Latino Family Latino Family Engagement:Engagement:

How to Effectively Engage How to Effectively Engage and Connect with Latino and Connect with Latino

Parents and YouthParents and Youth

Andrew Behnke and Andrew Behnke and Sue RosmanSue Rosman

Demographics and Demographics and CultureCulture

Case StudiesCase Studies

Parent EmpowermentParent Empowerment

Resource ListResource List

Next StepsNext Steps

The RundownThe Rundown

(Migration Policy Institute, 2006; Pew Hispanic, 2007)

U.S. PopulationU.S. Population Today in Millions Today in Millions

255

1717214Non- Foreign Born C itiz ensNaturaliz ed C itiz ensLegal Residents/ Refugees/ AsyleesTemporary/ Other Immigrant StatusUndocumented

U.S. Latino PopulationU.S. Latino Population Today in Millions Today in Millions

7

9111

29

Non- Foreign Born C itiz ensNaturaliz ed C itiz ensLegal Residents/ Refugees/ AsyleesTemporary/ Other Immigrant StatusUndocumented

(Migration Policy Institute, 2006; Pew Hispanic, 2007)

(Census 2000, Public Use Microdata, 2006)

Size of the Latino Size of the Latino PopulationPopulation

Growth in Latino Growth in Latino PopulationPopulation

Gain of 200% +

100.0 to 199.9

57.9 to 99.9

0.0 to 57.8

-0.1to -10Loss of 10% +

1990 1990 == 56,66756,667 == 1.1%1.1%20002000 == 378,963 378,963 = = 4.7%4.7%20072007 == 643,333 643,333 == 7.1%7.1%

BBirths to Latinos increased by irths to Latinos increased by 1208%1208% from 1990 to 2006. The number went from 1990 to 2006. The number went from 1,754 in 1990 to 21,202 in 2006 or from 1,754 in 1990 to 21,202 in 2006 or 17% of births.17% of births.

(NC Vital Statistics, 2008; Census; 2007)(NC Vital Statistics, 2008; Census; 2007)

NC Latino PopulationNC Latino Population

Germany Germany – – 8.9% 8.9% Canada Canada – – 18.2%18.2% Switzerland Switzerland – – 20.0%20.0% AustraliaAustralia – – 22.8%22.8% Costa Rica Costa Rica – – 24.9%24.9% KuwaitKuwait – – 44.1%44.1%

Source: OECD Factbook: Axiss Australia.Source: OECD Factbook: Axiss Australia.

2006- Faith Action International House2006- Faith Action International House

Foreign-Born Population Foreign-Born Population in Other Countries (2003)in Other Countries (2003)

Germany Germany – – 8.9% 8.9%

Canada Canada – – 18.2%18.2% Switzerland Switzerland – – 20.0%20.0% AustraliaAustralia – – 22.8%22.8% Costa Rica Costa Rica – – 24.9%24.9% KuwaitKuwait – – 44.1%44.1%

Source: OECD Factbook: Axiss Australia.Source: OECD Factbook: Axiss Australia.

2006- Faith Action International House2006- Faith Action International House

USA – 12.4%

Foreign-Born Population Foreign-Born Population in Other Countries (2003)in Other Countries (2003)

Commonalities and DiversityCommonalities and Diversity Immigrants from over 20 Immigrants from over 20

countriescountries One size does not fit allOne size does not fit all

LanguageLanguage AcculturationAcculturation Generation StatusGeneration Status SESSES Life historyLife history

Latino Family DiversityLatino Family Diversity

Latino familiesLatino families must cope with the must cope with the values and expectations of two very values and expectations of two very distinct cultures as they navigate distinct cultures as they navigate their way through the multifaceted their way through the multifaceted educational system. educational system.

They must deal with an unfamiliar They must deal with an unfamiliar system powerful enough to alter system powerful enough to alter their relationships with their children, their relationships with their children, their extended families, and the their extended families, and the communities where they live. communities where they live.

Latino Cultural Values often Latino Cultural Values often Clash with the “American Way”Clash with the “American Way”

Machismo – Marianismo misunderstoodMachismo – Marianismo misunderstood RespetoRespeto FamilismoFamilismo SimpatiaSimpatia ConfianzaConfianza

Latino ValuesLatino Values

Personalismo- warm genuine Personalismo- warm genuine close proximity, hand shakingclose proximity, hand shakingdiscussing personal issuesdiscussing personal issuesgifts – offering food & drinksgifts – offering food & drinksformal at first -> personalformal at first -> personal

More ValuesMore Values

The The conceptconcept of family engagement is an of family engagement is an American concept. American concept.

Teachers in Mexico are seen as high Teachers in Mexico are seen as high ranking members of society, on par with ranking members of society, on par with doctors, lawyers and priests. doctors, lawyers and priests. Typically, children are taught to respect Typically, children are taught to respect

teachers and not to question them. teachers and not to question them. Some Latino wouldn’t think of going into a Some Latino wouldn’t think of going into a

classroom and telling the teacher what to do classroom and telling the teacher what to do or question their motives and teaching styles! or question their motives and teaching styles!

In Spanish, the word educación can have In Spanish, the word educación can have different meanings than it does in different meanings than it does in English.English.

Latino Cultural BeliefsLatino Cultural Beliefs

Above all, they expect children to Above all, they expect children to acquire “Buena educación” or good acquire “Buena educación” or good manners manners (Delgado-Gaitan & Trueba, 1991)(Delgado-Gaitan & Trueba, 1991)

Families see their essential role as Families see their essential role as ensuring that children have food, ensuring that children have food, clothing, shelter and that they are clothing, shelter and that they are socialized into the norms and socialized into the norms and expectations of the family. expectations of the family.

Get to know a parent’s culture and Get to know a parent’s culture and their expected role within the culture. their expected role within the culture.

Latino Cultural BeliefsLatino Cultural Beliefs

Education is free up to 9th grade.Education is free up to 9th grade. Those that can afford it continue onto higher grades. Those that can afford it continue onto higher grades.

Books are free.Books are free.

Basic classes: Math, Social Studies, Basic classes: Math, Social Studies, Science/Biology, Spanish, History, Geography, Science/Biology, Spanish, History, Geography, Chemistry, and English.Chemistry, and English. Special Education does not exist. Special Education does not exist.

After 9th grade those that can’t afford to After 9th grade those that can’t afford to continue look for work or immigrate to the U.S. continue look for work or immigrate to the U.S. There is a scholarship system but is very There is a scholarship system but is very limited. limited.

Education Basics in MexicoEducation Basics in Mexico

Education Basics in MexicoEducation Basics in Mexico

Schedule differences / uniformsSchedule differences / uniforms

No school services such as free lunch No school services such as free lunch or school nurseor school nurse

School reform was implemented a few School reform was implemented a few years ago to included grades 7th-9th years ago to included grades 7th-9th as mandatory and freeas mandatory and free

Teachers considered expertsTeachers considered experts

Parent-teacher relationships not Parent-teacher relationships not generally encouragedgenerally encouraged

Case StudiesCase Studies

0

10000

20000

30000

40000

50000

60000

2000 2004 2008 2012 2016 2020

Potential Hispanic Potential Hispanic HS Students in NCHS Students in NC

(Western Interstate Commission for Higher Education, WICHE, 2003)

53% pre-K involvement 53% pre-K involvement the lowest in the statethe lowest in the state

More than half of North Carolina's More than half of North Carolina's Latino girls are expected to be Latino girls are expected to be pregnant before their 20th birthdaypregnant before their 20th birthday. .

Latino boys are struggling more than Latino boys are struggling more than any other group – African American any other group – African American boys next.boys next.

(Hess, 2000; Zuniga, 2004)(Hess, 2000; Zuniga, 2004)

Recent Trends in NC Recent Trends in NC Latino populationLatino population

44% - 52% of all H.S. Latinos 44% - 52% of all H.S. Latinos did not graduate in 4 years did not graduate in 4 years 2006 in NC.2006 in NC.

Only about 3% of NC university Only about 3% of NC university students are Latinostudents are Latino

Recent Trends in NC Recent Trends in NC Latino populationLatino population

(Laird, DeBell, & Chapman, 2006).

Working by Age 14-15 / Family Working by Age 14-15 / Family ObligationsObligations

Generational Poverty Generational Poverty

Marry Young / Childbirth Marry Young / Childbirth

Gangs / DelinquencyGangs / Delinquency

Limited Higher Education Limited Higher Education

OpportunitiesOpportunities

Why Do Latino Students Why Do Latino Students Leave School?Leave School?

(Perriera, 2007)

Dropouts in the USDropouts in the US

(National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000)

(Manhattan Institute for Policy Research. Civic Report 31 Public School Graduation Rates 2000)

Race & Ethnic CharacteristicsRace & Ethnic Characteristics

Race/EthnicityRace/Ethnicity Dropout RateDropout Rate

White, non-Hispanic 7.3%

Black, non-Hispanic 10.9%

Hispanic 27.0%

Hispanic, immigrant 44.2%

Asian/Pacific Islander 3.8%

Native American 57.0%

(Laird, DeBell, & Chapman, 2006).

Lost State Income Tax Revenue $995Lost State Income Tax Revenue $995

Incarceration Costs Incarceration Costs $1,946 $1,946

Medicaid Costs Medicaid Costs $1,496 $1,496

Annual Public Cost per DropoutAnnual Public Cost per Dropout $4,437 $4,437

Dropouts =Dropouts = Annual cost of $7.5 Billion in lost Annual cost of $7.5 Billion in lost

earnings earnings Aggregate of $11 Billion annual impact Aggregate of $11 Billion annual impact

on North Carolina’s economyon North Carolina’s economy (Gottlob, 2007)(Gottlob, 2007)

How Dropouts Hurt How Dropouts Hurt North CarolinaNorth Carolina

Parental involvementParental involvement has has consistently been shown to be consistently been shown to be related to these outcomesrelated to these outcomes (e.g., (e.g.,

Delgado-Gaitan, 1992, 1994; Flouri & Buchanan, 2004; Gutman, Delgado-Gaitan, 1992, 1994; Flouri & Buchanan, 2004; Gutman, Sameroff, & Eccles, 2002; Plunkett & Bámaca-GSameroff, & Eccles, 2002; Plunkett & Bámaca-Góómez, 2003)mez, 2003)

In fact, parent involvement was In fact, parent involvement was found the found the single strongest single strongest predictorpredictor of Latino academic of Latino academic performanceperformance (Zuniga, 2004)(Zuniga, 2004)

Latino Parents & AcademicsLatino Parents & Academics

Youth achievement is greater when Youth achievement is greater when parentsparents:: are involved in are involved in school activitiesschool activities are generally are generally knowledgeableknowledgeable about the school about the school

system system monitormonitor and help their children with their and help their children with their

homeworkhomework provide provide verbalverbal encouragement encouragement are are informedinformed of the youth’s progress of the youth’s progress read read in front of their childrenin front of their children set set higher expectation levelshigher expectation levels for their for their

children’s academic performance children’s academic performance (Delgado-Gaitan, 1992, 1994; Epstein, 1992; Gutman, Sameroff, & Eccles, (Delgado-Gaitan, 1992, 1994; Epstein, 1992; Gutman, Sameroff, & Eccles, 2002; Herman, Dornbusch, Herron, & Herting, 1997; Okagaki & Frensch, 1995; 2002; Herman, Dornbusch, Herron, & Herting, 1997; Okagaki & Frensch, 1995; Plunkett & Bámaca-GPlunkett & Bámaca-Góómez, 2003; Shumow & Miller, 2001)mez, 2003; Shumow & Miller, 2001)

Latino Parents & AcademicsLatino Parents & Academics

Barriers toLatino Parent Involvement

Life factors

Language/Literacy

Past Educational Experiences

Transportation

Work schedules

Child care

Attitudes of Personnel

Unfamiliarand intimidating

systems

Lack of Information

Overcome Barriers Overcome Barriers TogetherTogether

During the first week of school, Linda has been given During the first week of school, Linda has been given an application for free and reduced lunches, which an application for free and reduced lunches, which she had completed and turned in, leaving blank the she had completed and turned in, leaving blank the questions she couldn’t answer. Linda has been given questions she couldn’t answer. Linda has been given a number and told she was provisionally approved. A a number and told she was provisionally approved. A few days later, Linda decided to try one of the lines, few days later, Linda decided to try one of the lines, one offering pizza or sub sandwiches. When she got one offering pizza or sub sandwiches. When she got to the cash register, the cashier explained that this to the cash register, the cashier explained that this line accepted only cash and that the number was only line accepted only cash and that the number was only good at the regular line. With almost no English, good at the regular line. With almost no English, Linda only understood that she needed cash to pay Linda only understood that she needed cash to pay for her food. She did not have enough, she had to for her food. She did not have enough, she had to return most or all of her food. Her face still turned just return most or all of her food. Her face still turned just telling the story!telling the story!

**Youth stories presented are part of Rev. María Teresa Unger Palmer 2003 Youth stories presented are part of Rev. María Teresa Unger Palmer 2003 Dissertation at UNC Chapel Hill.Dissertation at UNC Chapel Hill.

Language BarriersLanguage Barriers

41% Speak English Very Well41% Speak English Very Well Indigenous languagesIndigenous languagesVariations in Spanish dialectsVariations in Spanish dialectsCode switchingCode switching

Implications for school settingsImplications for school settings Assure a trusted translator can Assure a trusted translator can

help you help you (avoid child translation)(avoid child translation)

Language BarriersLanguage Barriers

(U.S. Census Bureau, 2006)(U.S. Census Bureau, 2006)

Literate in Spanish, English, or Literate in Spanish, English, or neither?neither?False assumption that if they False assumption that if they

speak Spanish they can read speak Spanish they can read SpanishSpanish

Implications for interventionImplications for intervention

Literacy as a BarrierLiteracy as a Barrier

Undocumented personsUndocumented personsTrust issues Trust issues

Necessary to assure confidentialityNecessary to assure confidentialityHesitancy to use servicesHesitancy to use servicesClassroom visitsClassroom visits

Resident vs. Citizen vs. WorkerResident vs. Citizen vs. Worker

Social Security QuestionsSocial Security Questions No Child Left Behind Title 1No Child Left Behind Title 1 Title VI of 1965 Civil RightsTitle VI of 1965 Civil Rights

Immigration Status Immigration Status as a Barrier as a Barrier

Immigrant experiencesImmigrant experiences Fear among undocumented Fear among undocumented

personspersons Heightened need for Heightened need for

psychological servicespsychological services Children traumatizedChildren traumatized Posttraumatic stress high among Posttraumatic stress high among

immigrantsimmigrants

Mental Health BarriersMental Health Barriers

Odd shifts - 2/3 work off regular Odd shifts - 2/3 work off regular hourshours

Arduous and Monotonous LaborArduous and Monotonous LaborLowest wages but highest hours Lowest wages but highest hours

workedworkedLowest unemployment rates in Lowest unemployment rates in

many states but most frequently many states but most frequently laid off and for longest spellslaid off and for longest spells

Employment BarriersEmployment Barriers

Successful Practices for Successful Practices for Engaging ParentsEngaging Parents Create a warm, caring, and Create a warm, caring, and

inviting school environment.inviting school environment.

Communication is the major Communication is the major focus.focus.make personal calls and visit the make personal calls and visit the

home with the support of parent home with the support of parent liaisons or translators.liaisons or translators.

Acknowledge parents’ cultural Acknowledge parents’ cultural values and view them as values and view them as strengthsstrengths

Recognize the families’ strengths. Recognize the families’ strengths. Resilience Resilience ResourcefulnessResourcefulness Nurturance and support of extended Nurturance and support of extended

family family High educational expectations for High educational expectations for

their children their children (Behnke et al., 2005; Delgado-Gaitan, 1992; (Behnke et al., 2005; Delgado-Gaitan, 1992; Henderson & Mapp, 2002)Henderson & Mapp, 2002)

Invite members of the extended family Invite members of the extended family to participate in the school activities.to participate in the school activities.

Successful Practices Successful Practices for Engaging Parentsfor Engaging Parents

involve parents in involve parents in after schoolafter school activities. activities. provide provide bilingual secretaries and counselors.bilingual secretaries and counselors. recruit immigrant parents as recruit immigrant parents as advocates, advocates,

mentors, and volunteers. mentors, and volunteers. involve immigrant parents in involve immigrant parents in steering steering

committees. committees. provide provide materials in their languagesmaterials in their languages.. ensure meetings and opportunities for ensure meetings and opportunities for

involvement occur at involvement occur at timestimes when parents can when parents can attend. attend.

reach out to parents personallyreach out to parents personally (1 (1 ONON 1) and 1) and make the school a make the school a safe placesafe place for parents. for parents. (Barbour (Barbour & Barbour, 2001; Delgado-Gaitan, 1992, 1994; Epstein, 1995; Epstein & Salinas, 2004; Machado-& Barbour, 2001; Delgado-Gaitan, 1992, 1994; Epstein, 1995; Epstein & Salinas, 2004; Machado-Casas, 2005; Scribner, Young, & Pedroza, 1999; Valdes, 1996)Casas, 2005; Scribner, Young, & Pedroza, 1999; Valdes, 1996)

Youth Achievement is Youth Achievement is Greater when Schools:Greater when Schools:

Suggestions for ParentsSuggestions 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.

How Schools Can How Schools Can Involve FathersInvolve Fathers

Make a special effort to include fathers in: Parent/teacher conferences. After-school and extracurricular

activities. Mentoring and tutoring activities.

Encourage fathers to be involved Encourage fathers to be involved Let fathers follow their interests: Let fathers follow their interests:

Internet, magazines, sportsInternet, magazines, sports

Effective and Engaging Effective and Engaging Parent/Teacher ConferencesParent/Teacher Conferences

Hold meetings in locations Hold meetings in locations individuals are familiar with.individuals are familiar with.

Consider the work schedule of the Consider the work schedule of the families- Flexibilityfamilies- FlexibilityEvenings and weekends are best.Evenings and weekends are best.Remember footbol (soccer), Remember footbol (soccer),

telenovelas, local events, religious telenovelas, local events, religious festivals, etc.festivals, etc.

Hang signs in Spanish leading to Hang signs in Spanish leading to the meeting room, restrooms, and the meeting room, restrooms, and other needed facilities.other needed facilities.

Focus on positive firstFocus on positive firsta portfolio of child’s successesa portfolio of child’s successes

Discuss growth areas and planDiscuss growth areas and plan

End on a positiveEnd on a positive

Effective and Engaging Effective and Engaging Parent/Teacher ConferencesParent/Teacher Conferences

Extend the invitation to all family Extend the invitation to all family members. members. Provide childcare nearby.Provide childcare nearby.

Make things less FormalMake things less FormalFun activities: role plays, hands-on Fun activities: role plays, hands-on

activities, drama, video, use of activities, drama, video, use of personal history, culturally relevant personal history, culturally relevant materials.materials.

Written material a supporting Written material a supporting playerplayer

Effective and Engaging Effective and Engaging Events with ParentsEvents with Parents

Appeal to parents Appeal to parents andand to children to children

““Mom this is something you are Mom this is something you are doing doing forfor your child” and “Juanita your child” and “Juanita lets get your dad coming out” lets get your dad coming out”

Already involved parents Already involved parents recruiting othersrecruiting others

Incentives to recruit Incentives to recruit

Commercial sponsorship? Commercial sponsorship?

Involving ParentsInvolving Parents

Are you addressing: Are you addressing: language language culture culture beliefsbeliefs

Is it based on:Is it based on: funds of knowledge funds of knowledge interests interests strengthsstrengths

Just RememberJust Remember

Hispanic/Latino Hispanic/Latino OrganizationsOrganizations

Adelante Education Coalition: Adelante Education Coalition: www.adelantenc.orgwww.adelantenc.org

NABE: NABE: www.nabe.orgwww.nabe.org National Association of Bilingual EducationNational Association of Bilingual Education

LULAC: LULAC: www.lulac.org www.lulac.org League of United Latin American Citizens League of United Latin American Citizens

MALDEF: MALDEF: Mexican American Legal Defense & Mexican American Legal Defense & Education Fund, www.maldef.orgEducation Fund, www.maldef.org

Nation Council of La Raza: Nation Council of La Raza: www.nclr.orgwww.nclr.org

Pew Hispanic Pew Hispanic Center:www.kff.org/kaiserpolls/pomr012604nr.cfmCenter:www.kff.org/kaiserpolls/pomr012604nr.cfm

A Dream Deffered: A Dream Deffered: http://adreamdeferred.org/http://adreamdeferred.org/

Next StepsNext Steps

What is one thing you can do What is one thing you can do that will help you work with that will help you work with Latino parents?Latino parents?

What additional training or What additional training or support do you need?support do you need?