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At the beginning of the new millennium , Mexican women had reached 7.3 years in school , a figure close to that reached by male students ( 7.8 years ) . Consequently , one of the most pressing national educational priorities has been to close the achievement gap between Hispanic and White students ( U.S. Department of Education , 2000 ) . White male students ( 20.6 percent ) were significantly more likely to use spit tobacco products than African American and Hispanic male and female high school students . Evidence seems to show that female students associate spending more time in playing video or computer games , with lower perceived self-esteem on the part of male students ( Funk and Buchman , 1996 ) . Americans , African Americans , and Latinos continues to be much higher than for white students ( Alaska Department of Education and Early Development 2002 report to the public ) , and there is a significant achievement gap between Alaska Native and white students ( EED reports , 2003-2004 ) . In response to that challenge , we created a before - and after-school Computer Lab program attended by over one hundred recent immigrant students ( Hmong and non-Hmong ) . Spanish Language Immersion to English-speaking students and a developmental bilingual model to all Spanish-speaking students ( note : tutors are not required to speak Spanish ) . " For white students ( male and female ) , this is their first real encounter with a black female professional . Also , research shows that fewer female students ( 23 percent ) rated their own computing skills as " above average , " while double the percentage of male students ( 46 percent ) rated themselves as " above average " ( HERI , 2000 ) . About one in five students ( 22 percent ) had used cigars in the past month - - about three in 10 male students ( 31.2 percent ) and about one in ten females students ( 10.8 percent ) . Some chapters deal with specific issues such as learning styles ( by Karen Swisher and Dilys Schoorman ) , gender effects ( by Jane Bernard-Powers ) , immigrant students ( by Dilys Schoorman ) , assessment ( by Patsy Ceros-Livingston ) , the role of school in deterring prejudice ( Ilene Allgood ) , and education for human rights ( Ricardo Garcia ) . The course is open to non-nursing students ( non-nursing students may take the course for six credits only ) . Within the same time frame , fewer Hispanic students ( 63 percent ) than white students ( 70 percent ) or black students ( 74 percent ) reported taking a course .