TELECOMMUNICATIONS
AND HISPANICS:
HOW TECHNOLOGY
CAN ADVANCE LATINO
INTERESTS VIA EDUCATION,
HEALTH CARE
AND THE ECONOMY
TELECOMMUNICATIONS
AND HISPANICS:
How Technology can Advance Latino
Interests via Education, Health Care
and the Economy
March 2015
INTRODUCTION
Telecommunications technology isn’t just about AMFM radio and TV anymore, and it hasn’t been for a long time.
With the arrival of the Internet, satellite radio, digital television
and other channels of communication, the telecommunications
industry has become a central matter of concern in the
daily lives of ordinary citizens. Remarkably, for example, 4
million citizens sent comments (Obama, 2015) to the FCC in
anticipation of its February 2015 ruling that the Internet will
be regulated as a public utility, not unlike electricity and gas.
Although not everyone agrees with the FCC’s ruling, including
many national organizations that advocate on behalf of
Hispanic interests (Hispanic Telecommunications & Technology
Partnership, 2015), the outpouring of public opinion on the
subject is noteworthy. It is an indication of the importance that
telecommunications technology has achieved.
The industry is especially important for Hispanics, the
largest, fastest growing ethnic minority group in the United
States, whose influence can be felt in nearly every aspect of
American culture, from food to fashion to the performing and
fine arts. Hispanic Americans, who now number nearly 54
million (American Fact Finder, 2015), have also become major
players on the political scene, as voters elect Latino mayors,
governors and members of congress across the country from
both major political parties. In 2009, President Barack Obama
appointed Sonya Sotomayor to the U.S. Supreme Court, making
her the first Hispanic associate justice and only the third woman.
It is now conventional wisdom that political candidates running
in statewide elections must have substantial support from the
Hispanic community if they hope to win. U.S. Senators Marco
Rubio and Ted Cruz, from Florida and Texas respectively, are
frequently mentioned as potential candidates for the Republican
Party’s nomination for president.
But despite their growing numbers and influence,
Hispanics continue to lag behind other groups in key areas that
diminish the impact they could otherwise have. An important
aspect of this is represented by the degree to which they have
access to – and are affected by – telecommunications industry
technology. This report examines the issue through three vital
lenses: education, health care and the economy.
BACKGROUND
It is important to understand who Hispanics are. They
may be of any race and their family roots may be in a variety
of Spanish speaking countries. Hispanics of Mexican heritage
comprise the largest group in the United States by far, at 64%.
They are followed by Puerto Ricans, at 9.4%, Salvadorans at
3.8%, Cubans at 3.7%, Dominicans at 3.1%, Guatemalans at
2.3% and all others comprising 13.7%. The largest number of
Hispanics is in California, with a population of 14.7 million; the
largest percentage in any state is New Mexico, at 47.3% of the
state’s population (Office of Minority Health & Health Equity,
2015).
Educational attainment is an area in which Hispanics
continue to be challenged. In 2012, Hispanic youths dropped
out of school without obtaining a diploma at a rate of 6.7%,
exceeding the dropout rate for African Americans, at 5.6%;
non-Hispanic Whites at 3.4% and Asians, whose dropout rate
was just 1.3%. At the college level, the situation is similar. While
30.2% of non-Hispanic Whites have four-year college degrees
and 18.8% of Blacks have attained the degree, Hispanics trail
behind with 13.9% (Brown & Patten, 2014).
The high secondary school dropout rate and the low level
of college completion contribute to an employment distribution
for Hispanics that, while varied, is concentrated in the lower
income range. While 15.2% of Asians and 15% of non-Hispanic
Whites and 8.7% of African Americans work in management
and business, just 7.3% of Hispanics are represented there. On
the other hand, for example, Hispanics lead in cleaning and
maintenance, at 9.1%, while just 5.5% of African Americans,
3.2% of Whites and 2.1% of Asians are employed in those jobs
(Brown & Patten, 2014).
All honest work is honorable and deserving of respect,
yet the distribution of types of labor along ethnic lines cannot
be ignored. It should be noted, too, that the high percentage
of Hispanics in low-paying fields is at least in part affected
by the large number of foreign-born Latinos included in that
statistic, some of whom have English-language or education
deficiencies, made more difficult in some cases by fears about
their immigration status. Regardless of the causes, they remain
as factors with which the community must contend.
THE TECHNOLOGY FACTOR: WHAT IT MEANS
FOR HISPANICS
The world has become dependent upon technology
in ways that seemed like science fiction just a few decades
ago. Today, however, people routinely ask questions of their
smartphones and get oral responses. Nearly a third of the
states have enacted laws (AAA, 2015) that regulate how, or if,
earphones can be worn by drivers, as streaming audio, video or
recorded data travel with drivers and their passengers wherever
they go. Cable television with its hundreds of channels and
video on demand is already perceived in some quarters as “old
school,” as newer players, such as Netflix and others mount
serious challenges for audience via programming delivered
over the Internet. A new term, “cord cutters,” has entered the
language to describe consumers who have rejected subscription
television in favor of other technologies. Social media connect
Americans to each other and to other people and sources of
information around the globe, instantly
and with societal implications that are
not yet fully understood.
The lives of most Americans
are affected by technology in ways that
they may not immediately recognize,
but which can have significant impact on the quality of life for
themselves and for their families. For Hispanics, however, these
circumstances can be dramatic, and they most often present
through education, health care and the economy.
Education
The oldest members of the Baby Boom generation will
start turning 70 this year, which makes them old enough to have
experienced elementary and secondary education in a form
relatively unchanged from before the turn of the 20th century.
It took place in traditional classrooms, involved a great deal of
memorization, notes were taken by hand with a pen or pencil
and high school homework assignments were prepared using
a manual typewriter. Teachers stood in front of blackboards,
using chalk and dusty erasers to make their points.
Although blackboards still survive in some classrooms,
and though pens and pencils are not entirely alien in today’s
schools, the environment, the pace and tools of contemporary
education have radically changed. Many of today’s students
learn in a technology-driven space. They have never known a
world without smartphones, PCs and Macs, and the slogan –
“There’s an app for that” – is a fact of life, and not merely
a marketing message. In fact, communications technology,
coupled with cultural and economic societal changes, has begun
to push education into previously unexplored territories with
important ramifications for students and their parents.
For-profit colleges and universities such as the
University of Phoenix, among others, as well as private nonprofit
institutions such as Southern New Hampshire University, or
state schools like University of Maryland University College and
Arizona State University have become ubiquitous in broadcast
advertising, touting their online degree programs – many of
them aimed at working adults. Similarly, massive open online
courses, or MOOCs, are drawing millions of students worldwide
to continuing-education classes taught entirely online by some
of the leading professors in their fields. MOOCs are still a new
phenomenon, but they are having a significant impact on
higher education (Newman & Oh, 2014). Traditional colleges
and universities across the country, public and private, large
and small, have begun to embrace online education by offering
courses via the Internet or in so-called hybrid, or “flipped”
classes that combine online coursework with traditional
classroom interactions with the professor (Jarrett, 2013).
One intriguing manifestation of the role of technology
in education at the elementary and secondary levels is the rise
in homeschooling. In the 2010-2011 school year, just 3.4%
of children 5-17 years old were homeschooled (15% of whom
were Hispanic), but that represents a significant increase over
1999, when 1.7% of children were homeschooled (Noel, Stark,
& Redford, 2013). Parents choose homeschooling for many
reasons, but a study conducted for the National Center for
Education Statistics (Noel, Stark & Redford, 2013) shows that
the most cited reason by far, 91%, was dissatisfaction with the
traditional school environment. For such parents, the Internet
provides ready access to government, commercial and nonprofit
resources for homeschooling. Even families whose children
attend traditional and charter public schools or private schools,
use of the Internet for communication between parents and
teachers has become routine. In addition, students use the Web
to conduct research and to turn in homework assignments and
to receive critiques from their teachers.
Perhaps one of the most telling markers of the how
the education process is being changed by telecommunications
advances is the threat the Internet now poses to an institution
that is as much cultural as it is practical – snow-day vacations
from school. For generations of schoolchildren, and their
teachers, the occasional day off in the depth of winter because of
roads made dangerous by snow and ice is a tradition. As weather
patterns have changed, and as state and municipal budgets
have grown tighter, increasing numbers of school districts have
begun to investigate the possibility of eliminating snow days by
conducting online classes during bad weather (The Associated
Press, 2011). All that is needed is a computer and a fast, reliable
connection to the Internet.
The assumption of such connectivity has important
implications for all American families, but especially for Hispanic
families. A Pew Hispanic Center survey (Lopez, GonzalezBarrera, & Patten, 2013) has shown a link between income,
education and computer ownership to use of the Internet among
Latinos. Ninety-five percent of families with annual incomes
of $50,000 or higher report going online at least occasionally,
compared with 71% of those with annual incomes of less than
$30,000, according to the study. Similarly, the study reports
that 91% of Latinos with some college or more use the Internet
at least occasionally, compared with 58% of those with less than
a high school diploma. When it comes to computer ownership,
95% of Hispanic families with incomes of $50,000 or more own
computers, compared to 63% of those with incomes of $30,000
or less. The gap also correlates with educational attainment:
89% of those with at least some college own computers, but
just 51% of those with less than a high school diploma own
computers.
Clearly, income and education are key indicators of the
extent to which individuals and families are digitally engaged, and
while nearly all Hispanic families who earn more than $50,000 a
year and have at least some college education own computers and
go online frequently, Latinos as a group lag behind Asians and
non-Hispanic Whites in household income: $67,065 for Asians
and $58,270 for Whites, compared to $40,963 for Hispanics.
Only African Americans had a lower median household income,
at $34,598 (DeNavas-Walt & Proctor, 2014). Hispanics also
lag behind in educational attainment, with a college graduation
rate of 13.9%, compared to 52.4% for Asians, 30.3% for Whites
and 19.8% for African Americans (U.S. Census Bureau, 2012).
In each of the two critical indicators of digital engagement –
income and education – Hispanics are behind and thus poorly
positioned to take advantage of educational opportunities that
lead to occupational opportunities for themselves and for their
children. The connection between income and education to full
engagement with educational opportunity via the increasingly
important digital pathways cannot be underestimated.
Health Care
As is the case for all Americans,
access to quality, affordable health care
is essential to securing their families’
futures. However, the need is especially great for Hispanics,
due to their tendency toward obesity and related problems.
For example, 38% of Hispanics over the age of 18 are obese,
compared with 33.9% of non-Hispanic Whites, and 12.1%
have been diagnosed with diabetes, compared to 7.3% of nonHispanic Whites. Indeed, Hispanics are 1.5 times more likely to
die from diabetes than non-Hispanic Whites (Office of Minority
Health, 2014).
In spite of these and other health problems, many of
which require the care of a physician, the health care insurance
picture for Hispanics is not good. In fact, the percentage of
Hispanics without health insurance is the highest of any other
ethnic group. While 11.1% of non-Hispanic Whites were
without health insurance in 2012, followed by Asians at 15.1%
and African Americans at 19%, the percentage of Hispanics
was a significantly higher 29.1% (DeNavas-Walt, Proctor, &
Smith, 2013).
One reason for the great disparity between the level of
Hispanics’ health care coverage and that of other ethnic groups
is that many Latinos tend to work in low-paying jobs that do
not offer health care. Another reason is the barrier presented by
the fear and uncertainty about providing information to obtain
Medicaid or to qualify for other coverage under the Affordable
Care Act, due to their own or to family members’ immigration
status. As noted by Scott D. Rhodes, Ph.D., M.P.H., professor
of public health sciences at Wake Forest Baptist Medical
Center and lead author of a recent study in North Carolina:
“Our findings suggest that immigration enforcement policies
negatively affect the health of immigrant Hispanics, including
those with and without documentation” (Wake Forest Baptist
Medical Center, 2014).
Although the Obama administration has sought to
assure Hispanics and others concerned about immigration
policy and enforcement that signing up for the Affordable Care
Act is not linked to a threat of deportation (HHS.gov, 2014), the
fear remains a barrier. Their concerns have been exacerbated
by a ruling by a federal judge in Texas that temporarily blocked
President Obama’s executive order that would have saved as
many as 5 million people from deportation (Lozano, 2015). The
ruling gave a coalition of 26 states time to prepare a lawsuit that
would seek to permanently overturn the president’s executive
order. Regardless of the eventual outcome of this particular
case, the action served to undermine the confidence of many
Hispanics in institutions that could help.
As is the case with educational opportunity, effective
delivery of health care is tied to income and access to
telecommunications services. Previously cited statistics showing
the correlation of income to computer ownership and use among
Hispanics and the impact on educational achievement also apply
here. Simply put, better-educated individuals earn more money
and are more likely to have a computer in the home, which makes
it easier to access health services and related information online.
Economy
Most Americans – including
Hispanic Americans – experience
the national economy in individual
and highly personal ways, such as
shopping, looking for (or keeping)
a job or managing personal financial accounts. Routine activities
such as these are inextricably tied to a vital telecommunications
industry and reliable individual access to the Internet; the result
has been that the technology has turned whole industries on
their collective head. It is difficult to overestimate the degree
to which the telecommunications industry impacts daily life. To
reach the position it occupies today, the industry has developed
along lines that are radically different from what they might
have been in the absence of the Web, which turned 25 years
old last year, as noted by a Pew Research Center report (Fox &
Rainie, Internet, Science & Tech, 2014). Among its findings, the
study points out that 68% of adults connect to the Internet via
smartphones, tablets or other mobile devices.
E-shopping
When it comes to shopping, Hispanics are a critical
element in the national economy. A Nielsen Company study
projected that Hispanics’ buying power would be $1.5 trillion
by 2015 (The Nielsen Company, 2012). But it’s online shopping
in particular that requires powerful telecommunications
technology and which points the way to the future. The U.S.
Census Bureau reports that overall retail shopping online reached
$79,567 billion for the fourth quarter of 2014, or 6.7% of total
retail sales, a 14.6% increase over the same period in 2013.
Online sales were nearly $304 billion for the year (Bucchioni,
Liu, & Weidenhamer, 2015). Online retailing giant Amazon
alone had sales of $88.99 billion in 2014 (MarketWatch.com,
2015). And, a recent trend toward opening brick-and-mortar
locations by online retailers like Amazon or Chico’s Boston
Proper notwithstanding (Gustafson, 2014), e-commerce has
become a fixture in the American marketplace. Virtually any
product or service is available for delivery with the click of a
mouse, in many cases overnight.
An important way in which telecommunications
technology has changed shopping is the way that consumers
comparison-shop. A recent federal government study shows
that 44% of smartphone users have comparison-shopped while
in a retail store and that an astounding 68% of them changed
where they made the purchase as a result of the information
they found (Federal Reserve Board, 2014).
Hispanics have especially embraced online shopping –
21% higher rate than the general population – according to an
Experian Marketing Services survey. The survey also notes that
54% of Hispanic smartphone users visit a shopping site during
a typical month (Sass, 2013)
Employment
If telecommunications technology has wrought
sweeping change on the retail industry, it has truly transformed
the job market. Whether a job applicant is seeking bluecollar employment or vying for a managerial position, doing it
successfully without going online is rare. In most cases, visiting
a company’s website is often the first step, to learn about
opportunities or even to complete an application. The process
has become so automated that résumés are often reviewed by
digital gatekeepers, and applicants may be rejected or moved
forward for further consideration without human involvement.
This fact of modern life underscores the critical importance of
access to telecommunications technology: no computer with
Internet access, no job.
For Hispanics especially, the importance of not having
unnecessary impediments to the job market is crucial. Latinos’
unemployment rate has been crippling since 2008, when the
recession pushed their unemployment rate to 9.5%, surpassed
in that year only by the 11.5% rate experienced by African
Americans (Kochhar, 2009). In 2015, the unemployment rate
for Hispanics has improved with the rest of the U.S. population.
However, the 5.7% rate for the general population is still
exceeded by the 6.7% rate for Hispanics (Oleaga, 2015).
Banking
Banking is another area of the economy in which
telecommunications technology has changed all the rules. Online
banking and mobile banking in particular have become routine
as smartphones and other cellular technologies have become
ubiquitous. A federal government
study finds that 87% of U.S.
adults have a mobile phone, and
that 61% of those mobile units are
smartphones, which means they are
Internet-enabled. A third of mobile
phone owners used them to conduct
online banking tasks during the
12-month period between December 2012 and December 2013
(Federal Reserve Board, 2014). Forty-one percent of Hispanics,
African Americans and other minority groups conduct banking
tasks using mobile technology, compared to 32% of nonHispanic Whites (Fox, 51% of U.S. Adults Bank Online, 2013).
In connection to banking, access to telecommunications
technology is a critical factor for meaningful participation in
the economy for Hispanics as a group. Although, Latinos lag
behind the general population in some important areas, such
as education, income and computers in the home, they are
nearly on par with respect to smartphone ownership. Forty-nine
percent of Latino adults own smartphones, compared to 50%
of Blacks and 46% of non-Hispanic Whites (Lopez, GonzalezBarrera, & Patten, 2013).
This is important because a large percentage of
Hispanics are underbanked or unbanked, meaning that they
have limited to non-existent relationships with traditional
banking institutions. While 20% of U.S. households were
underbanked in 2013, the rate for Hispanics was significantly
higher, at 28.5%. However, underbanked households, 32.4%,
were more likely than fully banked households, 21.6%, to use
mobile technology to complete banking tasks (Burhouse, et al.,
2014).
MOVING FORWARD
There is good news, and there is
bad news for Hispanics when it comes
to telecommunications technology and
improving their circumstances with respect to education, health
care and the economy.
The good news is that as a group they are already deeply
invested in the use of mobile technology, especially young
Latinos. Although Hispanics remain seriously underbanked,
for example, mobile technology has enabled them to derive
more benefits from the banking system and to position them
for greater future engagement. Two-thirds of young Latinos,
age 18-29, own a smartphone (Lopez, Gonzalez-Barrera, &
Patten, 2013). Similarly, smartphones and other mobile devices
have afforded Hispanics greater access to jobs and health care
information. They have also enabled parents to be more fully
engaged with their children’s education, for example, by giving
them access to email and text messaging with teachers.
The bad news is that having a laptop or desktop
computer with a fast broadband connection remains the best
way to access online services and information and that having
those things is correlated to higher income. Higher income
is linked to better education, and better education remains a
stumbling block for many Hispanics, despite improvements in
recent years: the percentage of Hispanics acquiring a college
education or more has risen from 4.5% in 1970 to 13.9% in
2010 (U.S. Census Bureau, 2012). Further complicating this
situation is the cloud of uncertainty that continues to hang over
the heads of millions of Hispanics without legal immigration
status, which limits either their or family members’ efforts
to pursue educational opportunity and the expanded career
options that would result from it. Congress’ lack of progress
toward comprehensive immigration reform legislation also
remains a barrier to pursuit of educational opportunities and
the higher incomes that flow from them. Regardless of these
problems, however, Hispanics have repeatedly demonstrated
their capacity for overcoming obstacles.
CONCLUSION
The future of the country is inextricably linked to
fortunes of the telecommunications industry. It enables nearly
every aspect of the national economy, and it plays a vital role
in the everyday interactions of individual Americans and their
families. This is especially true for Hispanics, for whom the
embrace of mobile technology in particular has helped to create
community, to open the way to improved health care, to set
the stage for increased educational opportunity, to improve
employment chances and to open avenues to financial services.
To move forward, however, will require continued support from
the telecommunications industry for Hispanics’ aspirations,
along with movement in Washington toward comprehensive
immigration reform. Those moves will accelerate Hispanics’
drive toward full participation in the nation’s social, political
and economic interests.
REFERENCES
AAA. (2015). AAA Digest of Motor Laws. Retrieved from AAA:
http://drivinglaws.aaa.com/laws/headsets/
American Fact Finder. (2015, March 1). 2013 American
Community Survey 1-Year Estimates. Retrieved from
U.S. Census Bureau: http://factfinder.census.gov/rest/
dnldController/deliver?_ts=443279742648
Brown, A., & Patten, E. (2014, April 29). Hispanic Trends.
Retrieved from Pew Research Center: http://www.
pewhispanic.org/2014/04/29/statistical-portrait-ofhispanics-in-the-united-states-2012/#educationalattainment-by-race-and-ethnicity-2012
Bucchioni, P., Liu, X., & Weidenhamer, D. (2015, February
17). U.S. Census Bureau News. Retrieved from U.S.
Department of Commerce: http://www.census.gov/
retail/mrts/www/data/pdf/ec_current.pdf
Burhouse, S., Chu, K., Goodstein, R., Northwood, J., Osaki, Y.,
& Sharma, D. (2014, October 28). 2013 FDIC National
Survey of Unbanked and Underbanked Households.
Retrieved from Federal Deposit Insurance Corporation:
https://www.fdic.gov/householdsurvey/
DeNavas-Walt, C., & Proctor, B. D. (2014, September). Income,
Poverty and Health Insurance in the United States, 2013.
Retrieved from U.S. Census Bureau: http://www.census.
gov/content/dam/Census/library/publications/2014/
demo/p60-249.pdf
DeNavas-Walt, C., Proctor, B. D., & Smith, J. C. (2013,
September). Income, Poverty and Health Insurance
Coverage in the United States: 2012. Retrieved
from U.S. Census Bureau: http://www.census.gov/
prod/2013pubs/p60-245.pdf
Federal Reserve Board. (2014, April 15). Consumers and
Mobile Financial Services. Retrieved from Board of
Governors of the Federal Reserve System: http://www.
federalreserve.gov/econresdata/mobile-devices/2014executive-summary.htm
Fox, S. (2013, August 7). 51% of U.S. Adults Bank Online.
Retrieved from Pew Research Center: http://www.
pewinternet.org/2013/08/07/51-of-u-s-adults-bankonline/
Fox, S., & Rainie, L. (2014, February 27). Internet, Science
& Tech. Retrieved from Pew Research Center: http://
www.pewinternet.org/2014/02/27/the-web-at-25-inthe-u-s/
Gustafson, K. (2014, October 10). 10 Online Retailers Going
from Clicks to Bricks. Retrieved from CNBC: http://
www.cnbc.com/id/101573601#.
HHS.gov. (2014, November 5). The Affordable Care Act and
Latinos. Retrieved from U.S. Department of Health and
Human Services: http://www.hhs.gov/healthcare/facts/
factsheets/2012/04/aca-and-latinos04102012a.html
Hispanic Telecommunications & Technology Partnership.
(2015, February 26). HTTP Statement on FCC Vote
on Open Internet Rules. Retrieved from Hispanic
Telecommunications & Technology Partnership: http://
httponline.org/2015/02/http-statement-on-fcc-voteon-open-internet-rules/
Jarrett, J. (2013, January 13). What Are ‘MOOC’s and Why
Are Education Leaders Interested in Them? Retrieved
from Huffington Post: http://www.huffingtonpost.
com/impatient-optimists/what-are-moocs-and-whyar_b_2123399.html
Kochhar, R. (2009, February 12). Hispanic Trends. Retrieved
from Pew Research Center: http://www.pewhispanic.
org/2009/02/12/unemployment-rose-sharply-amonglatino-immigrants-in-2008/
Lopez, M. H., Gonzalez-Barrera, A., & Patten, E. (2013, March
7). Hispanic Trends. Retrieved from Pew Research
Center:
http://www.pewhispanic.org/2013/03/07/
closing-the-digital-divide-latinos-and-technologyadoption/
Lozano, J. A. (2015, February 17). Federal Judge Stalls Obama’s
Executive Action on Immigration. Retrieved from Yahoo.
com:
http://news.yahoo.com/federal-judge-stallsobamas-executive-action-immigration-052549363.
html;_ylt=A0LEViuyRutUYY8AJa0nnIlQ
MarketWatch.com. (2015). Investing. Retrieved from
MarketWatch, Inc.: http://www.marketwatch.com/
investing/stock/amzn/financials
Newman, J., & Oh, S. (2014, June 13). 8 Things You Should
Know About MOOCs. Retrieved from The Chronicle
of Higher Education: http://chronicle.com/article/8Things-You-Should-Know-About/146901/
Noel, A., Stark, P., & Redford, J. (2013, August). Parent and
Family Involvement in Education, from the National
Household Education Surveys Program of 2012.
Retrieved from National Center for Education Statistics:
http://nces.ed.gov/pubs2013/2013028.pdf
Obama, B. (2015, February 26). Net Neutrality: President
Obama’s Plan for a Free and Open Internet. Retrieved
from The White House: http://www.whitehouse.gov/
net-neutrality
Office of Minority Health & Health Equity. (2015, February 3).
Hispanic or Latino Populations. Retrieved from Centers
for Disease Control and Prevention: http://www.cdc.
gov/minorityhealth/populations/REMP/hispanic.html
Office of Minority Health. (2014, September 11). Profile: Hispanic/
Latino Americans. Retrieved from U.S. Department of
Health and Human Services: http://minorityhealth.hhs.
gov/omh/browse.aspx?lvl=3&lvlid=64
Oleaga, M. (2015, February 9). US Unemployment Rate 2015:
Latino Unemployment Rate Surpasses National Average.
Retrieved from Latin Post: http://www.latinpost.com/
articles/36689/20150209/unemployment-rate-2015latino-increases-above-national-average.htm
Sass, E. (2013, December 3). Online Media Daily. Retrieved
from
Media
Post:
http://www.mediapost.com/
publications/article/214733/hispanics-shop-onlinemore-than-general-population.html#
The Associated Press. (2011, May 17). Syracuse Media Group.
Retrieved from Syracuse.com: http://www.syracuse.
com/have-you-heard/index.ssf/2011/05/could_the_
internet_spell_the_e.html
The Nielsen Company. (2012). State of the Hispanic Consumer:
The Hispanic Market Imperative. Retrieved from The
Nielsen Company: http://www.nielsen.com/content/
dam/corporate/us/en/reports-downloads/2012Reports/State-of-the-Hispanic-Consumer.pdf
U.S. Census Bureau. (2012). Educational Attainment by Race
and Hispanic Origin: 1970 to 2010. Retrieved from
Statistical Abstract of the United States: http://www.
census.gov/compendia/statab/2012/tables/12s0229.
pdf
Wake Forest Baptist Medical Center. (2014, December 18).
Study: Local Enforcement of Federal Immigration
Laws Negatively Affects Immigrant Hispanics’ Use
of Health Care. Retrieved from Wake Forest Baptist
Medical Center: http://www.wakehealth.edu/NewsReleases/2014/Study_Local_Enforcement_of_Federal_
Immigration_Laws_Negatively_Affects_Immigrant_
Hispanics__Use_of_Health_Care.htm