Marketing in a Changing NeighborhoodCultural Responsiveness and Parent Engagement

April 18, 2017

A neighborhood which has been populated predominately by one or a

small number of cultural groups which is now seeing either traditional

families moving away, new families moving in, or both. For example:

• A predominantly homogenous, monocultural community

experiencing an influx of families of a different race, ethnicity,

religion, cultural background, or socioeconomic status.

• A community wherein traditional, often larger families are moving

away and new, often smaller families are moving in (gentrification).

• A community wherein the average age is increasing.

Many Schools have already experienced a transition like this in

their past, perhaps more than once.

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What do we mean by “Changing Neighborhood?”

In the city of Chicago, families are becoming increasingly mobile generation after generation. Some of the factors that have driven changing demographics in our neighborhoods a decline in population across the city include:

• Families moving from the city to the suburbs

• High cost of living in some neighborhoods leading to gentrification of more affordable areas

• Welcoming neighborhoods serving a wide array of cultures leading to increased diversity and immigration to the city

• An increase in violent crime forcing families to leave the neighborhoods in which they were raised

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How common is it for a neighborhood to “change?”

As Catholic schools, our goal is

to always project the message,

“All are welcome.” Schools which

are sensitive and responsive to

the needs not just of families who

are new to the neighborhood but

also do not leave behind their

traditional families stand a far

better chance of retaining and

recruiting in the long run.

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How will this impact school enrollment?

Many schools have a long-standing tradition of serving one

cultural group. This is certainly not a bad thing and is, in fact,

a source of pride in many communities. That said, we should

be honored that new families would be so impressed by

what we offer that they would like to become part of our

school family. This is an opportunity to welcome them into

your school culture and to enhance the learning and cultural

experiences for all of your school families.

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This can be a very difficult topic.

What do we mean when we say culture?

Our beliefs, values, language, rituals, and

routines all reflect our culture.

Culture is at workwhenever we engage in:

Acting

Interacting

Feeling

Emoting

Valuing

Gesturing

Posturing

Dressing

Thinking

Believing

Knowing

Speaking

Listening

Reading

Writing

Praying

Why is culture important in school?

Because how we learn is fundamentally social;

because we learn from and with other people and,

therefore, learning is fundamentally cultural.

And, if we accept that culture

matters in schooling, then it

helps us understand why there

is an achievement gap:

Because when the cultures

of students and teachers

are not synchronized,

someone loses out.

Invariably, it is the students.

Researchers believe that since

how one thinks, writes, and

speaks reflects culture and

affects performance [in school],

aligning instruction to the cultural

backgrounds of students can

improve student achievement.

So schooling that takes culture into account seeks to help

students to develop the knowledge, attitude, and skills needed

to function within their own micro cultures, the U.S. macro

culture, other micro cultures, and the global community.

Culture is ubiquitous.

So, we often experience culture and cultural

differences without the right language or

terms to express the questions we may

have or the dissonance we may feel. There

is a danger

here, as there is a fine line between

stereotyping in the name of cultural

understanding and actual cultural

responsiveness.

Our goal shouldn't be to say, "I know how to

teach all Latino children." That mindset will often

lead us to stereotype our students in unhelpful

ways. Instead, the goal should be to say,

"I know the right questions to ask the

children and families we serve so that their

culture is respected and reflected in the

school, and so that I can help them make use

of their cultural toolkits in the classroom.”

Cultural Responsiveness is Linked to Customer

Service and Parent Engagement

It is how you…

• Treat callers to the school office or answer an email.

• Welcome prospective families when they come for an admissions tour.

• Make something easier because we thoughtfully anticipated a need or concern.

• Affirm and commend people regularly and consistently.

Word of mouth… News travels fast …

Here are a few strategies that can show our responsiveness to the

children and families that we serve:

How do we makepeople feel when they

first approach us?

People will forget what you said.

People will forget what you did.

But, people will never forget how you made them feel.

- Maya Angelou

• Develop a hospitality protocol or list of responsibilities for all staff in the front office. For example, a non-English speaker must be available to parents at certain days and hours, shake the hand of every parent, offer parents space and assistance to complete school forms.

• Provide all school materials (application and financial aid information) in multiple languages.

• Provide bilingual assistance with these forms in case questions arise as they complete registration.

• Follow up with prospective families.

HOSPITABLE FRONT OFFICE:

Does the school reflect the faith, culture, and values of

the home community of the children we seek to

serve?What does the home culture look like?

• African-American

• Hispanic

• Gentrifying communities

Faith, culture and values for:

• Encourage teachers and staff to become students of their student’s cultures. Visit the homes of families and learn more about what is important to them.

• Include culturally responsive religious imagery in the school building, and incorporate special feast days, cultural heritage months, and other important events into the rituals of the school calendar.

• Be sure the culture of the school is reflected in the composition of the school board and committees. Invite parents and community leaders to serve in leadership positions.

FEEL OF THE SCHOOL:

Do our school programs and policies adequately serve the

day-to-day lives of the families we serve?

What are our families’ needs?

• Hispanic Heritage Month

• Our Lady of Guadalupe celebration

• Black History Month

• Casimir Pulaski Day

• St. Patrick’s Day

• Lunar New Year

• Women’s History Month

• Martin Luther King, Jr. Day

• Extracurricular Activities: Folkloric Dance, Drum Group, Praise Dancers, Irish Step Dancing

SCHOOL PROGRAMS:

• Expand school volunteer requirements to allow the “parent” volunteer hours to be fulfilled by the extended family.

• Schedule financial aid workshops to guide parents in applying for financial aid and registering for online tuition management (e.g. SMART, FACTS).

• Allow people to pay weekly. Take cash in the office. Be creative about tuition costs. Consider different rates and flexible payment schedules.

• Host parent conferences, admissions events, and other functions in the evenings or on weekends when working parents can attend.

SCHOOL POLICIES:

• Develop a community-centered focus by opening the school beyond the traditional school day to provide programs and events for the local community. The more people you bring to the building the more inquiries you’ll have about enrollment!

SCHOOL AS A COMMUNITY CENTER

• Start learning the students’ language(s). Making the effort can go a long way and is a huge sign of respect.

• Find a cultural mentor that you can ask frank questions.

• Have fun with learning, eat at the local restaurants and shop at the local stores, participate in community celebrations.

• Sponsor professional development activities for faculty and staff to begin learning a new language, advance their practice of teaching English language learners, or more effectively incorporate the local culture into their work at the school.

SCHOOL LEADER

Who are the most influential people in this community, and

what do they value?Important to know for enrollment

management efforts!

• Engage parents and community influencers to identify what they value.

• Develop a Parent Ambassador program, finding key connectorsthat enjoy respect and broad relationships in the community.

• Get to know the leaders of the various movements and liturgical groups – lectors, ushers, extraordinary ministers of the Eucharist, and the choir.

ENGAGE PARENTS AND CONNECTORS

MARKETING and RECRUITMENT

The levers that continue to drive Latino enrollment

growth in the schools with the most success are:

1. Quality and character of the school itself – a welcoming Catholic culture, solid academics, a program competitive with the local options;

2. Leadership, accountability and engagement at every level – pastor, principal, staff, faculty, parents; and

3. Access to financial aid – assistance to families that is confidential and reliable.

MARKETING TO HISPANICS/LATINOS

• Family values & togetherness are paramount in this culture

• Research has shown that faith and religion are closely linked to family values and dynamics

• Families favor a collective versus an individual outlook - most of the time

MARKETING TO HISPANICS/LATINOS

WORKING EFFECTIVELY WITH LATINOS REQUIRES AN

UNDERSTANDING OF THE CULTURE AND FAMILY DYNAMICS

• Latinos are comprised of different

groups: Mexicans, Puerto Ricans,

Cubans, Guatemalans, etc.

• The different groups have

distinctions in their norms,

language, history, life experiences,

etc.

• Serving Latino groups requires an

understanding of their differences

to know how to best reach them

• Be flexible

MARKETING TO HISPANICS/LATINOS

WHEN WORKING WITH LATINOS, IT IS BEST NOT TO

HOMOGENIZE THE POPULATION

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MARKETING TO HISPANICS/LATINOS

MARKETING TO HISPANICS/LATINOS

WEBINAR:

ENROLLING & RETAINING LATINO

FAMILIES IN CATHOLIC SCHOOLS

Thursday, May 25, 12pm

Middle class, older

& religious

Low-income, young

& less religious

Middle class, young

& less religious

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MARKETING TO GENTRIFIERS

This is an example regarding the community cycle from the previous slide:

Many of our churches have become communities of middle class congregants in very poor neighborhoods, and that creates big gaps. Worshipers’ success pushed them to leave the area in search of better opportunities. What remained was a congregation of senior citizens and young people that aren’t very religiously active in a poor and marginalized community. Our churches and schools have to adapt. The church now offers religious services in English to attract younger generations, and does social work among youth to help them finish school and keep them off the streets.

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MARKETING TO GENTRIFIERS

Marketing strategies must convince gentrifier parents that the benefits of a Catholic school within a distressed neighborhood outweighs the costs of living in or near the neighborhood, which may include higher crime rates and nonexistent or underfunded neighborhood amenities like parks, libraries, and grocery stores.

Want to be a part of a school’s decision making process

Looking for racial and socioeconomic diversity and inclusivity of all children

Lures include language-immersion and gifted and talented programs

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MARKETING TO GENTRIFIERS

From the previous slide:

An example of another school that gentrifiers look at are Charter schools. When marketing to gentrifiers research and compare the Charter schools programs and offerings against your own. Highlight the Catholic Identity which separates the Catholic school from the Charter school.

During tours-Make sure to highlight the curriculum, test scores, enrichment opportunities, where the eighth graders attend high school and ways parents can be involved with the school (Parent Ambasssador, School Board, Parent Association, Fundraiser Committee, Room Parents, Chaperone for Field Trips)

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MARKETING TO GENTRIFIERS

It is important to connect with the African-American (AA’s) audience in an authentic, credible way via campaign elements as well as through media channels that resonate with the audience and reflect its values.

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MARKETING TO AFRICAN-AMERICANS

Data shows that AA’s are incredibly brand loyal – much more so than the general

market – and they place a high value on brands. If you get an African-American family

they are likely to stay with you, and his children and grandchildren will do business with

you. It’s a long-term relationship you will be building.

St. Ailbe is a great example of having a loyal brand and community resulting in a

great alumni base and as well as great support from the church parishioners.

AA’s use brands more as a badge than other market segments. They believe that if the

school roots themselves in the African-American culture and understand and value those

rituals, customs and institutions, you can use that knowledge to help tell your brand story

and engage families.

Praise Dancing is a huge success for schools

like Christ Our Savior. Praise dancing is a very

popular activity in non-Catholic African-American

churches

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MARKETING TO AFRICAN-AMERICANS

Align yourselves with the needs and passions of the community. Know the market and

understand the cultural cues and passion points of the market.

In Urban communities, safety, academic quality and faith are important. In Suburban

communities, academic quality, Faith based school and specials are important.

Examples: Facebook ads below featuring academic quality:

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MARKETING TO AFRICAN-AMERICANS

“Authenticity is the currency of effective communications. You need to develop a genuine relationship with the consumer. Digital and experiential activities have proven successful.

Modern technology - Christ Our Savior has created a sports app for their parents. St. Benedict (Blue Island) is creating a school app for their school.

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MARKETING TO AFRICAN-AMERICANS

Authenticity in Advertising – Best practices for marketing to African Americans:

1) Show diversity, especially when targeting older AA parents

2) Merely including AA’s in ads is not the same as reflecting culture and values.

Diversity means more than just having an AA cast; the message of the ad

should represent African-American values and culture.

3) Ethnicity is more important in some categories than others. Know when and

how to use targeted marketing.

4) If nothing else, go positive. African-Americans want a “true understanding”

which translates into “celebrating my ethnic diversity in a relevant way” rather

than a superficial understanding that make me look bad in front of others.

5) Conclusion: in order for advertising to have maximum impact, it is imperative

that it is rooted in authentic cultural insights.

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MARKETING TO AFRICAN-AMERICANS

In summary, here are some key points on which you can focus:

• Being active and intentional in inviting new families

• Being respectful of and responsive to traditional families

• Proactively seeking input from all families as to how you can better serve them

• Encouraging and fostering connections between families

• Openly sharing your love for all families

• Celebrating the things we have in common, particularly our community, our successes, and our faith

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What can we do to ensure our school is welcoming?

“As the leader of your schoolcommunity, you have the uniquepotential to energize and galvanizefaculty and staff support for thesestrategies and initiatives.”

Keeping you up to date on:

• Current topics

• Helpful hints

• Spotlight on

success stories

• Reminders

Enrollment Management Newsletter

Subscribe to the monthly

newsletter to stay in the loop:

bit.ly/EM-Newsletter

The (OCS Resource) Portal: bit.ly/OCSResourcePortal

Month Topic Date

September Developing a Parent Ambassador Program Tuesday,

September 13

November Hosting a Great Open House Tuesday,

November 15

December Preparing for Catholic Schools Week and

Retention Events

Tuesday,

December 13

January Communications and Media Tuesday,

January 17

March Early Childhood Marketing Tuesday,

March 14

April Marketing in a Changing Neighborhood Tuesday,

April 18

May Summer Marketing Strategies Tuesday,

May 16

WEBINARS: 12pm - 1pm

• Kurt Lewis, Enrollment Marketing Director, Enrollment Marketing Manager, Vicariate 1klewis@archchicago.org

• Juana Graber, Associate Director for Hispanic OutreachEnrollment Marketing Manager, Vicariates 4 and 5jgraber@archchicago.org

• Felicia Horton, Enrollment Marketing Manager, Vicariates 3 and 6fhorton@archchicago.org

• Noreen Walton-Valle, Enrollment Marketing Manager, Vicariate 2nwalton@archchicago.org

Meet Your…

Enrollment Marketing Team

Send us your newsworthy stories:

• Anne Maselli: Director, amaselli@archchicago.org

• Yasmin Quiroz: Marketing Assistant, yquiroz@archchicago.org

Meet Your…

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