STUDENTS AND FAMILIES FROM HISPANIC BACKGROUNDS

1. STUDENTS AND FAMILIES FROM HISPANIC BACKGROUNDS

2. ** Please know charts in detail on pp. 104-105

3. Some information taken from�** Zuniga, M. (2011). Families with Latino roots. In E.W. Lynch & M. Hanson (Eds.), Developing cross-cultural competence: A guide to working with young children and their families (4th ed.). Baltimore: Brookes Publishing.

4. I. GENERAL BACKGROUND INFORMATION** Many Hispanics like to be labeled according to their country of origin (e.g., Mexican American) �Latino� may be a preferred term Hispanics are heterogeneous�about 66% are of Mexican origin Religion�usually Catholicism�plays an important role

5. Zuniga, 2011:

6. Statistics show that�** US BOC 2000: Hispanics comprised 12.5% of the population 35% were under 18 years of age In the late 1990s, 36.4% of Hispanic children lived in poverty as compared with 15.4% of White children

7. Harvard Public Health report, 2/2/07:** Hispanic children, even low-SES ones, tend to be born at healthy birth weights

8. According to Langdon, 2008: (Assessment and Intervention for Communication Disorders in Culturally and Linguistically Diverse Populations)

9. Despite social and economic disadvantages, Hispanics demonstrate�

10. In terms of Hispanic elderly�

11. In some Hispanic countries�** Education is not mandatory past a certain point (e.g., 8th grade) Education may not be encouraged, especially for females $$$ is saved, not spent on education and material things You have to buy your uniforms and books out of pocket�people can�t afford it

12. Iowa, 2/09:** States like Iowa have many migrant Hispanic families They work at meat-packing plants as well as hog and turkey buildings Attendance of children at school is an issue due to migrancy and frequent trips back to Mexico

13. II. HISPANIC EDUCATION** Education is very important to families; they hold teachers in high regard If we ask families to participate (e.g., in homework) they may be offended�that is your job�you are the teacher!

14. California Dept. of Education 2010�state enrollment in schools:** 0.7% American Indian 8.4% Asian 0.6% Pacific Islander 2.7% Filipino 7.3% African American 3.4% (no response) 27.9% White 49% Hispanic

15. Zuniga, 2011:

16. Rodriguez & Olswang Nov. 2003(American Journal of Speech-Language Pathology):

17. Rodriguez & Olswang also showed:

18. 12/25/10 Sacramento Bee ?** In our area, English-Spanish instruction programs are helping schools with low enrollment to remain open These �dual immersion� programs are attracting Hispanic parents Hispanic parent participation in PTA has really increased at these schools

19. III. CONTRASTING BELIEFS, VALUES, AND PRACTICES Hispanic Culture Mainstream

20. Hispanic Culture Mainstream

21. V. HEALTH CARE AND BELIEFS REGARDING HANDICAPPING CONDITIONS** Poverty a major issue�lack of health insurance��Working Poor� May be resistance to institutionalization; family should care for those with disabilities Visible handicap attributed to external causes such as witchcraft, evil (esp. among older, more rural Hispanics; in 2012, prevalent to this day in Mexico; oral tradition) May be difficult to accept �invisible� handicapping conditions Priest may be asked to come to bless a new house and remove the evil spirits

22. Velasco, 2010

23. Rodriguez & Olswang 2003:

24. Other health considerations�

25. VI. IMPLICATIONS FOR PROFESSIONALS** In meetings, address the husband first Remember that many Hispanic mothers believe that schooling is the �teacher�s job;� these moms don�t always label things for children or talk directly with them�encourage parents to do language stimulation activities with their children (including reading) Remember that parents are not �uninvolved;� they just respect the school system. Encourage involvement!

26. Zuniga, 2011:

28. During assessment, remember:

29. Ebert, Kalanek, Cordero, & Kohnert, 2008(Feb. Communication Disorders Quarterly pp. 67-74)** Spanish nonword repetition: Stimuli development and preliminary results

30. They used appropriate nonwords�

31. VI. LANGUAGE AND ARTICULATION** Mattes & Garcia-Easterly, 2007: Possessives follow the noun (el perro de Juan instead of �Juan�s dog�) Adjectives generally come after the noun (casa grande instead of �big house�)

32. Mattes & Garcia-Easterly 2007 cont.:** Pronouns are not always required because the form of the verb provides some information about the subject of the sentence For example, in English we�d say �I eat� (yo como) In Spanish, it�s OK to just say �como� He eats= �come� Double negatives are permissible (La mujer no comio nada; The woman didn�t eat nothing)

33. VII. INTERVENTION** Mattes & Garcia-Easterly recommend that rather than creating materials in English and sending them to a translator, materials should be created with both languages in mind.

34. Mattes & Garcia-Easterly state that we should: 1. 2. 3. 4.

35. For more information on therapy with Spanish speakers: Mattes, L., & Garcia-Easterly, I. (2007). Bilingual speech and language intervention resource. Oceanside, CA: Academic Communication Associates.

36. 2009, 2010, 2011 Multicultural class:

37.  The Many Faces of Latin America** Yamithel Flores & Laura Guererro (not on exam)

38. Latin America/ South America

40. Different identities but one language Latino *Chicano (Mexican-American) Mexican- Mexico Guatemalteco- Guatemala Puertorrique�o- Puerto Rico Salvadore�o- El Salvador Cubano- Cuba Nicarag�ense- Nicaragua Paname�o- Panam� Hondure�o- Honduras Colombiano- Colombia Venezolano-Venezuela Ecuatoriano- Ecuador Peruano- Per� Chileno- Chile Argentino- Argentina Boliviano- Bolivia * Remember there are many dialects within the language along with indigenous languages still spoken in some regions.

41. In the clinic room Adults may not answer all the questions up front. Children may be quiet at first. If possible, get a translator.

42. Family Values The influence of American culture is being seen more and more. There are more single mothers Women are not pressured into getting married at an earlier age as they once were. More women are trying to pursue education. Modern technology is more accessible. Rural vs. City

43. Gender Roles and Birth Order Different expectations from male vs. female. Older children are expected to take on more responsibilities.