians, by field of
study, 2001–02)

Total doctoral degrees 44,160 180 0.4%
Architecture and related programs 183 0 0.0
Area, ethnic, and cultural studies 216 3 1.4
Business 1,158 4 0.3
Communications 374 1 0.3
Communications technologies 9 0 0.0
Computer and information sciences 750 1 0.1
Education 6,967 54 0.8
Engineering-related technologies 15 0 0.0
Foreign languages and literatures 843 1 0.1
Home economics 355 0 0.0
Law and legal studies 79 1 1.3
Liberal arts and sciences, general studies, humanities 113 1 0.9
Mathematics 958 2 0.2
Multi- and interdisciplinary studies 384 3 0.8
Parks, recreation, leisure, and fitness 151 0 0.0
Philosophy and religion 606 1 0.2
Protective services 49 0 0.0
Public administration and services 571 2 0.4


Table 1.8 First-Professional Degrees Earned by American Indians by Field of Study, 2001–02
(total number of first-professional degrees conferred and number and percent earned by American Indians, by
field of study, 2001–02)

Total first-professional degrees 80,698 581 0.7%
Dentistry (D.D.S. or D.M.D.) 4,239 26 0.6
Medicine (M.D.) 15,237 123 0.8
Optometry (O.D.) 1,280 8 0.6
Osteopathic medicine (D.O.) 2,416 10 0.4
Pharmacy (Pharm.D.) 7,076 57 0.8
Podiatry (Pod.D., D.P., or D.P.M.) 474 7 1.5
Veterinary medicine (D.V.M.) 2,289 22 1.0
Chiropractic (D.C. or D.C.M.) 3,284 20 0.6
Naturopathic medicine 227 1 0.4
Law (LL.B. or J.D.) 38,981 299 0.8
Theology (M.Div., M.H.L., B.D., or Ord.) 5,195 8 0.2


American Indians: Health
The Health of American Indians Is below Average

Fewer than half of American Indians say their health is very good or excellent, far below the
62 percent of all Americans who rate their health highly. Twenty-three percent of American
Indians say their health is only fair or poor, nearly double the 12 percent share among the
population as a whole. Smoking may be one factor behind the poor health of American
Indians. One in three smokes cigarettes. Most American Indians are overweight as well,
with the proportion reaching 77 percent among men.
The 43,052 births to American Indian women in 2003 accounted for only 1 percent of
all U.S. births. But American Indians, including Aleuts and Eskimos, account for 25 percent
of births in Alaska, 17 percent in South Dakota, 13 percent in New Mexico, and 12 percent
in Montana.
Twenty-four percent of American Indian adults have hypertension. Twenty-three

percent have difficulties in physical functioning, with 13 percent saying they would find
it very difficult or impossible to walk a quarter of a mile. Heart disease and cancer are the
two leading causes of death among American Indians, but they account for only 37 percent
of Indian deaths versus the 51 percent majority of deaths among all Americans. Accidents
and diabetes are much more likely causes of death among American Indians than among
the U.S. population as a whole.
■ Many of the health problems of American Indians are common in populations where
poverty is widespread.
Fewer than half of American Indians say their health is very good or excellent
(percent distribution of American Indians aged 18 or older by self-reported health status, 2003)
23% b
a
fair/poor
48% a
excellent/very good
b
29%
a
good

AMERICAN INDIANS AND ALASKA NATIVES/HEALTH
Table 1.9 American Indian Health Status, 2003
(percent distribution of total people and American Indians aged 18 or older by self-reported health status, and
index of American Indian to total, 2003)
index of
American Indian
total American Indian to total
Total people 100.0% 100.0% –
Excellent/very good 62.3 47.7 77
Good 25.5 29.5 116
Fair/poor 12.2 22.8 187
Note: American Indians are those identifying themselves as being American Indian or Alaskan Native alone. (–) means not ap-
plicable. The index is calculated by dividing the American Indian figure by the total figure and multiplying by 100.
Source: National Center for Health Statistics, Summary Health Statistics for U.S. Adults: National Health Interview Survey, 2003,
Series 10, No. 225, 2005; Internet site http://www.cdc.gov/nchs/nhis.htm; calculations by New Strategist

Table 1.10 Smoking and Drinking Status of American Indians by Sex, 1999–2003
(percent distribution of American Indians aged 18 or older by smoking and drinking status and sex, 1999–2003)
total men women

SMOKING STATUS
Never smoked 44.1 40.9 47.6
Former smoker 22.4 26.9 17.8
Current smoker 33.5 32.3 34.7
DRINKING STATUS
Total American Indians 100.0 100.0 100.0
Lifetime abstainer 24.7 16.7 32.6
Former drinker 24.6 25.6 23.6
Current light or infrequent drinker 33.0 29.9 35.9
Current moderate or heavier drinker 17.6 27.8 8.0
Note: Never smoked means having had fewer than 100 cigarettes in lifetime. Former smokers have had 100 or more cigarettes in
lifetime but did not smoke at time of interview. Current smokers have had at least 100 cigarettes in lifetime and currently smoke.
Lifetime abstainers have had fewer than 12 drinks in lifetime. Former drinkers have had 12 or more drinks in lifetime, none in
past year. Current light or infrequent drinkers have had 12 or more drinks in lifetime, drank alcohol in past year, and have 3 or
fewer drinks per week on average. Current moderate or heavier drinkers drank 12 or more drinks in lifetime, drank alcohol in past
year, and drank more than 3 drinks per week on average. American Indians are those identifying themselves as being American
Indian or Alaskan Native alone.
Source: National Center for Health Statistics, Health Characteristics of the American Indian and Alaska Native Adult Population:
United States, 1999–2003, Advance Data, No. 356, 2005; Internet site http://www.cdc.gov/nchs/nhis.htm
Table 1.11 Weight of American Indians by Sex, 1999–2003
(percent distribution of American Indians aged 18 or older by body weight status and sex, 1999–2003)
total men women

Underweight 2.5 1.5 3.4
Healthy weight 30.4 21.5 39.1
Overweight, total 67.2 77.1 57.5
Overweight, but not obese 33.2 38.6 28.1
Obese 34.0 38.5 29.4
Note: Being overweight is defined as having a body mass index of 25 or higher. Being obese is defined as having a body mass
index of 30 or higher. Body mass index is calculated by dividing weight in kilograms by height in meters squared. Data are based
on measured height and weight of a sample of the civilian noninstitutionalized population. American Indians are those identifying
themselves as being American Indian or Alaskan Native alone.
Source: National Center for Health Statistics, Health Characteristics of the American Indian and Alaska Native Adult Population:
United States, 1999–2003, Advance Data, No. 356, 2005; Internet site http://www.cdc.gov/nchs/nhis.htm

Table 1.12 Births to American Indian Women by Age, 2003
(total number of births, number and percent distribution of births to American Indians, and American Indian
share of total, by age, 2003)
American Indian
percent share
total number distribution of total
Total births 4,089,950 43,052 100.0% 1.1%
Under age 15 6,661 154 0.4 2.3
Aged 15 to 19 414,580 7,690 17.9 1.9
Aged 20 to 24 1,032,305 14,645 34.0 1.4
Aged 25 to 29 1,086,366 10,524 24.4 1.0
Aged 30 to 34 975,546 6,423 14.9 0.7
Aged 35 to 39 467,642 2,906 6.7 0.6
Aged 40 to 44 101,005 666 1.5 0.7
Aged 45 to 54 5,845 44 0.1 0.8

Source: National Center for Health Statistics, Births: Final Data for 2003, National Vital Statistics Reports, Vol. 54, No. 2, 2005;
Internet site http://www.cdc.gov/nchs/products/pubs/pubd/nvsr/54/54-pre.htm; calculations by New Strategist
Table 1.13 Births to American Indian Women by Age and Marital Status, 2003
(total number of births to American Indians, number of births to unmarried American Indians, and unmarried
share of total, by age, 2003)
unmarried American Indians

share
total number of total
Births to American Indians 43,052 26,401 61.3%
Under age 15 154 152 98.7
Aged 15 to 19 7,690 6,778 88.1
Aged 20 to 24 14,645 10,002 68.3
Aged 25 to 29 10,524 5,293 50.3
Aged 30 to 34 6,423 2,668 41.5
Aged 35 to 39 2,906 1,193 41.1
Aged 40 or older 710 315 44.4

Source: National Center for Health Statistics, Births: Final Data for 2003, National Vital Statistics Reports, Vol. 54, No. 2, 2005;
Internet site http://www.cdc.gov/nchs/products/pubs/pubd/nvsr/54/54-pre.htm; calculations by New Strategist

Table 1.14 Births to American Indian Women by Birth Order, 2003
(total number of births, number and percent distribution of births to American Indians, and American Indian share
of total, by birth order, 2003)
American Indian
percent share
Total births 4,089,950 43,052 100.0% 1.1%
First child 1,633,987 15,237 35.4 0.9
Second child 1,320,477 11,788 27.4 0.9
Third child 684,296 7,738 18.0 1.1
Fourth or later child 439,235 8,129 18.9 1.9
Note: American Indians include Alaska Natives. Numbers will not add to total because “not stated” is not shown.
Source: National Center for Health Statistics, Births: Final Data for 2003, National Vital Statistics Reports, Vol. 54, No. 2,
2005; Internet site http://www.cdc.gov/nchs/products/pubs/pubd/nvsr/54/54-pre.htm; calculations by New Strategist

Table 1.15 Births to American Indian Women by State, 2003
(total number of births, number and percent distribution of births to American Indians, and American Indian
share of total, by state, 2003)
American Indian births

percent share of
total number distribution total
Total births 4,089,950 43,052 100.0% 1.1%
Alabama 59,552 146 0.3 0.2
Alaska 10,086 2,477 5.8 24.6
Arizona 90,967 6,068 14.1 6.7
Arkansas 37,784 259 0.6 0.7
California 540,997 2,916 6.8 0.5
Colorado 69,339 564 1.3 0.8
Connecticut 42,873 262 0.6 0.6
Delaware 11,329 32 0.1 0.3
District of Columbia 7,619 5 0.0 0.1
Florida 212,250 1,088 2.5 0.5
Georgia 135,979 319 0.7 0.2
Hawaii 18,100 71 0.2 0.4
Idaho 21,800 369 0.9 1.7
Illinois 182,495 260 0.6 0.1
Indiana 86,434 136 0.3 0.2
Iowa 38,174 260 0.6 0.7
Kansas 39,476 480 1.1 1.2
Kentucky 55,236 101 0.2 0.2
Louisiana 65,040 403 0.9 0.6
Maine 13,855 99 0.2 0.7
Maryland 74,930 188 0.4 0.3
Massachusetts 80,184 184 0.4 0.2
Michigan 131,094 639 1.5 0.5
Minnesota 70,050 1,416 3.3 2.0
Mississippi 42,380 284 0.7 0.7
Missouri 77,045 366 0.9 0.5
Montana 11,422 1,400 3.3 12.3
Nebraska 25,917 470 1.1 1.8
Nevada 33,647 520 1.2 1.5
New Hampshire 14,393 35 0.1 0.2
New Jersey 116,983 188 0.4 0.2
New Mexico 27,821 3,603 8.4 13.0
New York 253,714 637 1.5 0.3
North Carolina 118,323 1,637 3.8 1.4
North Dakota 7,972 858 2.0 10.8
Ohio 149,679 298 0.7 0.2
Oklahoma 50,981 5,320 12.4 10.4
Oregon 45,953 867 2.0 1.9
(continued)

American Indian
percent share
Pennsylvania 145,959 333 0.8% 0.2%
Rhode Island 13,209 163 0.4 1.2
South Carolina 55,649 152 0.4 0.3
South Dakota 11,027 1,875 4.4 17.0
Tennessee 78,890 180 0.4 0.2
Texas 377,476 902 2.1 0.2
Utah 49,860 617 1.4 1.2
Vermont 6,589 7 0.0 0.1
Virginia 101,254 178 0.4 0.2
Washington 80,489 2,051 4.8 2.5
West Virginia 20,935 25 0.1 0.1
Wisconsin 70,040 1,054 2.4 1.5
Wyoming 6,700 290 0.7 4.3

Source: National Center for Health Statistics, Births: Final Data for 2003, National Vital Statistics Reports, Vol. 54, No. 2,
2005; Internet site http://www.cdc.gov/nchs/products/pubs/pubd/nvsr/54/54-pre.htm; calculations by New Strategist

Table 1.16 Health Conditions among American Indians Aged 18 or Older, 2003
(number of total people and American Indians aged 18 or older with selected health conditions, percent of American
Indians with condition, and American Indian share of total with condition, 2003; numbers in thousands)
American Indian
percent share
total number with condition of total
Total people 213,042 1,285 – 0.6%
Selected circulatory diseases

Heart disease, all types 23,536 171 13.8% 0.7
Coronary 12,254 89 8.2 0.7
Hypertension 45,927 271 23.9 0.6
Stroke 5,070 21 3.1 0.4
Selected respiratory conditions

Emphysema 3,115 14 1.1 0.4
Asthma
Ever 20,697 161 12.4 0.8
Still 13,623 109 8.0 0.8
Hay fever 18,356 112 9.4 0.6
Sinusitis 29,673 177 15.1 0.6
Chronic bronchitis 8,560 72 5.2 0.8
Cancer
Any cancer 13,973 49 5.7 0.4
Breast cancer (all adults) 2,426 14 1.1 0.6
Cervical cancer (women only) 1,082 3 0.4 0.3
Prostate cancer (men only) 1,332 – – –
Other selected diseases and conditions

Diabetes 14,012 146 12.2 1.0
Ulcers 14,456 144 12.0 1.0
Kidney disease 3,017 38 2.7 1.3
Liver disease 2,511 38 2.4 1.5
Arthritis 45,793 332 30.8 0.7
Chronic joint symptoms 57,242 453 38.1 0.8
Migraines or severe headaches 32,268 380 29.2 1.2
Pain in neck 31,368 226 17.8 0.7
Pain in lower back 58,430 415 32.4 0.7
Pain in face or jaw 9,464 94 7.3 1.0
Selected sensory problems

Hearing 32,533 137 14.2 0.4
Vision 18,628 190 18.5 1.0
Absence of all natural teeth 15,927 80 10.1 0.5
Note: The conditions shown are those that have ever been diagnosed by a doctor, except as noted. Hay fever, sinusitis, and chronic
bronchitis have been diagnosed in the past twelve months. Kidney and liver disease have been diagnosed in the past twelve months
and exclude kidney stones, bladder infections, and incontinence. Chronic joint symptoms are shown if respondent had pain, aching,
or stiffness in or around a joint (excluding back and neck) and the condition began more than three months ago. Migraines, pain in
neck, lower back, face, or jaw are shown only if pain lasted a whole day or more. American Indians are those identifying themselves
as being American Indian or Alaskan Native alone. (–) means not applicable or sample is too small to make a reliable estimate.

Table 1.17 Health Conditions among American Indian Children, 2003
(number of total people and American Indians under age 18 with selected health conditions, percent of American
Indians with condition, and American Indian share of total, 2003; numbers in thousands)
American Indian
percent share
total number with condition of total
Total children 72,973 734 – 1.0%
Diagnosed with asthma 9,071 148 20.7% 1.6
Experienced in last 12 months
Asthma attack 3,975 64 8.9 1.6
Hay fever 7,059 52 7.8 0.7
Respiratory allergies 8,347 94 13.7 1.1
Other allergies 8,407 118 14.8 1.4
Ever told had*
Learning disability 4,561 51 8.1 1.1
Attention deficit hyperactivity disorder 3,881 83 11.8 2.1
Prescription medication taken regularly
for at least 3 months 9,287 103 14.2 1.1
* “Ever told” by a school representative or health professional. Data exclude children under age 3.
Note: Other allergies include food or digestive allergies, eczema, and other skin allergies. American Indians are those identifying
themselves as being American Indian or Alaskan Native alone. (–) means not applicable.
Source: National Center for Health Statistics, Summary Health Statistics for U.S. Children: National Health Interview Survey,
2003, Series 10, No. 223, 2005; Internet site http://www.cdc.gov/nchs/nhis.htm; calculations by New Strategist
Table 1.18 Physician Office Visits by American Indians, 2002
(number of total physician office visits and number of visits by American Indians, American Indian share of total,
and average number of visits by American Indians per person per year, 2002)
visits by American Indians

total number share per person
(000s) (000s) of total per year
Total visits 889,980 2,237 0.3% 0.8
Source: National Center for Health Statistics, National Ambulatory Medical Care Survey: 2002 Summary, Advance Data No. 346,
2004; Internet site http://www.cdc.gov/nchs/about/major/ahcd/adata.htm; calculations by New Strategist

Table 1.19 Difficulties in Physical Functioning among American Indians, 2003
(number of total people and American Indians aged 18 or older with difficulties in physical functioning, percent
of American Indians with difficulty, and American Indian share of total, by type of difficulty, 2003; numbers in
thousands)
American Indian
percent share of
total number with difficulty total
TOTAL PEOPLE 213,042 1,285 – 0.6%
Total with any physical difficulty 31,322 244 23.4% 0.8
Walk quarter of a mile 14,910 130 13.0 0.9
Climb up ten steps without resting 11,107 105 13.1 0.9
Stand for two hours 18,663 153 16.6 0.8
Sit for two hours 7,211 62 5.6 0.9
Stoop, bend, or kneel 18,250 175 16.8 1.0
Reach over head 6,264 40 4.4 0.6
Grasp or handle small objects 3,943 45 3.6 1.1
Lift or carry ten pounds 9,194 42 3.7 0.5
Push or pull large objects 13,463 79 8.1 0.6
Note: Respondents were classified as having difficulties if they responded “very difficult” or “can’t do at all.” American Indians
are those identifying themselves as being American Indian or Alaskan Native alone.
Table 1.20 AIDS Cases among American Indians, through December 2003
(total number of AIDS cases diagnosed, number and percent distribution of AIDS cases diagnosed among American
Indians, and American Indian share of total, by sex and age at diagnosis, through December 2003)
American Indian
percent share
Total AIDS cases 874,230 2,946 100.0% 0.3%
Males aged 13 or older 708,452 2,353 79.9 0.3
Females aged 13 or older 156,837 562 19.1 0.4
Children under age 13 8,939 31 1.1 0.3
Source: National Center for Health Statistics, Health, United States, 2004; Internet site http://www.cdc.gov/nchs/hus.htm; calcula-
tions by New Strategist

Table 1.21 Leading Causes of Death among American Indians, 2002
(number and percent distribution of deaths to American Indians accounted for by the ten leading causes of death
among American Indians, 2002)
percent
number distribution
Total American Indian deaths 12,415 100.0%
1. Diseases of the heart (1) 2,467 19.9
2. Malignant neoplasms (cancer) (2) 2,175 17.5
3. Accidents (unintentional injuries) (5) 1,488 12.0
4. Diabetes mellitus (6) 744 6.0
5. Cerebrovascular diseases (3) 567 4.6
6. Chronic liver disease and cirrhosis (12) 547 4.4
7. Chronic lower respiratory disease (4) 452 3.6
8. Suicide (11) 324 2.6
9. Influenza and pneumonia (7) 293 2.4
10. Homicide (14) 267 2.2
All other causes 3,091 24.9
Note: Number in parentheses shows rank for all Americans if the cause of death is among top fifteen. American Indians include
Alaska Natives.
Source: National Center for Health Statistics, Health, United States, 2004; Internet site http://www.cdc.gov/nchs/hus.htm; calcula-
tions by New Strategist

Exploring the Variety of Random
Documents with Different Content
This was not the course of Saint Basil, who demands, on the
contrary, that the young Christian shall be conversant with the
orators, poets, and historians of antiquity; who thinks that the
poems of Homer inspire a love for virtue; and who desires, finally,
that full use should be made of the treasures of ancient wisdom in
the training of the young.[61] Nor was this the thought of Saint
Jerome, who said he would be none the less a Ciceronian in
becoming a Christian.
72. Saint Jerome and the Education of Girls.—The letters of Saint

Jerome on the education of girls form the most valuable educational
document of the first centuries of Christianity.[62] They have excited
high admiration. Erasmus knew them by heart, and Saint Theresa
read selections from them every day. It is impossible, to-day, while
admiring certain parts of them, not to condemn the general spirit
which pervades them,—a narrow spirit, distrustful of the world,
which pushes the religious sentiment even to mysticism, and disdain
for human affairs to asceticism.
73. Physical Asceticism.—It is no longer the question of giving

power to the body, and thus of making of it the robust instrument of
a cultured spirit, as the Greeks would have it. The body is an enemy
that must be subdued by fasting, by abstinence, and by
mortifications of the flesh.
“Do not allow Paula to eat in public, that is, do not let her take
part in family entertainments, for fear that she may desire the meats
that may be served there. Let her learn not to use wine, for it is the
source of all impurity. Let her food be vegetables, and only rarely of
fish; and let her eat so as always to be hungry.”
Contempt for the body is carried so far that cleanliness is almost
interdicted.
“For myself, I entirely forbid a young girl to bathe.”
It is true that, alarmed at the consequences of such austerity,
Saint Jerome, by way of exception, permits children the use of the
bath, of wine, and of meat, but only “when necessity requires it, and
lest the feet may fail them before having walked.”
74. Intellectual and Moral Asceticism.—For the mind, as well as for

the body, we may say of Saint Jerome what Nicole wrote to a nun of
his time: “You feed your pupils on bread and water.” The Bible is the
only book recommended, and this is little; but it is the Bible entire,
which is too much. The Song of Songs, with its sensual imagery,
would be strange reading for a young girl. The arts, like letters, find
no favor with the mysticism of Saint Jerome.
“Never let Paula listen to musical instruments; let her even be
ignorant of the uses served by the flute and the harp.”
As for the flute, which the Greek philosophers also did not like, let
it be so; but what shall we say of this condemnation of the harp, the
instrument of David and the angels, and of religious music itself!
How far we are, in common with Saint Jerome, from that complete
life, from that harmonious development of all the faculties, which
modern educators, Herbert Spencer, for example, present to us with
reason as the ideal of education! Saint Jerome goes so far as to
proscribe walking:—
“Do not let Paula be found in the ways of the world (emphatic
paraphrase for streets), in the gatherings and in the company of her
kindred; let her be found only in retirement.”
The ideal of Saint Jerome is a monastic and cloistered life, even in
the world. But that which is graver still, that which is the fatal law of
mysticism, is that Saint Jerome, after having proscribed letters, arts,
and necessary and legitimate pleasures, even brings his
condemnation to bear on the most honorable sentiments of the
heart. The heart is human also, and everything human is evil and full
of danger:
“Do not allow Paula to feel more affection for one of her
companions than for others; do not allow her to speak with such a
one in an undertone.” And as he held in suspicion even the
affections of the family, the Doctor of the Church concludes thus:—
“Let her be educated in a cloister, where she will not know the
world, where she will live as an angel, having a body but not
knowing it, and where, in a word, you will be spared the care of
watching over her.... If you will send us Paula, I will charge myself
with being her master and nurse; I will give her my tenderest care;
my old age will not prevent me from untying her tongue, and I shall
be more renowned than the philosopher Aristotle, since I shall
instruct, not a mortal and perishable king, but an immortal spouse of
the Heavenly King.”
75. Permanent Truths.—The pious exaggerations of Saint Jerome

only throw into sharper relief the justice and the excellence of some
of his practical suggestions,—upon the teaching of reading, for
example, or upon the necessity of emulation:—
“Put into the hands of Paula letters in wood or in ivory, and teach
her the names of them. She will thus learn while playing. But it will
not suffice to have her merely memorize the names of the letters,
and call them in succession as they stand in the alphabet. You
should often mix them, putting the last first, and the first in the
middle.
“Induce her to construct words by offering her a prize, or by
giving her, as a reward, what ordinarily pleases children of her
age.... Let her have companions, so that the commendation she may
receive may excite in her the feeling of emulation. Do not chide her
for the difficulty she may have in learning. On the contrary,
encourage her by commendation, and proceed in such a way that
she shall be equally sensible to the pleasure of having done well,
and to the pain of not having been successful.... Especially take care
that she do not conceive a dislike for study that might follow her into
a more advanced age.”[63]
76. Intellectual Feebleness of the Middle Age.—If the early doctors of

the Church occasionally expressed some sympathy for profane
letters, it is because, in their youth, before having received baptism,
they had themselves attended the pagan schools. But these schools
once closed, Christianity did not open others, and, after the fourth
century, a profound night enveloped humanity. The labor of the
Greeks and the Romans was as though it never had been. The past
no longer existed. Humanity began anew. In the fifth century,
Apollinaris Sidonius declares that “the young no longer study, that
teachers no longer have pupils, and that learning languishes and
dies.” Later, Lupus of Ferrières, the favorite of Louis the Pious and
Charles the Bald, writes that the study of letters had almost ceased.
In the early part of the eleventh century, the Bishop of Laon,
Adalberic, asserts that “there is more than one bishop who cannot
count the letters of the alphabet on his fingers.” In 1291, of all the
monks in the convent of Saint Gall, there was not one who could
read and write. It was so difficult to find notaries public, that acts
had to be passed verbally. The barons took pride in their ignorance.
Even after the efforts of the twelfth century, instruction remained a
luxury for the common people; it was the privilege of the
ecclesiastics, and even they did not carry it very far. The
Benedictines confess that the mathematics were studied only for the
purpose of calculating the date of Easter.
77. Causes of the Ignorance of the Middle Age.—What were the

permanent causes of that situation which lasted for ten centuries?
The Catholic Church has sometimes been held responsible for this.
Doubtless the Christian doctors did not always profess a very warm
sympathy for intellectual culture. Saint Augustine had said: “It is the
ignorant who gain possession of heaven (indocti cœlum rapiunt).”
Saint Gregory the Great, a pope of the sixth century, declared that
he would blush to have the holy word conform to the rules of
grammar. Too many Christians, in a word, confounded ignorance
with holiness. Doubtless, towards the seventh century, the darkness
still hung thick over the Christian Church. Barbarians invaded the
Episcopate, and carried with them their rude manners. Doubtless,
also, during the feudal period the priest often became soldier, and
remained ignorant. It would, however, be unjust to bring a
constructive charge against the Church of the Middle Age, and to
represent it as systematically hostile to instruction. Directly to the
contrary, it is the clergy who, in the midst of the general barbarism,
preserved some vestiges of the ancient culture. The only schools of
that period are the episcopal and claustral schools, the first annexed
to the bishops’ palaces, the second to the monasteries. The religious
orders voluntarily associated manual labor with mental labor. As far
back as 530, Saint Benedict founded the convent of Monte Cassino,
and drew up statutes which made reading and intellectual labor a
part of the daily life of the monks.
In 1179, the third Lateran Council promulgated the following
decree:—
“The Church of God, being obliged like a good and tender mother
to provide for the bodily and spiritual wants of the poor, desirous to
procure for poor children the opportunity for learning to read, and
for making advancement in study, orders that each cathedral shall
have a teacher charged with the gratuitous instruction of the clergy
of that church, and also of the indigent scholars, and that he be
assigned a benefice, which, sufficient for his subsistence, may thus
open the door of the school to the studious youth. A tutor[64] shall
be installed in the other churches and in the monasteries where
formerly there were funds set apart for this purpose.”
It is not, then, to the Church that we must ascribe the general
intellectual torpor of the Middle Age. Other causes explain that long
slumber of the human mind. The first is the social condition of the
people. Security and leisure, the indispensable conditions for study,
were completely lacking to people always at war, overwhelmed in
succession by the barbarians, the Normans, the English, and by the
endless struggles of feudal times. The gentlemen of the time aspired
only to ride, to hunt, and to figure in tournaments and feats of arms.
Physical education was above all else befitting men whose favorite
vocation, both by habit and necessity, was war. On the other hand,
the enslaved people did not suspect the utility of instruction. In
order to comprehend the need of study, that great liberator, one
must already have tasted liberty. In a society where the need of
instruction had not yet been felt, who could have taken the initiative
in the work of instructing the people?
Let us add that the Middle Age presented still other conditions
unfavorable for the propagation of instruction, in particular, the lack
of national languages, those necessary vehicles of education. The
vernacular languages are the instruments of intellectual
emancipation. Among a people where a dead language is supreme,
a language of the learned, accessible only to the select few, the
lower classes necessarily remain buried in ignorance. Moreover, Latin
books themselves were rare. Lupus of Ferrières was obliged to write
to Rome, and to address himself to the Pope in person, in order to
procure for his use a work of Cicero’s. Without books, without
schools, without any of the indispensable implements of intellectual
labor, what could be done for the mental life? It took refuge in
certain monasteries; erudition flourished only in narrow circles, with
a privileged few, and the rest of the nation remained buried in an
obscure night.
78. The Three Renascences.—It has been truly said that there were
three Renascences: the first, which owed its beginning to
Charlemagne, and whose brilliancy did not last; the second, that of
the twelfth century, the issue of which was Scholasticism; and the
third, the great Renaissance of the sixteenth century, which still
lasts, and which the French Revolution has completed.
79. Charlemagne.—Charlemagne undoubtedly formed the purpose

of diffusing instruction about him. He ardently sought it for himself,
drilled himself in writing, and learned Latin and Greek, rhetoric and
astronomy. He would have communicated to all who were about him
the same ardor for study. “Ah! that I had twelve clerics,” he
exclaimed, “as perfectly instructed as were Jerome and Augustine!”
It was naturally upon the clergy that he counted, to make of them
the instruments of his plans; but, as one of his capitularies of 788
shows, there was need that the clergy themselves should be
reminded of the need of instruction: “We have thought it useful that,
in the bishops’ residences, and in the monasteries, care be taken not
only to live according to the rules of our holy religion, but, in
addition, to teach the knowledge of letters to those who are capable
of learning them by the aid of our Lord. Although it avails more to
practise the law than to know it, it must be known before it can be
practised. Several monasteries having sent us manuscripts, we have
observed that, in the most of them, the sentiments were good, but
the language bad. We exhort you, then, not only not to neglect the
study of letters, but to devote yourselves to them with all your
power.”
On the other hand, the nobles did not make any great effort to
justify their social rank by the degree of their knowledge. One day,
as Charlemagne entered a school, displeased with the indolence and
the ignorance of the young barons who attended it, he addressed
them in these severe terms: “Do you count upon your birth, and do
you feel a pride in it? Take notice that you shall have neither
government nor bishoprics, if you are not better instructed than
others.”
80. Alcuin (735-804).—Charlemagne was seconded in his efforts

by Alcuin of England, of whom it might be said, that he was the first
minister of public instruction in France. It is he who founded the
Palatine school, a sort of imperial and itinerant academy which
followed the court on its travels. It was a model school, where Alcuin
had for his pupils the four sons and two daughters of Charlemagne,
and Charlemagne himself, always eager to be instructed.
Alcuin’s method was not without originality, but it is a great
mistake to say that it resembles the method of Socrates. Alcuin
doubtless proceeds by interrogation; but here it is the pupil who
interrogates, and the teacher who responds.
“What is speech? asks Pepin, the eldest son of Charlemagne. It is
the interpreter of the soul, replies Alcuin. What is life? It is an
enjoyment for some, but for the wretched it is a sorrow, a waiting
for death. What is sleep? The image of death. What is writing? It is
the guardian of history. What is the body? The tenement of the soul.
What is day? A summons to labor.”[65]
All this is either commonplace or artificial. The sententious replies
of Alcuin may be fine maxims, fit for embellishing the memory; but
in this procedure of the mere scholar, affected by the over-
refinements of his time, there is nothing which can call into activity
the intelligence of the pupil.
Nevertheless the name of Alcuin marks an era in the history of
education. His was the first attempt to form an alliance between
classical literature and Christian inspiration,—to create a “Christian
Athens,” according to the emphatic phrase of Alcuin himself.
81. The Successors of Charlemagne.—It had been the ambition of

Charlemagne to reign over a civilized society, rather than over a
barbarous people. Convinced that the only basis of political unity is a
unity of ideas and of morals, he thought to find the basis of that
moral unity in religion, and religion itself he purposed to establish
upon a more widely diffused system of instruction. But these ideas
were too advanced for the time, and their execution too difficult for
the circumstances then existing. A new decadence followed the era
of Charlemagne. The clergy did not respond to the hopes which the
great emperor had placed on them. As far back as 817, the Council
of Aix-la-Chapelle decided that henceforth no more day-pupils should
be received into the conventual schools, for the reason that too large
a number of pupils would make impossible the maintenance of the
monastic discipline. No one of Charlemagne’s successors seems to
have taken up the thought of the great emperor; no one of them
was preoccupied with the problems of education. It is upon despotic
authority, and not upon the intellectual progress of their subjects,
that those unintelligent rulers wished to found their power. Under
Louis the Pious and Charles the Bald there were constructed more
castles than schools.
The kings of France were far from imitating the Anglo-Saxon king,
Alfred the Great (849-901), to whom tradition ascribes these two
sayings: “The English ought always to be free, as free as their own
thoughts”; “Free-born sons should know how to read and write.”
82. Scholasticism.—It was not till the twelfth century that the
human mind was awakened. That was the age of Scholasticism, the
essential character of which was the study of reasoning, and the
practice of dialectics, or syllogistic reasoning. The syllogism, which
reaches necessary conclusions from given premises, was the natural
instrument of an age of faith, when men wished simply to
demonstrate immutable dogmas, without ever making an innovation
on established beliefs. It has often been observed that the art of
reasoning is the science of a people still in the early stage of its
progress; we might almost say of a barbarous people. A subtile
dialectic is in perfect keeping with manners still rude, and with a
limited state of knowledge. It is only an intellectual machine. It was
not then a question of original thinking. All that was necessary was
simply to reason upon conceptions already acquired, and the sacred
depository of these was kept in charge by Theology. Consequently,
there was no independent science. Philosophy, according to the
language of the times, was but the humble servant of Theology. The
dialectics of the doctors of the Middle Age was but a subtile
commentary on the sacred books and on the doctrines of Aristotle.
[66] It seems, says Locke, to see the inertness of the Middle Age,
that God was pleased to make of man a two-footed animal, while
leaving to Aristotle the task of making him a thinking being. From his
point of view, an able educator of the seventeenth century, the Abbé
Fleury, pronounces this severe judgment on the scholastic method:—
“This way of philosophizing on words and thoughts, without
examining the things themselves, was certainly an easy way of
getting along without a knowledge of facts, which can be acquired
only by reading” (Fleury should have added and by observation);
“and it was an easy way of dazzling the ignorant laics by peculiar
terms and vain subtilties.”
But Scholasticism had its hour of glory, its erudite doctors, its
eloquent professors, chief among whom was Abelard.
83. Abelard (1079-1142).—A genuine professor of higher
instruction, Abelard, by the prestige of his eloquence, gathered
around him at Paris thousands of students. Human speech, the living
words of the teacher, had then an authority, an importance, which it
has lost in part since books, everywhere distributed, have, to a
certain extent, superseded oral instruction. At a time when printing
did not exist, when manuscript copies were rare, a teacher who
combined knowledge with the gift of speech was a phenomenon of
incomparable interest, and students flocked from all parts of Europe
to take advantage of his lectures. Abelard is the most brilliant
representative of the scholastic pedagogy, with an original and
personal tendency towards the emancipation of the mind. “It is
ridiculous,” he said, “to preach to others what we can neither make
them understand, nor understand ourselves.” With more boldness
than Saint Anselm, he applied dialectics to theology, and attempted
to reason out the grounds of his faith.
84. The Seven Liberal Arts.—The seven liberal arts constituted what
may be called the secondary instruction of the Middle Age, such as
was given in the claustral or conventual schools, and later, in the
universities. The liberal arts were distributed into two courses of
study, known as the trivium and the quadrivium. The trivium
comprised grammar (Latin grammar, of course), dialectics, or logic,
and rhetoric; and the quadrivium, music, arithmetic, geometry, and
astronomy. It is important to note the fact that this programme
contains only abstract and formal studies,—no real and concrete
studies. The sciences which teach us to know man and the world,
such as history, ethics, the physical and natural sciences, were
omitted and unknown, save perhaps in a few convents of the
Benedictines. Nothing which can truly educate man, and develop his
faculties as a whole, enlists the attention of the Middle Age. From a
course of study thus limited there might come skillful reasoners and
men formidable in argument, but never fully developed men.[67]
85. Methods and Discipline.—The methods employed in the
ecclesiastical schools of the Middle Age were in accord with the spirit
of the times, when men were not concerned about liberty and
intellectual freedom; and when they thought more about the
teaching of dogmas than about the training of the intelligence. The
teachers recited or read their lectures, and the pupils learned by
heart. The discipline was harsh. Corrupt human nature was
distrusted. In 1363, pupils were forbidden the use of benches and
chairs, on the pretext that such high seats were an encouragement
to pride. For securing obedience, corporal chastisements were used
and abused. The rod is in fashion in the fifteenth as it was in the
fourteenth century.
“There is no other difference,” says an historian, “except that the
rods in the fifteenth century are twice as long as those in the
fourteenth.”[68] Let us note, however, the protest of Saint Anselm, a
protest that pointed out the evil rather than cured it. “Day and
night,” said an abbot to Saint Anselm, “we do not cease to chastise
the children confided to our care, and they grow worse and worse.”
Anselm replied, “Indeed! You do not cease to chastise them! And
when they are grown up, what will they become? Idiotic and stupid.
A fine education that, which makes brutes of men! ... If you were to
plant a tree in your garden, and were to enclose it on all sides so
that it could not extend its branches, what would you find when, at
the end of several years, you set it free from its bands? A tree
whose branches would be bent and crooked; and would it not be
your fault, in having so unreasonably confined it?”
86. The Universities.—Save claustral and cathedral schools, to

which must be added some parish schools, the earliest example of
our village schools, the sole educational establishment of the Middle
Age was what is called the University. Towards the thirteenth and
fourteenth century we see multiplying in the great cities of Europe
those centres of study, those collections of students which recall
from afar the schools of Plato and Aristotle. Of such establishments
were the university which opened at Paris for the teaching of
theology and philosophy (1200); the universities of Naples (1224), of
Prague (1345), of Vienna (1365), of Heidelberg (1386), etc.[69]
Without being completely affranchised from sacerdotal control, these
universities were a first expansion of free science. As far back as the
ninth century, the Arabs had given an example to the rest of Europe
by founding at Salamanca, at Cordova, and in other cities of Spain,
schools where all the sciences were cultivated.
87. Gerson (1363-1429).—With the gentle Gerson, the supposed

author of the Imitation, it seems that the dreary dialectics disappear
to let the heart speak and make way for feeling. The Chancellor of
the University of Paris is distinguished from the men of his time by
his love for the people. He wrote in the common tongue little
elementary treatises for the use and within the comprehension of
the plain people. His Latin work, entitled De parvulis ad Christum
trahendis (“Little children whom we must lead to Christ”), gives
evidence of a large spirit of sweetness and goodness. It abounds in
subtile and delicate observations. For example, Gerson demands of
teachers patience and tenderness: “Little children,” he says, “are
more easily managed by caresses than by fear.” For these frail
creatures he dreads the contagion of example. “No living being is
more in danger than the child of allowing himself to be corrupted by
another child.” In his eyes, the little child is a delicate plant that
must be carefully protected against every evil influence, and, in
particular, against pernicious literature, such as the Roman de la
Rose. Gerson condemns corporal punishment, and requires that
teachers shall have for their pupils the affection of a father:—
“Above all else, let the teacher make an effort to be a father to his
pupils. Let him never be angry with them. Let him always be simple
in his instruction, and relate to his pupils that which is wholesome
and agreeable.” Tender-hearted and exalted spirit, Gerson is a
precursor of Fenelon.[70]
88. Vittorino da Feltre (1379-1446).—It is a pleasure to place

beside Gerson one of his Italian contemporaries, the celebrated
Vittorino da Feltre, a professor in the University of Padua. It was as
preceptor to the sons of the Prince of Gonzagas, and as founder of
an educational establishment at Venice, that Vittorino found occasion
to show his aptitude for educational work. With him, education again
became what it was in Greece,—the harmonious development of
mind and body. Gymnastic exercises, such as swimming, riding,
fencing, restored to honor; attention to the exterior qualities of fine
bearing; an interesting and agreeable method of instruction; a
constant effort to discover the character and aptitudes of children; a
conscientious preparation for each lesson; assiduous watchfulness
over the work of pupils; such are the principal features of the
pedagogy of Vittorino da Feltre, a system of teaching evidently in
advance of his time, and one which deserves a longer study.
89. Other Teachers at the Close of the Middle Age.—Were we writing

a work of erudition, there would be other thinkers to point out in the
last years of the Middle Age, in that uncertain and, so to speak,
twilight period which serves as a transition from the night of the
Middle Age to the full day of the Renaissance. Among others, let us
notice the Chevalier de la Tour-Landry and Æneas Sylvius
Piccolomini.
The Chevalier de la Tour-Landry, in the work which he wrote for
the education of his daughters (1372), scarcely rises above the spirit
of his time. Woman, as he thinks, is made to pray and to go to
church. The model which he sets before his daughters is a countess,
who “each day wished to hear three masses.” He recommends
fasting three times a week in order “the better to subdue the flesh,”
and to prevent it “from diverting itself too much.” There is neither
responsibility nor proper dignity for the wife, who owes obedience to
her husband, her lord, and “should do his will, whether wrong or
right; if wrong, she is absolved from blame, as the blame falls on her
lord.”
Æneas Sylvius, the future Pope Pius II., in his tract on The
Education of Children (1451), is already a man of the Renaissance,
since he recommends with enthusiasm the reading and study of
most of the classical authors. However, he traces a programme of
studies relatively liberal. By the side of the humanities he places the
sciences of geometry and arithmetic, “which are necessary,” he says,
“for training the mind and assuring rapidity of conceptions”; and also
history and geography. He had himself composed historical
narratives accompanied by maps. The distrusts of an overstrained
devotion were no longer felt by a teacher who wrote, “There is
nothing in the world more precious or more beautiful than an
enlightened intelligence.”
90. Recapitulation.—It is thus that the Middle Age in drawing to a

close came nearer and nearer, in the way of continuous progress, to
the decisive emancipation which the Renaissance and the
Reformation were soon to perpetuate. But the Middle Age, in itself,
whatever effort may be put forth at this day to rehabilitate it, and to
discover in it the golden age of modern societies, remains an ill-
starred epoch. A few virtues, negative for the most part, virtues of
obedience and consecration, cannot atone for the real faults of those
rude and barbarous centuries. A higher education reserved to
ecclesiastics and men of noble rank; an instruction which consisted
in verbal legerdemain, which developed only the mechanism of
reasoning, and made of the intelligence a prisoner of the formal
syllogism; agreeably to the barbarism of primitive times, a fantastic
pedantry which lost itself in superficial discussions and in verbal
distinctions; popular education almost null, and restricted to the
teaching of the catechism in Latin; finally, a Church, absolute and
sovereign, which determined for all, great and small, the limits of
thought, of belief, and of action; such was, from our own point of
view, the condition of the Middle Age. It was time for the coming of
the Renaissance to affranchise the human mind, to excite and to
reveal to itself the unconscious need of instruction, and by the
fruitful alliance of the Christian spirit and profane letters, to prepare
for the coming of modern education.
[91. Analytical Summary.—1. The fundamental characteristic of
Middle Age education was the domination of religious
conceptions. The training was for the life to come, rather than
for this life; it was almost exclusively religious and moral; was
based on authority; and included the whole human race.
2. This alliance of church and school, while giving an

exclusive aim to education, also gave it a spirit of intense
seriousness and earnestness. The survivals of this historical
alliance are church and parish schools, and a disposition of the
modern Church to dispute the right of the State to educate.
3. The supreme importance attached to the Scriptures made
education literary; made instruction dogmatic and arbitrary;
exalted words over things; inculcated a taste for abstract and
formal reasoning; made learning a process of memorizing; and
stifled the spirit of free inquiry.
4. The inclusion of the whole world in one Christian
Commonwealth, led to the intellectual enfranchisement of
woman and to the rise of primary education proper.
5. The general tendency was towards harshness in discipline,
coarseness in habits and manners, and a contempt for the
amenities of life.
6. Scholasticism erred by exaggeration; but its general effect
was to develop the power of deductive reasoning, to teach the
use of language as the instrument of thought, and to make
apparent the need of nice discriminations in the use of words.
7. The great intellectual lesson taught is the extreme
difficulty of attaining compass, symmetry, and moderation.]
F O OT N OT E S :
[60] Fustel de Coulanges, La Cité antique, p. 476.
[61] See the Homily of Saint Basil On the Utility which the young
can derive from the reading of profane authors.
[62] Letter to Læta on the education of her daughter Paula (403).
Letter to Gaudentius on the education of the little Pacatula. The
letter to Gaudentius is far inferior to the other by reason of the
perpetual digressions into which the author permits himself to be
drawn.
[63] For writing, Saint Jerome, like Quintilian, recommends that
children first practise on tablets of wood on which letters have
been engraved.
[64] Écolâtre. The history of this word, as given by Littré, is
instructive. “There was no cathedral church (sixteenth century) in
which a sum was not appropriated for the salary of one who
taught the ordinary subjects, and another for one who had leisure
for teaching Theology. The first was called escolastre (écolâtre),
the second theologal.” Pasquier. (P.)
[65] For other examples, see the Life of Alcuin, by Lorenz; and for
Middle Age education in general, consult Christian Schools and
Scholars, by Augusta Theodosia Drane. (P.)
[66] The following quotation illustrates this servile dependence on
authority:
“At the time when the discovery of spots on the sun first began to
circulate, a student called the attention of his old professor to the
rumor, and received the following reply: ‘There can be no spots
on the sun, for I have read Aristotle twice from beginning to end,
and he says the sun is incorruptible. Clean your lenses, and if the
spots are not in the telescope, they must be in your eyes!’”
Naville, La Logique de l’Hypothèse. (P.)
[67] This is no exception to the rule that the education of an age
is the exponent of its real or supposed needs. (P.)
[68] Monteil, Histoire des Français des divers états.
[69] Cambridge (1109), Oxford (1140).
[70] In the Traité de la visite des diocèses, in 1400, he directed
the bishops to inquire whether each parish had a school, and, in
case there were none, to establish one.
C H A P T E R V.
T H E R E N A I S S A N C E A N D T H E T H E O R I E S O F E D U C AT I O N I N
T H E S I X T E E N T H C E N T U R Y.
GENERAL CHARACTERISTICS OF THE EDUCATION OF THE SIXTEENTH CENTURY; CAUSES OF THE

RENAISSANCE IN EDUCATION; THE THEORY AND THE PRACTICE OF EDUCATION IN THE SIXTEENTH
CENTURY; ERASMUS (1467-1536); EDUCATION OF ERASMUS; THE JEROMITES; PEDAGOGICAL
WORKS OF ERASMUS; JUVENILE ETIQUETTE; EARLY EDUCATION; THE INSTRUCTION OF WOMEN;
RABELAIS (1483-1553); CRITICISM OF THE OLD EDUCATION; GARGANTUA AND EUDEMON; THE NEW
EDUCATION; PHYSICAL EDUCATION; INTELLECTUAL EDUCATION; THE PHYSICAL AND NATURAL
SCIENCES; OBJECT LESSONS; ATTRACTIVE METHODS; RELIGIOUS EDUCATION; MORAL EDUCATION;
MONTAIGNE (1533-1592) AND RABELAIS; THE PERSONAL EDUCATION OF MONTAIGNE; EDUCATION
SHOULD BE GENERAL; THE PURPOSE OF INSTRUCTION; EDUCATION OF THE JUDGMENT;
EDUCATIONAL METHODS; STUDIES RECOMMENDED; MONTAIGNE’S ERRORS; INCOMPLETENESS OF
HIS VIEWS ON THE EDUCATION OF WOMEN; ANALYTICAL SUMMARY.
92. General Characteristics of the Education of the Sixteenth Century.

—Modern education begins with the Renaissance. The educational
methods that we then begin to discern will doubtless not be
developed and perfected till a later period; the new doctrines will
pass into practice only gradually, and with the general progress of
the times. But from the sixteenth century education is in possession
of its essential principles. The education of the Middle Age, over-rigid
and repressive, which condemned the body to a régime too severe,
and the mind to a discipline too narrow, is to be succeeded, at least
in theory, by an education broader and more liberal; which will give
due attention to hygiene and physical exercises; which will
enfranchise the intelligence, hitherto the prisoner of the syllogism;
which will call into play the moral forces, instead of repressing them;
which will substitute real studies for the verbal subtilties of
dialectics; which will give the preference to things over words;
which, finally, instead of developing but a single faculty, the reason,
and instead of reducing man to a sort of dialectic automaton, will
seek to develop the whole man, mind and body, taste and
knowledge, heart and will.
93. Causes of the Renaissance in Education.—The men of the

sixteenth century having renewed with classical antiquity an
intercourse that had been too long interrupted, it was natural that
they should propose to the young the study of the Greeks and the
Romans. What is called secondary instruction really dates from the
sixteenth century. The crude works of the Middle Age are succeeded
by the elegant compositions of Athens and Rome, henceforth made
accessible to all through the art of printing; and, with the reading of
the ancient authors, there reappear through the fruitful effect of
imitation, their qualities of correctness in thought, of literary taste,
and of elegance in form. In France, as in Italy, the national tongues,
moulded, and, as it were, consecrated by writers of genius, become
the instruments of an intellectual propaganda. Artistic taste, revived
by the rich products of a race of incomparable artists, gives an
extension to the horizon of life, and creates a new class of emotions.
Finally, the Protestant Reform develops individual thought and free
inquiry, and at the same time, by its success, it imposes still greater
efforts on the Catholic Church.
This is not saying that everything is faultless in the educational
efforts of the sixteenth century. First, as is natural for innovators, the
thought of the teachers of this period is marked by enthusiasm
rather than by precision. They are more zealous in pointing out the
end to be attained, than exact in determining the means to be
employed. Besides, some of them are content to emancipate the
mind, but forget to give it proper direction. Finally, others make a
wrong use of the ancients; they are too much preoccupied with the
form and the purity of language; they fall into Ciceromania, and it is
not their fault if a new superstition, that of rhetoric, does not
succeed the old superstition, that of the syllogism.
94. The Theory and the Practice of Education in the Sixteenth Century.
—In the history of education in the sixteenth century, we must,
moreover, carefully distinguish the theory from the practice. The
theory of education is already boldly put forward, and is in advance
of its age; while the practice is still dragging itself painfully along on
the beaten road, notwithstanding some successful attempts at
improvement.
The theory we must look for in the works of Erasmus, Rabelais,
and Montaigne, of whom it may be said, that before pretending to
surpass them, even at this day, we should rather attempt to
overtake them, and to equal them in the most of their pedagogical
precepts.
The practice is, first, the development of the study of the
humanities, particularly in the early colleges of the Jesuits, and,
before the Jesuits, in certain Protestant colleges, particularly in the
college at Strasburg, so brilliantly administered by the celebrated
Sturm (1507-1589). Then it is the revival of higher instruction,
denoted particularly by the foundation of the College of France
(1530), and by the brilliant lectures of Ramus. Finally, it is the
progress, we might almost say the birth, of primary instruction,
through the efforts of the Protestant reformers, and especially of
Luther.
Nevertheless, the educational thought of the sixteenth century is
in advance of educational practice; theories greatly anticipate
applications, and constitute almost all that is deserving of special
note.
95. Erasmus (1467-1536).—By his numerous writings, translations,

grammars, dictionaries, and original works, Erasmus diffused about
him his own passionate fondness for classical literature, and
communicated this taste to his contemporaries. Without having a
direct influence on education, since he scarcely taught himself, he
encouraged the study of the ancients by his example, and by his
active propagandism. The scholar who said, “When I have money, I
will first buy Greek books and then clothes,” deserves to be placed in
the first rank among the creators of secondary instruction.
96. The Education of Erasmus: the Jeromites.—Erasmus was educated

by the monks, as Voltaire was by the Jesuits, a circumstance that
has cost these liberal thinkers none of their independent disposition,
and none of their satirical spirit. At the age of twelve, Erasmus
entered the college of Deventer, in Holland. This college was
conducted by the Jeromites, or Brethren of the Common Life.
Founded in 1340 by Gerard Groot, the association of the Jeromites
undertook, among other occupations, the instruction of children.
Very mystical, and very ascetic at first, the disciples of Gerard Groot
restricted themselves to teaching the Bible, to reading, and writing.
They proscribed, as useless to piety, letters and the sciences. But in
the fifteenth century, under the influence of John of Wessel and
Rudolph Agricola, the Jeromites became transformed; they were the
precursors of the Renaissance, and the promoters of the alliance
between profane letters and Christianity. “We may read Ovid once,”
said John of Wessel, “but we ought to read Virgil, Horace, and
Terence, with more attention.” Horace and Terence were precisely
the favorite authors of Erasmus, who learned them by heart at
Deventer. Agricola, of whom Erasmus speaks only with enthusiasm,
was also the zealous propagator of the great works of antiquity, and,
at the same time, the severe critic of the state of educational
practice of the time when the school was too much like a prison.
“If there is anything which has a contradictory name,” he said, “it
is the school. The Greeks called it σχολὴ, which means leisure,
recreation; and the Latins, ludus, that is, play. But there is nothing
farther removed from recreation and play. Aristophanes called it
φροντιστήριον, that is, place of care, of torment, and this is surely
the designation which best befits it.”
Erasmus then had for his first teachers enlightened men, who,
notwithstanding their monastic condition, both knew and loved
antiquity. But, as a matter of fact, Erasmus was his own teacher. By
personal effort he put himself at the school of the ancients. He was
all his life a student. Now he was a foundation scholar at the college
of Montaigu, in Paris, and now preceptor to gentlemen of wealth. He
was always in pursuit of learning, going over the whole of Europe,
that he might find in each cultivated city new opportunities for self-
instruction.
97. Pedagogical Works of Erasmus.—Most of the works written by

Erasmus relate to instruction. Some of them are fairly to be classed
as text-books, elementary treatises on practical education, as, for
example, his books On the Manner of writing Letters, Upon Rules of
Etiquette for the Young, etc. We may also notice his Adages, a vast
repertory of proverbs and maxims borrowed from antiquity; his
Colloquies, a collection of dialogues for the use of the young, though
the author here treats of many things which a pupil should never
hear spoken of. Another category should include works of a more
theoretical character, in which Erasmus sets forth his ideas on
education. In the essay On the Order of Study (de Ratione Studii),
he seeks out the rules for instruction in literature, for the study of
grammar, for the cultivation of the memory, and for the explication
of the Greek and Latin authors. Another treatise, entitled Of the First
Liberal Education of Children (De pueris statim ac liberaliter
instituendis), is still more important, and covers the whole field of
education. Erasmus here studies the character of the child, the
question of knowing whether the first years of child-life can be
turned to good account, and the measures that are to be taken with
early life. He also recommends methods that are attractive, and
heartily condemns the barbarous discipline which reigned in the
schools of his time.
98. Juvenile Etiquette.—Erasmus is one of the first educators who

comprehended the importance of politeness. In an age still uncouth,
where the manners of even the cultivated classes tolerated usages
that the most ignorant rustic of to-day would scorn, it was good to
call the attention to outward appearances and the duties of
politeness. Erasmus knew perfectly well that politeness has a moral
side, that it is not a matter of pure convention, but that it proceeds
from the inner disposition of a well-ordered soul. So he assigns it an
important place in education:
“The duty of instructing the young,” he says, “includes several
elements, the first and also the chief of which is, that the tender
mind of the child should be instructed in piety; the second, that he
love and learn the liberal arts; the third, that he be taught tact in the
conduct of social life; and the fourth, that from his earliest age he
accustom himself to good behavior, based on moral principles.”
We need not be astonished, however, to find that the civility of
Erasmus is still imperfect, now too free, now too exacting, and
always ingenuous. “It is a religious duty,” he says, “to salute him
who sneezes.” “Morally speaking, it is not a proper thing to throw
the head back while drinking, after the manner of storks, in order to
drain the last drop from the glass.” “If one let bread fall on the
ground, he should kiss it after having picked it up.” On the other
hand, Erasmus seems to allow that the nose may be wiped with the
fingers, but he forbids the use of the cap or the sleeve for this
purpose. He requires that the face shall be bathed with pure water
in the morning; “but,” he adds, “to repeat this afterwards is
nonsense.”
99. Early Education.—Like Quintilian, by whom he is often inspired,

Erasmus does not scorn to enter the primary school, and to shape
the first exercises for intellectual culture. Upon many points, the
thought of the sixteenth century scholar is but an echo of the
Institutes of Oratory, or of the educational essays of Plutarch. Some
of his maxims deserve to be reproduced: “We learn with great
willingness from those whom we love;” “Parents themselves cannot
properly bring up their children if they make themselves only to be
feared;” “There are children who would be killed sooner than made
better by blows: by mildness and kind admonitions, one may make
of them whatever he will;” “Children will learn to speak their native
tongue without any weariness, by usage and practice;” “Drill in
reading and writing is a little bit tiresome, and the teacher will
ingeniously palliate the tedium by the artifice of an attractive
method;” “The ancients moulded toothsome dainties into the forms
of the letters, and thus, as it were, made children swallow the
alphabet;” “In the matter of grammatical rules, instruction should at
the first be limited to the most simple;” “As the body in infant years
is nourished by little portions distributed at intervals, so should the
mind of the child be nurtured by items of knowledge adapted to its
weakness, and distributed little by little.”
From out these quotations there appears a method of instruction
that is kindly, lovable, and full of tenderness for the young. Erasmus
claims for them the nourishing care and caresses of the mother, the
familiarity and goodness of the father, cleanliness, and even
elegance in the school, and finally, the mildness and indulgence of
the teacher.
100. The Instruction of Women.—The scholars of the Renaissance

did not exclude women from all participation in the literary treasures
that a recovered antiquity had disclosed to themselves. Erasmus
admits them to an equal share.
In the Colloquy of the Abbé and the Educated Woman, Magdala
claims for herself the right to learn Latin, “so that she may hold
converse each day with so many authors who are so eloquent, so
instructive, so wise, and such good counsellors.” In the book called
Christian Marriage, Erasmus banters young ladies who learn only to
make a bow, to hold the hands crossed, to bite their lips when they
laugh, to eat and drink as little as possible at table, after having
taken ample portions in private. More ambitious for the wife,
Erasmus recommends her to pursue the studies which will assist her
in educating her own children, and in taking part in the intellectual
life of her husband.
Vives, a contemporary of Erasmus (1492-1540), a Spanish teacher,
expressed analogous ideas in his books on the education of women,
in which he recommends young women to read Plato and Seneca.
To sum up, the pedagogy of Erasmus is not without value; but
with him, education ran the risk of remaining exclusively Greek and
Latin. A humanist above everything else, he granted but very small
place to the sciences, and to history, which it sufficed to skim over,
as he said; and, what reveals his inmost nature, he recommended
the study of the physical sciences for this reason in particular, that
the writer will find in the knowledge of nature an abundant source of
metaphors, images, and comparisons.
101. Rabelais (1483-1553).—Wholly different is the spirit of

Rabelais, who, under a fanciful and original form, has sketched a
complete system of education. Some pages of marked gravity in the
midst of the epic vagabondage of his burlesque work, give him the
right to appear in the first rank among those who have reformed the
art of training and developing the human soul.[71]
The pedagogy of Rabelais is the first appearance of what may be
called realism in instruction, in distinction from the scholastic
formalism. The author of Gargantua turns the mind of the young
man towards objects truly worthy of occupying his attention. He
catches a glimpse of the future reserved to scientific education, and
to the study of nature. He invites the mind, not to the labored
subtilties and complicated tricks which scholasticism had brought
into fashion, but to manly efforts, and to a wide unfolding of human
nature.
102. Criticism of the Old Education: Gargantua and Eudemon.—In the

manners of the sixteenth century, the keen satire of Rabelais found
many opportunities for disporting itself; and his book may be
regarded as a collection of pamphlets. But there is nothing that he
has pursued with more sarcasms than the education of his day.
At the outset, Gargantua is educated according to the scholastic
methods. He works for twenty years with all his might, and learns so
perfectly the books that he studies that he can recite them by heart,
backwards and forwards, “and yet his father discovered that all this
profited him nothing; and what is worse, that it made him a madcap,
a ninny, dreamy, and infatuated.”
To that unintelligent and artificial training which surcharges the
memory, which holds the pupil for long years over insipid books,
which robs the mind of all independent activity, which dulls rather
than sharpens the intelligence,—to all this Rabelais opposes a
natural education, which appeals to experience and to facts, which
trains the young man, not only for the discussions of the schools,
but for real life, and for intercourse with the world, and which,
finally, enriches the intelligence and adorns the memory without
stifling the native graces and the free activities of the spirit.
Eudemon, who, in Rabelais’ romance, represents the pupil trained
by the new methods, knows how to think with accuracy and speak
with facility; his bearing is without boldness, but with confidence.
When introduced to Gargantua, he turns towards him, “cap in hand,
with open countenance, ruddy lips, steady eyes, and with modesty
becoming a youth”; he salutes him elegantly and graciously. To all
the pleasant things which Eudemon says to him, Gargantua finds
nothing to say in reply: “His countenance appeared as though he
had taken to crying immoderately; he hid his face in his cap, and not
a single word could be drawn from him.”
In these two pupils, so different in manner, Rabelais has
personified two contrasted methods of education: that which, by
mechanical exercises of memory, enfeebles and dulls the
intelligence; and that which, with larger grants of liberty, develops
keen intelligences, and frank and open characters.
103. The New Education.—Let us now notice with some detail how
Rabelais conceives this new education.[72] After having thrown into
sharp relief the faults contracted by Gargantua in the school of his
first teachers, he entrusts him to a preceptor, Ponocrates, who is
charged with correcting his faults, and with re-moulding him; he is
to employ his own principles in the government of his pupil.
Ponocrates proceeds slowly at first; he considers that “nature does
not endure sudden changes without great violence.” He studies and
observes his pupil; he wishes to judge of his natural disposition.
Then he sets himself to work; he undertakes a general recasting of
the character and spirit of Gargantua, while directing, at the same
time, his physical, intellectual, and moral education.
104. Physical Education.—Hygiene and gymnastics, cleanliness

which protects the body, and exercise which strengthens it,—these
two essential parts of physical education receive equal attention
from Rabelais. Erasmus thought it was nonsense (“ne rime à rien”)
to wash more than once a day. Gargantua, on the contrary, after
eating, bathes his hands and his eyes in fresh water. Rabelais does
not forget that he has been a physician; he omits no detail relative
to the care of the body, even the most repugnant. He is far from
believing, with the mystics of the Middle Age, that it is permissible to
lodge knowledge in a sordid body, and that a foul or neglected
exterior is not unbefitting virtuous souls. The first preceptors of
Gargantua said that it sufficed to comb one’s hair “with the four
fingers and the thumb; and that whoever combed, washed, and
cleansed himself otherwise, was losing his time in this world.” With
Ponocrates, Gargantua reforms his habits, and tries to resemble
Eudemon, “whose hair was so neatly combed, who was so well
dressed, of such fine appearance, and was so modest in his bearing,
that he much more resembled a little angel than a man.”
Rabelais attaches equal importance to gymnastics, to walking, and
to active life in the open air. He does not allow Gargantua to grow
pale over his books, and to protract his study into the night. After
the morning’s lessons, he takes him out to play. Tennis and ball
follow the application to books: “He exercises his body just as
vigorously as he had before exercised his mind.” And so, after the
study of the afternoon till the supper hour, Gargantua devotes his
time to physical exercises. Riding, wrestling, swimming, every
species of physical recreation, gymnastics under all its forms,—there
is nothing which Gargantua does not do to give agility to his limbs
and to strengthen his muscles. Here, as in other places, Rabelais
stretches a point, and purposely resorts to exaggeration in order to
make his thought better comprehended. It would require days of
several times twenty-four hours, in order that a real man could find
the time to do all that the author of Gargantua requires of his giant.
In contrast with the long asceticism of the Middle Age, he proposes
a real revelry of gymnastics for the colossal body of his hero. We will
not forget that here, as in all the other parts of Rabelais’ work,
fiction is ever mingled with fact. Rabelais wrote for giants, and it is
natural that he should demand gigantesque efforts of them. In order
to comprehend the exact thought of the author, it is necessary to
reduce his fantastic exaggerations to human proportions.
105. Intellectual Education.—For the mind, as for the body,

Rabelais requires prodigies of activity. Gargantua rises at four in the
morning, and the greater part of the long day is filled with study. For
the indolent contemplations of the Middle Age, Rabelais substitutes
an incessant effort and an intense activity of the mind. Gargantua
first studies the ancient languages, and the first place is given to
Greek, which Rabelais rescues from the long discredit into which it
had fallen in the Middle Age, as is proved by the vulgar adage,
“Græcum est, non legitur.”
“Now, all disciplines are restored, and the languages reinstated,—
Greek (without which it is a shame for a person to call himself
learned), Hebrew, Chaldean, Latin. There are very elegant and
correct editions in use, which have been invented in my age by
divine inspiration, as, on the other hand, artillery was invented by
diabolic suggestion. The whole world is full of wise men, of learned
teachers, and of very large libraries, and it is my opinion that neither
in the time of Plato nor in that of Cicero, nor in that of Papinian,
were there such opportunities for study as we see to-day.”
Like all his contemporaries, Rabelais is an enthusiast in classical
learning; but he is distinguished from them by a very decided taste
for the sciences, and in particular for the natural sciences.
106. The Physical and Natural Sciences.—The Middle Age had
completely neglected the study of nature. The art of observing was
ignored by those subtile dialecticians, who would know nothing of
the physical world except through the theories of Aristotle or the
dogmas of the sacred books; who attached no value to the study of
the material universe, the transient and despised abode of immortal
souls; and who, moreover, flattered themselves that they could
discover at the end of their syllogisms all that was necessary to
know about it. Rabelais is certainly the first, in point of time, of that
grand school of educators who place the sciences in the first rank
among the studies worthy of human thought.
The scholar of the Middle Age knew nothing of the world.
Gargantua requires of his son that he shall know it under all its
aspects:
“As to the knowledge of the facts of nature,” he writes to
Pantagruel, “I would have you devote yourself to them with great
care, so that there shall be neither sea, river, nor fountain, whose
fish you do not know. All the birds of the air, all the trees, shrubs,
and fruits of the forests, all the grasses of the earth, all the metals
concealed in the depths of the abysses, the precious stones of the
entire East and South,—none of these should be unknown to you. By
frequent dissections, acquire a knowledge of the other world, which
is man. In a word, I point out a new world of knowledge.”
Nothing is omitted, it is observed, from what constitutes the
science of the universe or the knowledge of man.
It is further to be noticed, that Rabelais wishes his pupil not only
to know, but to love and experience nature. He recommends his
pupils to go and read the Georgics of Virgil in the midst of meadows
and woods. The precursor of Rousseau on this point as upon some
others, he thinks there is a gain in spiritual health by refreshing the
imagination and giving repose to the spirit, through the
contemplation of the beauties of nature.
Ponocrates, in order to afford Gargantua distraction from his
extreme attention to study, recommended once each month some
very clear and serene day, on which they set out at an early hour
from the city, and went to Chantilly, or Boulogne, or Montrouge, or
Pont Charenton, or Vannes, or Saint Cloud. And there they passed
the whole day in playing, singing, dancing, frolicking in some fine
meadow, hunting for sparrows, collecting pebbles, fishing for frogs
and crabs.[73]
107. Object Lessons.—In the scheme of studies planned by

Rabelais, the mind of the pupil is always on the alert, even at table.
There, instruction takes place while talking. The conversation bears
upon the food, upon the objects which attract the attention of
Gargantua, upon the nature and properties of water, wine, bread,
and salt. Every sensible object becomes material for questions and
explanations. Gargantua often takes walks across fields, and he
studies botany in the open country, “passing through meadows or
other grassy places, observing trees and plants, comparing them
with ancient books where they are described, ... and taking handfuls
of them home.” There are but few didactic lessons; intuitive
instruction, given in the presence of the objects themselves, such is
the method of Rabelais. It is in the same spirit that he sends his
pupil to visit the stores of the silversmiths, the founderies, the
alchemists’ laboratories, and shops of all kinds,—real scientific
excursions, such as are in vogue to-day. Rabelais would form a
complete man, skilled in art and industry, and also capable, like the
Émile of Rousseau, of devoting himself to manual labor. When the
weather is rainy, and walking impracticable, Gargantua employs his
time in splitting and sawing wood, and in threshing grain in the
barn.
108. Attractive Methods.—By a reaction against the irksome routine

of the Middle Age, Rabelais would have his pupil study while playing,
and even learn mathematics “through recreation and amusement.” It
is in handling playing-cards that Gargantua is taught thousands of
“new inventions which relate to the science of numbers.” The same
course is followed in geometry and astronomy. The accomplishments

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IV RACIAL AND ETHNIC DIVERSITY

Chapter 1. American Indians and Alaska Natives

RACIAL AND ETHNIC DIVERSITY V

Chapter 6. Total Population

Chapter 7. Attitudes and Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .639

VI RACIAL AND ETHNIC DIVERSITY

Chapter 1. American Indians and Alaska Natives

1.1 Educational Attainment of American Indians by Sex, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

RACIAL AND ETHNIC DIVERSITY VII

2.1 Educational Attainment of Asians by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

2.17 Asian Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

2.33 Asian Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

VIII RACIAL AND ETHNIC DIVERSITY

2.40 Median Income of Asian Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

2.69 Asian Households by Age of Householder, 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

2.83 Asians by Racial Identiﬁcation, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

RACIAL AND ETHNIC DIVERSITY IX

3.1 Educational Attainment of Blacks by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

3.18 Black Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188

3.36 Black Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202

X RACIAL AND ETHNIC DIVERSITY

3.49 Median Income of Black Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214

3.90 Blacks by Racial Identiﬁcation, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257

RACIAL AND ETHNIC DIVERSITY XI

4.1 Educational Attainment of Hispanics by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283

4.19 Hispanic Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300

XII RACIAL AND ETHNIC DIVERSITY

4.36 Hispanic Homeownership Rate, 1994 to 2004. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315

4.49 Median Income of Hispanic Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327

4.83 Hispanic Households by Age of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .366

RACIAL AND ETHNIC DIVERSITY XIII

4.97 Hispanics by Race, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .379

Chapter 5. Non-Hispanic Whites

5.1 Educational Attainment of Non-Hispanic Whites by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .415

XIV RACIAL AND ETHNIC DIVERSITY

5.18 Non-Hispanic White Health Status, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .431

5.36 Non-Hispanic White Homeownership Rate, 1994 to 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .445

5.43 Median Income of Non-Hispanic White Households, 1990 to 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . .451

RACIAL AND ETHNIC DIVERSITY XV

5.68 Non-Hispanic White Households by Age of Householder, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .474

5.81 Whites by Racial Identiﬁcation, 2000 and 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .486

Chapter 6. Total Population

6.1 Educational Attainment of Total People by Age, 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .511

XVI RACIAL AND ETHNIC DIVERSITY

6.34 Homeowners by Race and Hispanic Origin, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .541

RACIAL AND ETHNIC DIVERSITY XVII