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Mexican Culture.ppt


									Mexican Culture
   Kim Therber
 November 2, 2006
   The purpose of this presentation is to
    inform pre-service teachers about
    Mexican culture in order to better serve
    the needs of their Mexican American
 The history of Mexico
 Learning style preferences of Mexican
  American students
 Socioeconomic background of Mexican
  Immigrant Families
 The need for multicultural education in all
 How teachers can effectively teach Mexican
  American students
Mexico’s History
 Mexican culture reflects Mexico’s history
  through the blending of pre-Hispanic
  Mesoamerican civilizations and the
  culture of Spain.
Mexico’s Official Language
 Spanish is the official language of
 Mexico. It is spoken by nearly the entire
 population of Mexico.
Families of Mexico
 Mexican culture is known for the unified
  nature of the family.
 The country’s divorce rate is among the
  lowest in the world.
 Children regularly live with their parents until
  they marry.
 Mexican family units stay connected. Often,
  grandparents, parents, aunts, uncles, and
  children live in the same area or even in the
  same house.
Religion of Mexico
 Christianity is the national religion of
  Mexico. About 89% of Mexicans are
  Roman Catholic. Other religions such as
  evangelism, Jehovah’s Witnesses, and
  The Church of Jesus Christ of Latter-day
  Saints makes up the remaining percent.
The Art of Mexico
   Mexico is known           After the Mexican
    worldwide for its          Revolution, a new
    folk art traditions,       generation of
    mostly derived from        Mexican artists led a
    a combination of the       vibrant national
    indigenous and             movement that
    Spanish crafts.            incorporated
                               political, historic,
                               and folk themes in
                               their work.
The Music of Mexico
   The music of Mexico
    is extraordinarily
    diverse and features
    a wide range of
    musical styles. The
    best known Mexican
    genre is ranchera,
    interpreted by a
    band called
The Food of Mexico
   Mexican food that is popular in Mexico
    includes tacos, enchiladas, and pozole.
   Traditional Mexican ingredients consist of
    turkey, sweet corn, tomatoes, peppers,
    chiles, squash, peanuts, avocados, guavos,
    chocolate, and vanilla.
   The Spanish then influenced these by adding
    milk, cheese, rice, wheat, cinnamon, oranges,
    and peaches.
Popular Sports of Mexico
   Bullfighting is a           The game of soccer,
    popular sport in             known as futbol, is
    Mexico. Mexico City          the most popular
    has the largest              sport in the country.
    bullring in the world.
Learning Style Preference of
Mexican American Students
   Environmental learning style – Mexican
    American students prefer a cool environment
    with formal design.
   Emotional learning style – Mexican American
    students have a need for a higher degree of
    structure than other groups.
   Sociological learning style – Mexican
    American students enjoy cooperative learning
    in groups compared to working alone.
Learning Style Preference of
Mexican American Students cont.
   Mexican American males were found to be
    more authority-oriented and Mexican
    American females were strongly peer-
   Physiological learning style – Mexican
    American students prefer hands-on learning,
    kinesthetic instructional resources, and likes
    variety as opposed to routines.
Socioeconomic Background of
Mexican Immigrant Families
   Many Mexican children are likely to be from
    lower socioeconomic backgrounds,
    particularly those whose families have
    recently arrived to the U.S. and are
    depending on minimum wage jobs.
   Teachers working with new immigrant
    families will find that these families and their
    children have needs that differ from those of
    established Hispanic families in their
Socioeconomic Background of
Mexican Immigrant Families cont.
   Teachers need to recognize that it is likely that the
    children of these newly arrived Hispanic families will
    be motivated, hard-working students. Their parents
    have sacrificed their old life to provide a better life
    for them and their children.
   Immigrant children might suffer from culture shock
    when arriving to the United States. They may be
    homesick for their families, friends, language, and
   Economic survival is the primary concern for
    immigrant families.
The Need for Multicultural
Education in All Classrooms
   Teachers need to develop a
    multicultural curriculum that celebrates
    Mexican Americans for their Mexican
    American students.
Four Steps to Developing a
Multicultural Curriculum
   Step One – Awareness        Step Three – Skills in
    which develops               which teachers learn
    consciousness about          teaching strategies and
    prejudice and                communication styles to
    discrimination               be culturally responsive
   Step Two – Knowledge         educators.
    or learning about           Step Four – Action in
    different cultures and       which teachers
    how cultural                 implement education
    backgrounds affects          that is multicultural.
Characteristics of Multiculturally
Competent Teachers
  competent teachers
  possess the following
 Stress respect for
 Create a safe, inclusive,
  and respectful learning
 Promote social justice
  and equity in society
Characteristics of High-Performing
Schools that Serve Mexican American
   High-performing schools that serve Mexican
    Americans are characterized as putting students first.
   Teachers set high expectations for all their students.
    Instruction is interacted and student-centered rather
    than teacher-centered.
   These schools built on cultural values of Mexican
    American parents, stress personal contact with
    parents, fostered communication with parents, and
    facilitated structural accommodations for parent
How Teachers Can Effectively Teach
Mexican American Students
    The following contributed to the effectiveness of
    teaching Mexican American students:
   Teachers who accepted full responsibility for helping
   Teachers who were extremely caring and nurturing to
   The encouragement of collaborative learning.
   Student access to a wide variety of learning
   If allowed in a teacher’s school district, the utilization
    of both Spanish and English when needed to enhance
   According to the U.S. Census Bureau of
    2004, the Hispanic population grew from
    12.5% to 14.1% from 2000 to 2004. It is
    estimated that this population will continue
    to increase. Hispanics are now the largest
    minority group in the United States.
           Race and Hispanic Origin            April 1, 2000          July 1, 2004
                                                    Total Percent        Total Percent
           Total Population                    281,424.6      100   293,655.4       100
           White                               231,436.4     82.2   239,880.1      81.7
           Black or African American            37,105.0     13.2    39,232.5      13.4
           American Indian and Alaska Native     4,225.1      1.5     4,409.4       1.5
           Asian                                12,006.7      4.3    13,956.6       4.8
           Native Hawaiian                         906.8      0.3       976.4       0.3
           Hispanic or Latino (any race)        35,306.3     12.5    41,322.1      14.1
          Website #1
   “PBS: Beyond the Border.”

    This website discusses the transition made by four brothers who leave
     Mexico in search of a better life in the U.S. in the documentary entitled
     “Beyond the Border – Mas Alla de la Frontera.”

    This website is useful for teachers who work with newly arrived Mexican
    students in understanding the difficulty they may have with transitioning
    into American society.
          Website #2
   “Culture of Mexico”

    This website describes the culture of Mexico by discussing the
    language, family relationships, religion, art, literature and
    poetry, music, cuisine, and sports.

    This website is useful to teachers by allowing them to be
    familiar with their Mexican American students’ background.
         Website #3
   “History of Mexican Americans.”

    This website describes the history of Mexican Americans. Its contents
    include defining “Mexican Americans,” immigration, the Mexican
    Revolution, labor struggles, the civil rights movement, the Chicano
    movement, and current demographics of Mexican Americans.

    This website is useful to teachers because it discusses the challenges and
    triumphs of Mexican Americans throughout history. This information is
    important for teachers to be aware of when developing a multicultural
    curriculum in their classroom.
       Website #4
   “Mexico – History and Culture.”

    This website discusses the history and culture of various cities in
    Mexico. It also discusses the geography of Mexico’s vast lands.

    This website is useful for teachers because it gives them cultural
    background about Mexico. Cultural background affects learning and will
    allow them to successfully reach their Mexican American students.
       Website #5
   “Multicultural Education Internet Resource Guide.”
    This website is a guide to over 50 websites created to assist
    multicultural educators in locating educational resources on
    the internet.

    This website is beneficial for teachers because it provides
    various resources of multicultural instruction to allow for a
    multicultural classroom.
Journal Article #1
   “High-Performing Schools Serving Mexican American
    Students: What They Can Teach Us.”
   Authors – Alicia and Jay Scribner
   This article reports the characteristics of successful
    schools where the student population is mostly
    Mexican American.
   This article is beneficial to principals, teachers, and
    school districts by demonstrating how schools can be
    high-performing with students who are mostly
    Mexican American and have limited English
Journal Article #2
   “Hispanic-American Students and Learning Style.”
   Authors – Shirley Griggs and Rita Dunn
   This article identifies cultural values that may affect
    the learning processes of Hispanic-American students
    and discusses the learning style preferences of
   This article is beneficial to teachers who work with
    Hispanic students because it allows them to be aware
    of what learning styles work best for the majority of
    students from a Hispanic background.
   Mexican American students face many challenges.
    Many are from poor backgrounds. Their families may
    lack the communication skills, knowledge, and
    experience to take advantage of educational, cultural,
    and social opportunities. Some Mexican American
    students are newly arrived immigrants who may
    experience culture shock and limited English
    proficiency. However, with proper education that
    includes caring teachers who have high expectations
    for these students, Mexican American students can
    become high achieving, successful adults.
McGinnis, E. (2002). PBS: Beyond the border. Web site:

Culture of Mexico (2000). Web site:

History of Mexican Americans (2004). Web site:

Mexico –history and culture (2001). Web site:

Multicultural Education Internet Resource Guide. (2000).
References continued
Griggs, S. & Dunn, R. (1996). Hispanic-American
  students and learning styles. Urbana, IL: ERIC
  Clearinghouse on Elementary and Early Childhood
  Education. (ERIC Document Reproduction Service No.
  EDD 00036)
Scribner, A. & J. (2001). High-performing schools
  serving mexican american students. Charleston, WV:
  ERIC Clearinghouse on Rural Education and Small
  Schools. (ERIC Document Reproduction Service No.
  ED 459048)

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