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STUDENTS AND FAMILIES FROM HISPANIC BACKGROUNDS

** Please know charts in detail on pp. 107-108

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 • Religion—usually Catholicism— plays an important role

In terms of growth: **

• Hispanics make up 17% of the overall U.S. population • From the years 2000-2013, Hispanics accounted for more than half the population growth in the U.S.

• Nearly 2/3 are from Mexico

Recent statistics:

In California in 2013:**

• For the first time, there were an equal number of Hispanics and non-Hispanic Whites • Spanish is the new English 

When I presented a workshop in Iowa:** • 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

We should be aware that:

Despite social and economic disadvantages, Hispanics demonstrate …** • Low welfare utilization • High labor force participation • Strong family values

Invisible America: The Migrant Story (youtube— last 3 minutes)

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!

• • • • • • • • 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

In some Hispanic countries…**

• Education is not mandatory past a certain point (e.g., 8 th 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

In the U.S., statistically, Hispanic students

Statistics show that:

III. CONTRASTING BELIEFS, VALUES, AND PRACTICES •

Hispanic Culture Mainstream

•

Hispanic Culture Mainstream

Elizabeth Delgado-Carillo, former student:** • At 4, still on bottle—normal • In her house, 10-12 people (uncles, their wives, cousins) • Dad has last say; makes the big choices • Mom PG at 15, had E. at 16 • E. is first in family to attend college

Maria Ramirez, former student:** • Dad didn’t want mom to learn English- ↑ power. But now he likes the $$  • Some men want women to cook, clean, and take care of the kids • She has been called a “beaner” • Girls--virgins when they get married; out-of wedlock PG

taboo

IV . HEALTH CARE AND BELIEFS REGARDING DISABILITIES** • 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; prevalent to this day in Mexico • May be difficult to accept “invisible” handicapping conditions

Other health considerations…

Former students Lorena Velasco and Elizabeth Delgado-Carillo:** • Weight management, lack of physical activity are problems • Due to poor nutrition, lack of exercise • Physical activities for women not encouraged; may be viewed as abnormal by community

Former students:**

• Families may go back to Mexico to see their own personal curandero (holistic healer) for health issues • Medical procedures and supplies like antibiotics much cheaper in Mexico • Many Mexicans in the U.S. think doctors in Mexico are better than American doctors (probably language barrier is a part of that)

• V. 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!

Wonderful recent research (Caesar & Nelson, 2013)

Pre- and post-testing:

Encourage parents to:

During assessment, remember:** • Hispanic children will often provide functions rather than names of objects

VI. LANGUAGE AND ARTICULATION** • 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”)

VII. ASSESSMENT & INTERVENTION** • Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)

Research—good tests for LI:**

• Language samples • Spanish Ages and Stages Questionnaire • Measures of grammaticality (especially difficulty with Spanish articles and other structures linked to the verb system)

Journal of Community Medicine and Health Education:

In therapy:**

• Encourage verbalization • Especially encourage naming and description tasks • Incorporate literacy!!

VIII. GROUP ACTIVITY— DIFFERENCE VS. DISORDER