Engaging Hispanic Students & Families

1. Engaging Hispanic Students & Families ¡Bienvenidos! Elida Perez-Knapp Community Leadership Development Coordinator The Center for Family Resources

2. 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

3. 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

4. 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.

5. Why do they come? • Universal human desire • Aspire for a better life • Instinctive – for the advancement of family & life and The American Dream

6. 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.

7. 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

8. 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

9. Obstacles to school involvement & acculturation Do not speak English/Spanish Unfamiliar and intimidating education system Attitudes of School Personnel Life factors Past Educational Experiences Work schedules Child care Cultural Differences Of Parental Role Transportation

10. 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

11. 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

12. The American Dream BecomesThe 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)

13. 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

14. 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!

15. The New Vision Immigrant families bring the strengths of resilience and resourcefulness which are important attributes that the school can utilize.

16. 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.

17. Largest Areas Populated by Hispanics

18. What Can You Do??

19. Latino Families and Education

20. 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)

21. 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

22. 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.

23. 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.

24. 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.

25. How can you increaseyour 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

26. Hispanic/Latino Organizations • Latin American Association http://www.latinamericanassoc.org • NABE: http://www.nabe.orgNational 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:

27. Economic Impact • In 2007 GA ranked tenth in the U.S. with the largest Hispanic market at $14 billionSelig 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.

28. Elida Perez-Knapp, Family & Community Liaison elidaperezknapp@theCFR.org ¡Gracias y Buena Suerte!