EDUC 553

ClassroomSession 5

EDUC 553

Multicultural Literature for

Children and Adolescents

ClassroomSession 5

EDUC 553

IntroductionHispanic/Latino Literature:

Cultural Authenticity, Perspectives and Teaching Pedagogy

& the Read Aloud.

ClassroomSession 5A Rich Literary

History

Benedictine University

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Norton, D. E. (2009). Multicultural Children’s Literature: Through the Eyes of Many Children, 3 rd Edition. Boston, MA: Pearson. [p. 145]

ClassroomSession 5

HISPANIC OVERVIEW

Hispanic/LatinoPopulation

ClassroomSession 5

Who are Latino/Hispanic Families?

“Latino/Hispanic” families refer to families who have recently EMIGRATED or DESCENDED from a broad range of Latin American countries

Latino/Hispanic 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/Hispanic cultures

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ClassroomSession 5Diversity Within the

Population Latino/Hispanic population in the US includes:

Mexican-American Mexican Immigrants

31 States and the District of Columbia Central American South American The Caribbean Islands

Puerto Rico Cuba Dominican Republic

Others Such as Spain, Philippines, etc.

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ClassroomSession 5

Ethnic Differences Although Latinos/Hispanics share a common heritage of:

Language History Culture Beliefs

To speak of “LATINOS/HISPANICS” in any generic way masks NUMEROUS cultural, linguistic, national, religious and other differences within the hugely diverse groups of peoples referred to by some as “LATINO/HISPANIC” The variation WITHIN groups is at least as significant

as the variation ACROSS groups

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ClassroomSession 5

Educational System Overview in Mexico

EDUC 553

ClassroomSession 5Education Basics in

Mexico Education is free up to 9th grade Those that can afford it continue into 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 in school may look for work in Mexico or emigrate to other countries (mainly US) There is a very limited scholarship system (almost non-existent)

There are No School Services such as free lunch or school nurse School reform was implemented a few years ago to include

Grades 7-9 as mandatory and free

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ClassroomSession 5Education Basics in

Mexico Most small towns/villages in Mexico only provide public

schooling up to the 6th grade After 6th grade, Mexican students who live in small towns/cities

must find a school and living accommodations in a larger town/city to continue their education

Many Mexican students, due to accessibility and economic issues, are not able to change location to continue in school and therefore only complete a 6th grade education

Just as in most cultures, education is considered very important to Latino/Hispanics

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ClassroomSession 5

ImmigrationEDUC 553

ClassroomSession 5

Why Come to America? Universal human needs and desires…

Aspire for a better life for themselves and their children For the advancement of family & life and

“The American Dream” and most of all…SURVIVAL –

Employment – no work to be found in home country

Support (extended) family in home country

Find work and support family in this country

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ClassroomSession 5

A Critical Situation in the U.S. 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 standardized tests http://nces.ed.gov/pubs2002/droppub_2001/8.asp?nav=1

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http://nces.ed.gov/pubs2002/droppub_2001/8.asp?nav=1

ClassroomSession 5

Why New Immigrants Leave School To work to support their families In their culture, work is honorable -- Family Comes First Rural Mexico has historically been generationally poor

Poverty, unfortunately, is part of their lives They would not leave their familiar surroundings if they

could make a living in their own country! It is normal to begin working by age 14-15 Many Mexicans:

Marry young Become discouraged/overwhelmed with the challenges

of an unfamiliar educational system, new culture, new language in the United States

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Obstacles New Immigrants

May Face in America

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Obstacles to School Involvement

&Acculturation

Life factors

Students do not speak English & Teacher may

not speak Spanish

Past Educational Experiences

Transportation

Work schedules

Child care

Attitudes of School Personnel

Unfamiliarand intimidating

education system

Cultural DifferencesOf Parental Role16


ClassroomSession 5

Stereotyping…● Deficit thinking is pervasive, and NEGATIVELY affects family

engagement especially when talking about Latino families (Valencia & Black 2002)

● An example of deficit thinking is: ● “Large numbers of youngsters come into school with

absolutely no background, either academic or social”● This kind of “At Risk” rhetoric is problematic because it tends

to overlook any strengths and promise of the student so labeled

● It focuses on the presumed shortcomings of the individual

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ClassroomSession 5

The Clashes of Two Cultures

EDUC 553

ClassroomSession 5

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 American 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 in which they live

Consider the potential clash between the PTA - Family Engagement vs. Latino Beliefs

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Children acculturate quicker than parents since they are involved daily in school and American society.

Parents are at risk of losing the communication contact with children who learn English in school.

Many parents often do not have the same opportunities to learn English and interact in

American society on a daily basis.

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ClassroomSession 5 The American Dream Becomes

The American NightmareMistaken Assumptions / Stereotypes

Educators, community members and other educational stakeholders may suffer from misconceptions that 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)

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ClassroomSession 5 American vs. New Immigrant

Definition of “Success” American BeliefsEducation = professional work; high income; not physically demanding

Mexican/Immigrant Beliefs

Strong work ethic = all work is honorable; Family needs come

first

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ClassroomSession 5

Latino Cultural Beliefs Related to School The concept of active individual family engagement in

school activities 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 reminiscent of the older Latino generation who

wouldn’t think of coming into a classroom and telling the teacher what to do or questioning their motives and teaching styles!

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ClassroomSession 5

A New VisionEDUC 553

ClassroomSession 5

The New VisionImmigrant families bring the strengths of resilience and resourcefulness, important attributes that American schools can utilize.

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Hispanics are the Majority Minority2002 U.S. Hispanic Population

One out of every 8 U.S. Residents is Hispanic

Hispanic 13.4%African American

12.6%Asian 4.3%Other 69.7%

Source: SRC, 2002 US Hispanic Market Report26Benedictine University

Hispanic Population will Double

Projected U.S. Hispanic Population 2020

One out of every 5 U.S. residents will be Hispanic in 2020

Hispanic 21%African American 12%Asian 6%Other 61%

Source: SRC, 2002 US Hispanic Market Report27


ClassroomSession 5

An Example: Hispanics in Georgia As of July 1, 2006, the U.S. Census Bureau

estimated that there were almost 703,246 Hispanics residing in Georgia

Origins of Hispanic residents of Georgia are: Mexican = 68% Puerto Ricans = 5.3% Cubans = 2.3% The remaining 24.4% are other Hispanic origin

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Think about your experiences with overall family involvement in your school. Which cultures are most involved?How can your school / how has your school encouraged family involvement?How can your school / how has your school adapted to or welcomed other cultures?

Pause29


School Environment

ClassroomSession 5

The New Vision Latino families have “funds of knowledge”

Important educational resources for schools and in classrooms (Gonzalez et al., 1995; Moll et al., 1992)

Many studies of new immigrants have stated 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 have high educational expectations for their children

(Delgado-Gaitan 1992; Henderson & Mapp, 2002; Moreno & López, 1999)

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ClassroomSession 5

Mexican families see their essential role (just as all families) as ensuring that their children: Have food, clothing, shelter Are socialized into the norms and

expectations of the family Know their own culture and their

expected role within the culture Above all, they expect children to

acquire “Buena Educación” (literal translation is ‘good education’)

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The New Vision

ClassroomSession 5

SUCCESSFUL PRACTICES FOR ENGAGING PARENTS FROM ALL CULTURES

Communication is the key connector Assure that communication is personalized and bilingual in

English and/or the primary language Make personal calls and visit the home with the support of

parent liaisons or translators Revisit the concepts your learned in EDUC 601 on the impact

of culture on individuals Acknowledge parents’ cultural values and view them as strengths,

incorporating home cultures into the school curriculum

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The New Vision

ClassroomSession 5

Teachers’ and administrators’ attitudes can have a significant impact on parental involvement in a school

It is important to provide resources on Latino/Hispanic culture and the Spanish language…especially in schools that have a high percentage of Latinos/Hispanics Avoid invalid assumptions: The “language barrier” has not

prevented them from living, working, surviving, buying, paying taxes and contributing to American society

But be realistic: Provide translators at (for example) parent-teacher conferences to show respect and get ‘buy-in’

Do not reinvent the wheel – Collaborate with other programs or agencies that have a successful record of engaging Latino/Hispanic immigrant families

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The New Vision

Family Relationships and Economic Impact

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ClassroomSession 5

ABC’s of Family Engagement Acknowledge

Let parents know that you value their opinions and knowledge

Parents are the primary teachers of their children Parents teach the fundamental values and beliefs that

mold children into who they are and will become Build

Build a relationship of mutual respect and open communication – Most parents will respond in kind

Care What events in their lives might be affecting their

child’s learning? Try to see the world through the family’s eyes

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ClassroomSession 5

Increasing Your Knowledge of Latino Culture

Value the experiences & knowledge of bicultural/ bilingual students or parents and use these as an asset

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

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ClassroomSession 5 Latino/Hispanic

Economic ContributionAn example of the positive economic impact is: In 2007, the state of Georgia ranked tenth in the U.S.

with the largest Hispanic market at $14 billion Selig 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 and 10 radio stations focused on serving Hispanics

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ClassroomSession 5 Latino/Hispanic

OrganizationsGeneral Latino/Hispanic Resources: Latin American Association

http://www.latinamericanassoc.org NABE: http://www.nabe.org National Association of Bilingual Education LULAC: http://www.lulac.org League of United Latin American Citizens MALDEF Mexican American Legal Defense & Education Fund

http://maldef.org Nation Council of La Raza http://www.nclr.org Pew Hispanic Center http://pewhispanic.org/

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http://www.latinamericanassoc.org/

http://www.nabe.org/

http://www.lulac.org/

http://maldef.org/

http://www.nclr.org/

http://pewhispanic.org/

ClassroomSession 5

STEREOTYPES

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Can you guess what three themes are discussed the most in news stories about

Latin America?

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Stereotypes

ClassroomSession 5 Top Three

Themes Drugs

Immigration Soccer (futbol)

Is this surprising to you?

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ClassroomSession 5

“The stereotypes of Mexican immigrants are overwhelmingly negative…

‘U.S. Latinos are regularly presented as uneducated immigrants who are unable or unwilling to help or speak for themselves” (Bruce De Pyssler, 1998, p. 408)

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Stereotypes

ClassroomSession 5

Immigration & Media How is immigration portrayed in the media?

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ClassroomSession 5

Can you guess which countries had the highest and lowest

number of news stories on immigration?

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Immigration & Media

Mexico 2037Brazil 1078Cuba 784Venezuela 538Argentina 527Puerto Rico 343Colombia 331Chile 328Peru 291

Dominican Republic 290

Panama 263Guatemala 238

Ecuador 197

Bolivia 165

Nicaragua 158

Costa Rica 137

Uruguay 122

Honduras 113

El Salvador 103

Guyana 60

Paraguay 50

Belize 43

Suriname 9

French Guyana 5

45Benedictine University

Number of News Stories on Immigration

• How does this type of coverage impact the perceptions of the general American public?

• Is it a fair depiction of the Latino/Hispanic Culture?

ClassroomSession 5

Hispanic/Latino Population Growth “The 2010* census has shown that the Hispanic

population is now at 47.8 million, or ~15% of the U.S. population, and accounts for 40% of the nation’s population growth (2000 census) in the 1900’s …” (Ed Morales, 2002)

Norton Chapter 4

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* Estimated

ClassroomSession 5

… What’s more, 35% of all Latinos are under the age 18, and by 2010 (now), one out of every five children in the United States will be Hispanic” (p.19, Ed Morales 2002)

Norton Chapter 4

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Hispanic/Latino Population Growth

ClassroomSession 5

Survey of the Nation’s Schools “The most pronounced development in school

demographics has been in Hispanic growth” 6% in 1972 20% in 2005 Greater in western U.S. at 37%” of the school population

(Dillon, 2007) One in four New Yorkers are Hispanic (Navarro, 2003)

Norton Chapter 4, pp 144-149

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EDUC 553

Documents

Transcript of EDUC 553