LATINOS IN EDUCATION

PARENT/ FACULTY WORKSHOP ON NON-TRADITIONAL FAMILIES

WELCOME! PARENTS AND FACULTY!

•PLEASE TAKE AN ENTRANCE SLIP AT THE DOOR

BASIC INFORMATION TO KNOW BEFORE WE START:

• WHAT IS A NON-TRADITIONAL FAMILY? • A NONTRADITIONAL FAMILY IS CONSIDERED A FAMILY THAT IS DIFFERENT

FROM THE TRADITIONAL FAMILIES, THAT INCLUDES A MOM AND DAD, BROTHERS AND SISTERS, PARENTS FROM DIFFERENT COUNTRIES AND BACKGROUNDS, SINGLE PARENTS, LIVING WITH PARENTS, ETC.

• WHAT IS A LATINO?• A PERSON OF LATIN-AMERICAN OR SPANISH-SPEAKING DESCENT

CULTURAL REASONS:• MAIN REASON PARENTS IMMIGRATE: • THE PARENTS FROM THE IMMIGRANT COUNTRY KNOW THAT THERE IS MORE OPPORTUNITY HERE THAN IN THEIR

HOME COUNTRY AND BECAUSE OF THAT, THEY IMMIGRATE TO MAKE LIFE FOR THEIR KIDS AS EASY AND NORMAL AS POSSIBLE. VIOLENCE AND CRIME IS ANOTHER HUGE REASON THAT PARENTS IMMIGRATE; THIS IS SOMETHING THAT HAS ESCALATED RAPIDLY OVER THE YEARS.

• PARENT INVOLVEMENT:• CULTURAL DIFFERENCE

• UNABLE TO UNDERSTAND ENGLISH

MISCONCEPTIONS OF LATINO STUDENTS

• MOST COMMONLY ASSOCIATED:• STUDENTS THAT DO NOT SPEAK ENGLISH WELL HAVE SOME SORT OF

DISABILITY

• TEACHERS SHOULD EXPECT LESS OUT OF THESE STUDENTS

• TEACHERS SHOULD GIVE UP ON STUDENTS AT THIS AGE IF THEY ARE NOT PERFORMING WELL

• SPANISH LANGUAGE SHOULD NOT BE USED TO TEACH ENGLISH

4- CORNERS ACTIVITY

AGREESTRONGLY

AGREE

DISAGREE Strongly Disagree

THERE IS NO EXCUSE THAT PARENTS CANNOT BE INVOLVED IN THEIR STUDENT’S EDUCATION

STUDENTS SHOULD COGNITIVELY BE AT THE SAME LEVEL AS THEIR PEERS AT ALL TIMES

DUAL LANGUAGE RESULTS IN LOW TEST SCORES

SPANISH SHOULD NOT BE USED TO TEACH ENGLISH

STUDENTS WITH IMMIGRANT PARENTS ARE MORE LIKELY TO HAVE LEARNING DISABILITIES

TEACHERS USUALLY EXPECT LESS OUT OF IMMIGRANT STUDENTS

PARENTS THAT ARE MORE INVOLVED RESULT IN STUDENTS BEING REWARDED ACADEMICALLY

TEACHERS ALWAYS FULLY UNDERSTANDS WHERE THEIR STUDENTS COME FROM

COGNITIVE DEVELOPMENT IN SCHOOLFACTORS THAT CAN AFFECT LATINO STUDENT’S ACADEMIC ACHIEVEMENT:

• LANGUAGE

• SOCIAL/ EMOTIONAL BEHAVIOR

• SOCIOECONOMIC STATUS

• PARENTS UNDERSTANDING

LANGUAGE BARRIER:•  SPANISH IS THE FIRST LANGUAGE FOR MANY LATINO STUDENTS, INCLUDING U.S BORN LATINOS (CAPPS ET

AL, 2005) WHICH CAN BE HARD FOR STUDENTS TO HIGHLY GRASP SCHOOLWORK THAT IS NOT IN THE LANGUAGE THEY FULLY UNDERSTAND

• SPANISH SPEAKING STUDENTS ALSO MADE UP 76% OF ALL PRE-K TO FIFTH GRADE CHILDREN WITH LIMITED ENGLISH PROFICIENCY AND MOST (59%) WERE U.S BORN CHILDREN WITH IMMIGRANT PARENTS (CAPPS ET AL, 2005).

• NOT UNDERSTANDING THE MATERIAL BECAUSE OF THE LANGUAGE BARRIER CAN RESULT IN

• LOW TEST SCORES

• EMOTIONAL STRESS

• LACK OF CONFIDENCE

• *MISDIAGNOSIS OF LEARNING DISABILITIES

• READ EXAMPLE CASE

BEHAVIOR• BEGIN TO LOSE INTEREST IN SCHOOL AND BEGIN TO ACT OUT IN SCHOOL

• THE SOCIAL IMPACT THIS HAS ON THE STUDENT IS THAT THEY MAY BECOME QUIET, TIMID AND SOCIALIZE LESS THAN OTHER STUDENTS. THIS ALSO AFFECTS THEIR ACADEMIC ACHIEVEMENT BECAUSE THEY MAY BECOME UNCERTAIN ON HOW TO ASK FOR HELP WHEN THEY DO NOT UNDERSTAND A HOMEWORK ASSIGNMENT OR ACTIVITY

• IT COULD BE DIFFICULT FOR THEM TO FUNCTION SUCCESSFULLY IN BOTH FAMILY (“TRADITIONAL”) AND SCHOOL (“MAINSTREAM”) CULTURES

• CAN ALSO IMPACT MOTIVATION TO STAY IN SCHOOL FOR LATER YEARS

SOCIOECONOMIC STATUS AND PARENTS• MANY LATINO IMMIGRANT FAMILIES FALL UNDER A LOW INCOME STATUS

• UNABLE TO OBTAIN OUTSIDE RESOURCES TO FURTHER THEIR CHILD’S EDUCATION AT HOME

• BOOKS

• COMPUTERS

• TUTORING PROGRAMS

• PARENTS ARE ALSO A KEY HELP TO HELPING THEIR CHILDREN SUCCEED IN SCHOOL BUT MANY IMMIGRANT PARENTS MAY DO NOT HAVE HIGH SCHOOL DIPLOMAS SO IT’S DIFFICULT FOR THEM TO GET MORE INVOLVED IN THEIR CHILD’S EDUCATION IF THEY DO NOT UNDERSTAND.

• LANGUAGE BARRIER IS ALSO A FACTOR HERE IN HOW MUCH THEY CAN HELP THEIR CHILD AT HOME WITH THEIR HOMEWORK IF THEY DON’T KNOW ANY ENGLISH.

RECENT STUDIES:• Recent research shows that there is an “immigrant paradox” wherein children escape the fates that are

predicted by their low SES. Research has found that both foreign born and native born youth with immigrant parents show better academic, behavioral, emotional, and health youth with native born parents (Garica Coll & Marks, 2012) Recent studies have also found that there is a weaker association between SES and student GPA among immigrants’ children than among native’s children (Pong & Hao, 2007).

• Today classrooms are becoming more culturally aware of the factors that can impact a student’s success and they have adapted strategies and programs to help children from non- traditional families. For example after school programs, tutoring and take home literacy kits, in an effort to see these students succeed.

CHECK OUT THIS VIDEO: • https://

www.youtube.com/watch?v=glzExBIyqYk

THANK YOU!

•REFLECTIVE SLIP•1 NEW THING I LEARNED

•2 NEW IDEAS ABOUT THE TOPIC•QUESTIONS THAT I STILL HAVE

REFERENCES:

• (LATINO). DICTIONARY.COM UNABRIDGED. RETRIEVED OCTOBER 22, 2014, FROM DICTIONARY.COM WEBSITE: HTTP://DICTIONARY.REFERENCE.COM/BROWSE/

• ALTSCHUL, I. (2012). LINKING SOCIOECONOMIC STATUS TO THE ACADEMIC ACHIEVEMENT OF MEXICAN AMERICAN YOUTH THROUGH PARENT INVOLVEMENT IN EDUCATION. JOURNAL OF THE SOCIETY FOR SOCIAL WORK & RESEARCH, 3(1), 13-30. DOI:10.5243/JSSWR.2012.2

• FLETCHER, T. V., & NAVARRETE, L. A. (2011). LEARNING DISABILITIES OR DIFFERENCE: A CRITICAL LOOK AT ISSUES ASSOCIATED WITH THE MISIDENTIFICATION AND PLACEMENT OF HISPANIC STUDENTS IN SPECIAL EDUCATION PROGRAMS. RURAL SPECIAL EDUCATION QUARTERLY, 30(1), 30-38.

• HS NEWS STAFF. (2012, MARCH 1). LIMITED PRESCHOOL ACCESS DIMS SUCCESS FOR LATINO CHILDREN-AND CALIFORNIA’S FUTURE. HISPANICALLY SPEAKING NEWS. RETRIEVED FROM HTTP://WWW.HISPANICALLYSPEAKINGNEWS.COM/HSN-NETWORK/DETAILS/LIMITED-PRESCHOOL-ACCESS-DIMS-SUCCESS-FOR-LATINO-CHILDREN-AND-CALIFORN/14292/

• MCCARTHY, K. (1998). ADAPTATION OF IMMIGRANT CHILDREN TO THE UNITED STATES: A REVIEW OF THE LITERATURE (NO. WP98-03-MCCARTHY. PDF).

• PEWRESEARCH. (2009, SEPTEMBER). MOST MEXICANS SEE BETTER LIFE IN U.S.---ONE-IN-THREE WOULD MIGRATE. RETRIEVED FROM HTTP://WWW.PEWGLOBAL.ORG/2009/09/23/MOST-MEXICANS-SEE-BETTER-LIFE-IN-US-ONE-IN-THREE-WOULD-MIGRATE/

• PONG, S., & LANDALE, N. S. (2012). ACADEMIC ACHIEVEMENT OF LEGAL IMMIGRANTS' CHILDREN: THE ROLES OF PARENTS' PRE- AND POSTMIGRATION CHARACTERISTICS IN ORIGIN-GROUP DIFFERENCES. CHILD DEVELOPMENT, 83(5), 1543-1559. DOI:10.1111/J.1467-8624.2012.01790.X

• TINKLER, BERRI. (2002). A REVIEW OF LITERATURE ON HISPANIC/LATINO PARENT INVOLVEMENT IN K-12 EDUCATION. EDUCATIONAL RESOURCES INFORMATION CENTER.RETRIEVED FROM HTTP://FILES.ERIC.ED.GOV/FULLTEXT/ED469134.PDF. 

• SOLTERO-GONZÁLEZ, L. (2009). PRESCHOOL LATINO IMMIGRANT CHILDREN: USING THE HOME LANGUAGE AS A RESOURCE FOR LITERACY LEARNING. THEORY INTO PRACTICE, 48, 283-289. DOI: 10.1080/00405840903192771