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Cultural Competency Course

Explore how bi-lingual Hispanic students overcome challenges to excel academically. Study personal characteristics, support systems, and intrinsic motivators, aiming to develop a framework for effective programs. Discover the impact of family, teachers, and personal traits on student success.

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Cultural Competency Course

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  1. Cultural Competency Course Linda C. Stanley Woonsocket Area Career and Technical Center CURR 580 April, 2006

  2. Beating the Odds: • How Bi-Lingual Hispanic Youth Work Through Adversity to Become High Achieving Students • Mak Hassinger, Med Lee A. Plourde, Ph.D. • Education, Volume 26, No. 2, p. 316-27

  3. Overview • Examine Characteristics of Academically Successful Hispanics • Asset Oriented vs. Deficit Assessment • Study: • Personal Characteristics • External Factors (Support Systems) • Intrinsic Motivators

  4. Introduction • “At-Risk” • Traditionally Hispanic Students: • Higher High School Drop Out Rates • Lower High School Completion Rates • Why? • Some Stay in School • Near the Top of Their Class

  5. Introduction (cont.) • Theories: • Resiliency • Protective Factors • Support Systems • Personal Attributes • Active Approach to Life’s Problems • Perceive Experiences Constructively • Gain Positive Attention • Optimism/Faith

  6. Statement of Problem • Minority Enrollment • 24% in 1976 -- 34% in 1996 • Hispanic Students • 6.4% in 1976 -- 12% in 1996 • Hispanic Eighth Graders • 16% pass 1998 Reading Test • 50% Leave School Prior to Graduation Crash Course with Disaster

  7. Significance/Purpose of Study • Students Possess One or More Factors Inclusive of an Effective Support System • Hope to Pinpoint Missing Protective Factors • Develop Theoretical Framework of Support • Asset-Oriented vs. Deficit-Assessment • Use Information to Set-up Future Programs

  8. Research Questions • 1) What Personal Characteristic Traits Do These Successful Students Possess? • 2) What Are The Common Elements Within The Child’s Support System That Increase His/Her Chances of Academic Success?

  9. Literature Review • Historical Background • Hispanics = Largest Minority in US by 2005 • By 2026: Inverse Student Representation (1990-70% White) • Successful At-Risk Students • % Hispanics in College 2x from 1975 to 1994 • 2 of every 5 Hispanics > 17 years old participate in Adult Education • Resiliency Research

  10. Literature Review (cont.) • Resiliency Research • Study 1 – Werner • One Person Who Unconditionally Accepts Them • Study 2 – McMillan & Reed • Four Major Factors • Study 3 – Chavkin • Five Key Protective Factors • Study 4 – Bernard • Three Categories

  11. Methodology • Introduction • Rock School District • North Central Washington • 2003-2004 School Year • Participants • Current: Above Grade Level Expectations • History: Working Below Grade Level Expectations • Four Participants

  12. Methodology (cont.) • Procedures • Parental Permission (Records, Interviews) • Classroom Observations • Student Interviews • Research Design • Qualitative Ethnographic Design • Observations – Various Classrooms; Throughout School Year; Several Subject Areas

  13. Methodology (cont.) • Data Collection • Interviews • Observations • Various School Records/Documents • Data Analysis • Data Coded • Coding Categories – Commonalities in Wording/Phrasing

  14. Results • Major Themes • Family Factors • Personal Characteristics • Teacher Relationships/ Expectations • Supportive Relationships • School Factors

  15. Summary • High Personal Self-Esteem • Supportive Family Structures • High Teacher Expectations • Caring Relationships with Teachers

  16. Conclusions • Supportive Relationships • Parent • Religious Leader • Teacher or Counselor • Adult in Their Life Willing to Help Them With Their Struggles

  17. Conclusions (cont.) • Student Characteristics • High Self-Esteem • Internal Locus of Control • In Charge of Your Own Destiny and/or Happiness • Positive Disposition

  18. Conclusions (cont.) • Family Factors • Family Loved Them Unconditionally • Part of a Family Unit • Membership in Family Unit Provides Sense of Strength to Students

  19. Conclusions (cont.) • Teacher Expectations • Message Teachers Send • “Believe in Me” • Willingness to Create Positive Relationships • Talk to a Teacher Any Time for Any Reason

  20. Conclusions (cont.) • Future Implications • Ability to Look Beyond Present • Realistic Grasp of Their Future • Attend College • Continue Education

  21. Conclusions (cont.) • Other Factors • Low Socio-Economic Category • Second Generation Living in America • Students’ Opinion of Themselves

  22. Recommendations • Further Study • School Atmosphere Up to Teachers • Focus on Strengths Instead of Deficits

  23. Limitations of the Study • Only Four Students • Experiences/Perceptions at One Particular Point in Time • Attempt to Keep Data Bias-Free • Only Hispanics; No Blacks or Asians • Hispanic Students = Small School District = North Central Washington

  24. Conclusions • Why Not? • In Small Vs. Large, • Small is Better

  25. Questions? • ? • ? • ? • ? • ? • ? • ? • ? • ?

  26. Thank You The End

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