Engaging Latino Families

							 Engaging Hispanic
Students & Families

 ¡Bienvenidos!
        Elida Perez-Knapp
      Community Leadership
     Development Coordinator
  The Center for Family Resources
Who are Latino/Hispanic
families?
• Latino/H families refer to families who are recent
  immigrants or have EMIGRATED or DESCENDED
  from a broad range of Latin American countries

• Latino/H families in the US vary in terms of
  socioeconomic status, level of education, years of
  residence in the US, level of bilingualism

• There are significant ethnic & cultural
  differences among Latino/H cultures

• For the purpose of this presentation, we will
  focus on the largest Latino/H population in
  Georgia: Mexicans
 Diversity within the population
• Latino/H population in the US includes:
  – Mexican American
  – Chicanos
  – Mexican Immigrants
     • 31 States and the Federal District
  – Central American
  – South American
  – The Caribbean Islands
     • Puerto Rico
     • Cuba
     • Costa Rico
             Ethnic Differences
• Although Latinos/Hispanics share a common heritage of:
   – Language
   – History
   – Culture
   – And beliefs,
To speak of “LATINOS/HISPANICS” in any generic way
  necessarily masks NUMEROUS cultural, linguistic,
  national, religious and other differences within the hugely
  diverse groups of peoples referred to by some as
  LATINO/HISPANIC…we recognize this. SO, just keep in
  mind that the variation WITHIN groups is at least as
  significant as the variation across groups.
         Why do they come?
• Universal human desire
• Aspire for a better life
• Instinctive – for the advancement
  of family & life
        and
The American Dream
     Education Basics in Mexico
• Education is free up to 9th grade. Those that can afford it
  continue onto higher grades.
• Books are free.
• Basic classes are Math, Social Studies, Science/Biology,
  Spanish, History, Geography, Chemistry, and English.
  Special Education is not offered
• After 9th grade those that can’t afford to continue look for
  work or immigrant to the U.S. There is a scholarship
  system but is very limited (almost non-existent) .
• No school services such as free lunch or school nurse
• School reform was implemented a few years ago to
  included grades 7th-9th as mandatory and free.
              A Critical Situation
• Approximately 50% of new immigrant students
  leave school prior to graduation
• 38% of new immigrant students are held back at
  least one grade
• New immigrant students are significantly below
  national norms on academic achievement tests. At
  11th grade, new immigrant students average at 8th
  grade achievement level on these tests.
• http://nces.ed.gov/pubs2002/droppub_2001/8.asp?nav=1
Why New Immigrants Leave School
• To Work.
  Work is honorable -- Family Comes First
• They are the generational poor from rural Mexico.
  Poverty is part of their lives. They would not leave their
  country if they could make a living.
• Normal to begin working by age 14-15
• Marry young
• Become discourage with an unfamiliar educational system
• Many family and/or societal obstacles
                                    Do not speak
   Obstacles to                    English/Spanish
school involvement
         &                            Unfamiliar
   acculturation                   and intimidating
                                   education system


                                                Attitudes of
                                              School Personnel
  Life factors

                                         Past Educational
                                           Experiences
Child care               Work
                       schedules
                                       Cultural Differences
             Transportation             Of Parental Role
       According to Research
● Deficit thinking is pervasive, and NEGATIVELY
  affects family engagement especially when talking
  about Latino families (Valencia & Black 2002)
      ● for example: “Large numbers of youngsters come into school
        with absolutely no background, either academic or social”.
   ● “At Risk” rhetoric is problematic because it tends to
     overlook any strengths and promise of the student so
     labeled, while drawing attention to the presumed
     shortcomings of the individual.
   ● Empty vacuum theory
    Mexican Cultural Values often
    Clash with the “American Way”
 Latino families must cope with the values and
  expectations of two very distinct cultures as they navigate
  their way through the multifaceted educational system.
 They must deal with an unfamiliar system powerful
  enough to alter their relationships with their children, their
  extended families, and the communities where they live.
• PTA-Family Engagement vs Latino Beliefs of PI
         The American Dream Becomes
           The American Nightmare
Assumptions / Stereotypes

    Educators, community members and other educational stakeholders
    may believe that ALL Latino students:
    Do not care about school
   Do not want to learn
   Do not come to school ready to learn
   Use drugs and belong to gangs
   Engage in violence
   Cannot achieve
   Have cultural backgrounds incompatible with schools
   Do not know English and don’t want to learn English
   Are illegal immigrants
   Do not merit help and do not deserve to be taken seriously
                                                      (Turnbaugh & Secada, 1999)
   American vs new immigrant
     definition of “Success”
American beliefs
Education= professional work
         not physically demanding
         high income
 Mexican/immigrant beliefs
 Strong work ethic = all work is honorable
 Family needs come first
            Latino Cultural Beliefs
               related to school
• The concept of family engagement is an American
  concept.
• In Spanish, the word educación has a different meaning
  than it does in English.
• Teachers in Mexico are seen as high ranking members of
  society, on par with doctors, lawyers and priests.
• Typically, children are taught to respect teachers and not to
  question them.
• This is similar in the older Latino generation who wouldn’t
  think of coming into a classroom and telling the teacher
  what to do or question their motives and teaching styles!
            The New Vision
Immigrant families bring the strengths of
  resilience and resourcefulness which are
  important attributes that the school can
  utilize.
           Hispanics in GA
• As of July 1, 2006, the U.S. Census Bureau
  estimated that there were almost 703,246
  Hispanics residing in GA
• Approximately 68% of Hispanic Georgians
  are of Mexican origin. Puerto Ricans, 5.3%,
  Cubans 2.3%, the remaining 24.4% are
  other Hispanic origin.
   Largest Areas Populated by Hispanics
City                             Hispanic Population
Albany                           2,370
Athens-Clarke County             10,699
Atlanta-Sandy Springs-Marietta   423,576
Augusta-Richmond County          8,990
Brunswick                        3,218
Columbus                         10,180
Dalton                           30,682
Gainesville                      41,360
Hinesville-Fort Stewart          5,136
Macon                            3,601
Rome                             6,551
Savannah                         7,941
Valdosta                         4,872
Warner Robbins                   4,688           Census Bureau 2004
What Can You Do??
Latino Families and Education
                    The New Vision
Latino families have “funds of knowledge” that
can be important educational resources for
schools and in classrooms.
      (Gonzalez et al., 1995; Moll et al., 1992).
Many studies of new immigrants have reported
that even though they have reported more
obstacles to school involvement (language,
feeling unwelcome in schools, lack of knowledge
as to how the American schooling system works)
Latino parents nonetheless reported high
educational expectations for their children.
      (Delgado-Gaitan 1992; Henderson & Mapp, 2002; Moreno &
      López, 1999)
             The New Vision
Families see their essential role as ensuring that children
have food, clothing, shelter and that they are socialized
into the norms and expectations of the family.

To know their own culture and their expected role within
the culture.

Above all, they expect children to acquire
“Buena educación” (Delgado-Gaitan & Trueba, 1991), or good
manners
               The New Vision
Successful Practices for Engaging Parents
•Communication is the key connector.
Assure that communication is personalized and bilingual in
English and the primary language: make personal calls and
visit the home with the support of parent liaisons or
translators.

•Acknowledge parents’ cultural values and view them as
strengths, incorporating home cultures into the school
curriculum.
               The New Vision
• Since teachers’ and administrators’ attitudes can have a
  significant impact in parent involvement, provide staff
  trainings on Mexican/Latino culture and the Spanish
  language.

 Language Barrier: The “language barrier” has not
  prevented them from living, working, surviving, buying
  and contributing to society.

• Do not reinvent the wheel. Collaborate with other
  programs or agencies that have a successful record of
  engaging Latino immigrant families.
  ABC’s of Family Engagement
• Acknowledge
      Let parents know that you value their opinions and knowledge.
      Remember, parents are the primary teachers of their children.
      Parents instill all the fundamental values and beliefs that molds
      children into who they are and will become.
• Build
  – Build a relationship of mutual respect and open communication.
    Parents will respond in kind.
  Care
  – What events in their lives might be effecting their child’s learning?
    Try to see the world through the family’s eyes.
                 How can you increase
           your knowledge of Latino culture?
•Value the experiences & knowledge of
bicultural/bilingual students or parents and use
these as an assest.
•Read books about Mexican immigrant families
and their experiences
•Create an International Bulletin Board
that highlights different culture celebrations
and other events.
•Post bilingual signage throughout the school
•Plan multicultural events with parents’ input
   •International Day (geography lesson)
   •Family Literacy - Folklore Events
  Hispanic/Latino Organizations
• Latin American Association
  http://www.latinamericanassoc.org
• NABE: http://www.nabe.org
  National Association of Bilingual Education
• LULAC: http://www.lulac.org
  League of United Latin American Citizens
• MALDEF Mexican American Legal Defense & Education Fund
  maldef.org
• Nation Council of La Raza: http://www.nclr.org
• Pew Hispanic Center:
                Economic Impact
• In 2007 GA ranked tenth in the U.S. with the
  largest Hispanic market at $14 billion
  Selig Center for Economic Growth

• The largest Hispanic buying power is in the metro
  Atlanta area at more than $7.6 billon, an increase
  of 861% since 1990. Selig Center for Economic Growth, UGA
• Ten of Atlanta’s top 25 minority-owned firms are
  owned by Hispanics. Atlanta Business Chronicle
• Atlanta has approximately 21 periodicals & 10
  radio stations focused on serving Hispanics.
     Elida Perez-Knapp,
Family & Community Liaison
elidaperezknapp@theCFR.org

   ¡ Gracias y
  Buena Suerte!