Transcript Slide 1

Latino Family
Engagement:
How to Effectively Engage
and Connect with Latino
Parents and Youth
Sue Rosman, Verona
Roberts, and
Andrew Behnke
The Rundown
 Demographics
 Case
Studies
 Parent
Empowerment
 Resource
 Next
and Culture
List
Steps
Foreign-Born Population
in Other Countries (2003)
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
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

Germany
Canada
Switzerland
Australia
Costa Rica
Kuwait
–
–
–
–
–
–
Source: OECD Factbook: Axiss Australia.
2006- Faith Action International House
8.9%
18.2%
20.0%
22.8%
24.9%
44.1%
Foreign-Born Population
in Other Countries (2003)

 USA





–
Germany
8.9%
– 12.4%
Canada
Switzerland
Australia
Costa Rica
Kuwait
–
–
–
–
–
Source: OECD Factbook: Axiss Australia.
2006- Faith Action International House
18.2%
20.0%
22.8%
24.9%
44.1%
What Factors “Push” Immigration
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•
•
Pushed out by poverty
Pushed out by violence
Pushed out by natural disasters
What Factors “Pull” Immigration
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•
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Shrinking labor pool – unfilled jobs
International competitive pressure on
wages
Natural disasters requiring
reconstruction
Family reunification
Source: 2006- Faith Action International House
U.S. Population
Today in Millions
255
14 2 17
17
Non-Foreign Born Citizens
Naturalized Citizens
Legal Residents/Refugees/Asylees
Temporary/Other Immigrant Status
Undocumented
(Migration Policy Institute, 2006; Pew Hispanic, 2007)
U.S. Latino Population
Today in Millions
29
11
7
1
9
Non-Foreign Born Citizens
Naturalized Citizens
Legal Residents/Refugees/Asylees
Temporary/Other Immigrant Status
Undocumented
(Migration Policy Institute, 2006; Pew Hispanic, 2007)
NC Latino Population
1990 =
2000 =
2007 =
2009 =


56,667
378,963
643,333
????
=
=
=
=
1.1%
4.7%
7.1%
???
Births to Latinos increased by
1208% from 1990 to 2006.
The number went from 1,754 in 1990
to 21,202 in 2006 or 17% of births.
(NC Vital Statistics, 2008; Census; 2007)
Distribution of
Latinos Across N.C.
Kasarda, J. D., and Johnson, J. H.(2006).
Countries in Continental Latin
America & the Caribbean
Caribbean
1.Antigua
2.Aruba
Central America
&
Barbuda
3.Bahamas
4.Barbados
5.Cayman
6.Cuba
Islands
7.Dominica
8.Dominican
9.Grenada
Republic
10.Guadeloupe
11.Haiti
12.Jamaica
13.Martinique
14.Puerto
Rico
15.St. Kitts & Nevis
16.St. Lucia
17.St. Vincent and the
Grenadines
18.Trinidad & Tobago
19.Turks & Caicos Islands
20.Virgin Island
1.Belize
2.Costa
Rica
3.El Salvador
4.Guatemala
5.Honduras
6.Nicaragua
7.Panama
South
America
1.Argentina
2.Bolivia
3.Brazil
4.Chile
5.Colombia
6.Ecuador
7.French
Guiana
8.Guyana
9.Paraguay
10.Peru
11.Suriname
12.Uruguay
13.Venezuela
North America
1.Mexico
Latino Family Diversity
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Commonalities and Diversity
Immigrants from over 42
countries
One size does not fit all
Language
 Acculturation
 Generation Status
 SES
 Life history

Characteristics of
Latino Culture
Relationships:
Personalismo
 Language and
communication
 Family: Familismo
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Relationships:
Personalismo
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Personal relationships are more
important than institutional
relationships.

Trust is placed in individuals, not in
institutions.

Learn about the community and
context in which people live, and get
to know people as individuals on a
one-to-one basis.
Language and
Communication

41.8% of Latinos in NC speak
English very well (U.S. Census Bureau,
2006)

Determine the Spanish literacy level
and English proficiency level of the
families you are working with.

Check to see if the message was
understood by asking questions
related to the issue
Language and
Communication

Latinos tend to avoid confrontation

Respect is shown by listening when a
person is talking, by following his/her
advice, and sometimes by looking
down

Expect to be seen as an authority
figure in learning situations.

Use cooperative activities rather that
competitive activities
Language and
Communication:
Personal Space

Latinos tend to sit and stand
close to each other. “Touching”
is a gesture of friendship, i.e.
kiss on the cheek to say “hello”
and “good bye.”

Be prepared to “share” your
personal space. You don’t need
to sit closer or kiss someone to
say “hello” if that is not your
preference.
Family: Familismo
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Family needs are a priority
Live in extended family groups.
Children typically live at home until they
get married. Family members care for
elderly members and children
Prefer activities that involve all family
members
In U.S. Latinos may lose the support
provided by the extended family. As a
result of this, there may be a shift in
gender roles and change in roles of
parents and children
Family: Familismo
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If working with Latino youth, plan
on meeting his/her family.
Invite families to appropriate
activities and events. Consider
that extended family may also
attend.
When invitations are for specific
family members, be sure that the
message is clear and explain why
the invitation is limited.
Teachers in Mexico

Seen as high ranking members of
society, on par with doctors,
lawyers and priests.

Children are taught to respect
teachers and not to question
them
Parental Involvement

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.
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Above all, they expect children to
acquire “Buena educación” or good
manners (Delgado-Gaitan & Trueba, 1991)

Going into a classroom and
questioning a teacher’s style or
methods is not a common practice.
Education in Mexico
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Free up to 9th grade.
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Basic classes: Math, Social
Studies, Science/Biology,
Spanish, History, Geography,
Chemistry, and English.

Those that can’t afford to
continue their education look for
work or immigrate to the U.S.
Education in Mexico

Schedule differences / uniforms

No school services such as free
lunch, special education or school
nurse

Parent-teacher relationships not
generally encouraged
Culture Clash

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.
Case Studies
I thought I was preparing for a
professional career…
“In my school in Colombia,” says Pati, a
recent graduate, “everyone studies what
they need for college; there are not
separate honors classes and AP classes
and vocational classes in high school.
Everyone was getting the same degree.”
Not knowing this difference, she accepted
the courses she was assigned each
year, graduating from a “pathway” that
made her ineligible to apply to a pre-med
program she has planned on attending.
Test Questions
A teacher was reviewing for the midterm in a class with several minority
students. Students were divided into
teams and each team took turns
answering questions. All students on
the team who knew the answer stood
up and the teacher picked one to
answer. Since the team got points for
all the students who were standing if
the question was answered correctly,it
paid to stand up and be counted. Many
white students bluffed and stood up
even if they didn’t know the answer,
laughing when they answered wrong
and cost the team points. None of the
Latino or African-American students
ever stood up.
Potential Hispanic
HS Students in NC
56000
4500
(Western Interstate Commission for Higher Education [WICHE], 2003)
Academic Achievement
and Dropout Issues

In 2006, 44% - 52% of all H.S.
Latinos did not graduate in 4
years in NC
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Latino dropout rate is improving
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
still the highest large ethnic group
Currently, only about 3% of NC
university students are Latino
(Laird, DeBell, & Chapman, 2006; NCDPI, 2009; WICHE, 2003)
Recent Trends in NC
Latino population

Latino boys are struggling more
than any other group – African
American boys next.
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More than half of North
Carolina's Latino girls are
expected to be pregnant before
their 20th birthday.
(Hess, 2000; Zuniga, 2004)
Why Do Latino Students
Leave School?
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Grades and Attendance Issues
Working / Family Obligations
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Generational Poverty

Marry Young / Childbirth
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Gangs / Delinquency / Drugs
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Limited Higher Education
Opportunities
(NCDPI, 2009; Perriera, 2007)
How Dropouts Hurt
North Carolina
Dropouts =
Annual cost of $7.5 Billion in
lost earnings
 Aggregate of $712 Million in tax
revenue

Lost State Income Tax Revenue $995
Incarceration Costs
$1,946
Medicaid Costs
$1,496
Annual Public Cost per Dropout $4,437
(Gottlob, 2007)
Latino Parents & Academics
 Parental
involvement has
consistently been shown to be
related to these outcomes (e.g.,
Delgado-Gaitan, 1992, 1994; Flouri & Buchanan, 2004; Gutman,
Sameroff, & Eccles, 2002; Plunkett & Bámaca-Gómez, 2003)
 In
fact, parent involvement was
found the single strongest
predictor of Latino academic
performance (Zuniga, 2004)
Language/Literacy
Challenges for
Immigrant
Families
Unfamiliar
and intimidating
systems
Immigration Status
Life Factors
Mental Health Issues
Child care
Work
schedules
Transportation
Media/Public Opinion
Suggestions for Parents
 Read to their child.
 Discuss the day’s events.
 Help with homework and
special projects.
 Limit television viewing
time.
 Watch TV with their children
and talk about program
messages.
Connecting with the
Hispanic Community and
Building Trust

Can be a slow process

Listening and observing

Establishing presence in the
community: attending
fiestas,events

Talking with members of the
community/identify leaders
Recruiting Parents
“Latinos are not looking for
a handout but for a
handshake”
 Personally
extend invitations
through visits or phone calls.
 Use (Spanish) radio spots to
announce the meeting and/or
program.
Recruiting Parents
 Do presentations or hold
information meetings at churches,
other community organizations’
meetings, school parents’ nights:
 Introduce your organization’s
mission and goals and how they
benefit families. They may have
never heard of “afterschool
programs”
 “Word of mouth” better than flyers
Engaging Parents

Acknowledge and value the
families’ strengths.
 Resilience
 Resourcefulness
 Nurturance
and support of
extended family
 High educational expectations
for their children
(Behnke et al., 2005; Delgado-Gaitan, 1992; Henderson & Mapp, 2002)
Engaging Parents
Consult with parents about
best time to meet: be flexible.
 Remember fútbol, telenovelas,
local events.
 Make things less formal

 Fun
activities: role play,
videos.

Provide resources in Spanish.
Engaging Parents
Allow them to interact
 Make a warm and comfortable
environment
 Extend the invitation to all
family members. Appeal to
parents and to children


If possible provide childcare
transportation, food, prizes.
Engaging Parents

Recruit parents as advocates,
mentors, and volunteers

Ask active parents to recruit others

Involve parents in committees
and advisory councils

Have interpreters, bilingual
volunteers.
.
(Barbour & Barbour, 2001; Delgado-Gaitan, 1992, 1994; Epstein, 1995; Epstein & Salinas, 2004; Machado-Casas, 2005;
Scribner, Young, & Pedroza, 1999; Valdes, 1996)
Remember…
 Do
not get discouraged if
outcomes are not what you
expected, try again!
 Building
trust is a process that
takes time
Next Steps

What is one thing you can do
that will improve your
effectiveness with Latino
parents and youth?

What additional training or
support do you need?
What will you do?
North Carolina Resources

Adelante Education Coalition:
www.adelantenc.org;
Melinda Wiggins, Student Action With
Farmworkers
919 660-3616 or [email protected]

El Pueblo:
www.elpueblo.org;
Tony Asion, Executive Director
919 835-1525 or [email protected]
North Carolina Resources

College Foundation of NC:
Donna Weaver, Spanish Services
Coordinator
336-256-0470 or [email protected]

NC Society of Hispanic
Professionals:
www.TheNCSHP.org
Marco Zarate, President
919 467-8424 or [email protected]
Hispanic/Latino
Organizations

NABE: www.nabe.org
National Association of Bilingual Education
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LULAC: www.lulac.org
League of United Latin American Citizens

MALDEF: Mexican American Legal Defense
& Education Fund, www.maldef.org

Nation Council of La Raza:
www.nclr.org

Pew Hispanic
Center:www.kff.org/kaiserpolls/pomr012604nr.cfm

A Dream Deffered:
http://adreamdeferred.org/
Any Questions?
¡ Gracias y
Buena Suerte!

Sue Rosman
[email protected]
919 832-2700

Andrew Behnke
[email protected]
919 515-9156