Study

Training Activity 3.7

148

Activity 3.7 (Latinos) Time: 1 hour

Objectives

x To review issues of nomenclature with Latinos x To review the demographic data on Latinos x To review the cultural values of Latinos x To review the social and educational experiences of Latinos

Activity Directions

1. Show participants the videotape entitled, Hispanic Education at the Crossroads.

Education is intrinsic to success in our society, but for members of Hispanic groups, good education may be hard to come by, because of either language barriers or under-performing schools. This program, hosted by actor Edward James Olmos, examines how Hispanic American children are faring in the educational system, with an emphasis on bilingual education. Two such programs in California and in New York are examined as students and teachers evaluate their effectiveness.

2. Following the video, group members convene in small groups to discuss the following questions:

x What are some of the challenges that many Latino/Hispanic children face in school? x What cultural values and strengths do you think Latino/Hispanic children bring to schools? x How can Latino cultural values be incorporated into the classroom setting? x What kinds of language-related programs are available in your school/district to serve students for whom English is a second language? x How effective are these programs?

Facilitator’s Notes

Ordering information about the Hispanic Education at the Crossroads video can be obtained from the following website: http://www.films.com or by phone at (800) 257-5126

Training Activity 3.7

149

Activity 3.7 (Latino Case Study) Time: 30 Minutes

Objectives

x To review the cultural values of Latinos x To review the social and educational experiences of Latinos x To consider culturally relevant strategies for working more effectively with Latino children

Activity Description

1. Divide participants into small groups and have them read the corresponding case study.

2. Once group members have read the case study have them respond to the following questions:

x What is known about this child’s cultural group? x How do you think the teacher’s attitude toward the family while having to wait for the parents to arrive, get more chairs, and address Jorge’s absenteeism impacted her ability to respond to the child and family in a professional, warm, caring, and compassionate manner? x What factors may impact Jorge’s high rate of absenteeism? x Do you think that all Latino children have similar problems with attendance? How do you think generation in this country, employment, child care issues, and English proficiency may impact Jorge’s attendance? x Does this teacher exude the characteristics of cultural competency? x What are the teacher’s expectations for this child? Based on the information presented in this case study does the teacher have high expectations for the child, indifference towards the child, etc.? x What cultural information might help her to respond more appropriately to the family? x What might the teacher do to improve her ability to work more effectively with the child and family? x What services might the teacher request from the school administration or the district administration?

Case Study

Jorge Vargas is a sixth grade Mexican-American student who has a diagnosed learning disability. His parents have been invited to attend his annual IEP conference. The teacher, Ms. Franklin, waits expectantly for them in the conference room and has set up three chairs, one for herself, and two for the parents. When the parents do arrive ten minutes after the scheduled appointment time, three other people are with them, a grandmother, an aunt, and an infant. In exasperation, the teacher attempts to find some additional chairs.

Mr. and Mrs. Vargas are Mexican migrant farmers who have had to reschedule this conference on at least two other occasions. When they do arrive, it becomes apparent to the teacher that the parents do not speak English fluently. Ms. Franklin is at a loss in terms of strategies for communication but continues by explaining Jorge’s progress and goals for the coming school year. She uses a lot of technical jargon to describe and explain Jorge’s academic objectives. She does pause to ask if the parents have any questions, but they stare at her blankly and then smile. In an effort to communicate more effectively, Ms. Franklin talks extremely loud and in a slow cadence. This behavior puzzles the family members.

Training Activity 3.7

150

Ms. Franklin addresses a concern she has about Jorge’s attendance. Last month he was absent for an entire week without notifying the school. And this month he has already missed three days of school. The parents confirm that he was absent on the occasions cited. At the conclusion of the conference, the parents sign the necessary paper work, the teacher thanks them for coming, and the family shakes her hand and leaves.

Facilitator’s Notes

1. Because of the proximity between the United States and many parts of Central and South America, a considerable number of Latino immigrants find themselves returning to their countries of origin for regular visits. The collective orientation among many traditionally oriented Latino families may mean that family obligations take precedence over a child’s education. The seasonal nature of migrant farming may result in frequent moves among Latino children. Educators may work to secure services from local homeless education agencies to assist in meeting the educational needs of transitory children.

2. Acculturative stress refers to the challenges that immigrants experience as a result of attempting to adapt to a new cultural milieu. These stressors often include high unemployment and poverty rates, health factors, difficulty securing assistance from schools and agencies, language barriers, culture shock, a sense of grief and loss of the homeland, etc. School-age children may often be called upon to assist with the family transition process by serving as interpreters and negotiating bureaucratic agencies, which frequently occurs during school times and results in high rates of absenteeism.

What systemic resources can schools rely on to insure that children spend more time in school?

3. Many Latino parents experience difficulty negotiating American educational institutions and, consequently, avoid contact with school officials for fear they will embarrass themselves or their children. These families often regard education as the school’s domain and feel their responsibility involves addressing issues of behavior. The educational preparation and exposure that governs the parenting styles of many middle class American families may not be understood or even function as a priority given other pressing needs for survival. Moreover, many immigrant Latinos may reside in this country illegally and harbor apprehensions that they may be deported if school officials uncover this information. Such fears may reduce interactions between the school and the family.