1 / 46

Latino Family Engagement: How to Effectively Engage and Connect with Latino Parents and Youth Diana Urieta and Andre

Latino Family Engagement: How to Effectively Engage and Connect with Latino Parents and Youth Diana Urieta and Andrew Behnke. The Rundown. Demographics and Culture Case Studies Parent Empowerment Resource List Next Steps. Foreign-Born Population in Other Countries (2003).

beau
Download Presentation

Latino Family Engagement: How to Effectively Engage and Connect with Latino Parents and Youth Diana Urieta and Andre

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Latino Family Engagement:How to Effectively Engage and Connect with Latino Parents and Youth Diana Urieta and Andrew Behnke

  2. The Rundown • Demographics and Culture • Case Studies • Parent Empowerment • Resource List • Next Steps

  3. Foreign-Born Population in Other Countries (2003) • Germany – 8.9% • Canada – 18.2% • Switzerland – 20.0% • Australia – 22.8% • Costa Rica – 24.9% • Kuwait – 44.1% Source: OECD Factbook: Axiss Australia. 2006- Faith Action International House

  4. Foreign-Born Population in Other Countries (2003) • Germany – 8.9% • Canada – 18.2% • Switzerland – 20.0% • Australia – 22.8% • Costa Rica – 24.9% • Kuwait – 44.1% Source: OECD Factbook: Axiss Australia. 2006- Faith Action International House • USA – 12.4%

  5. What Factors “Push” Immigration • Pushed out by poverty • Pushed out by violence • Pushed out by natural disasters What Factors “Pull” Immigration • Shrinking labor pool – unfilled jobs • International competitive pressure on wages • Natural disasters requiring reconstruction • Family reunification Source: 2006- Faith Action International House

  6. U.S. Population Today in Millions (Migration Policy Institute, 2006; Pew Hispanic, 2007)

  7. U.S. Latino Population Today in Millions (Migration Policy Institute, 2006; Pew Hispanic, 2007)

  8. 1990 = 56,667 = 1.1% 2000 = 378,963 = 4.7% 2007 = 643,333 = 7.1% 2009 = ???? = ??? Births to Latinos increased by 1208% from 1990 to 2006. The number went from 1,754 in 1990 to 21,202 in 2006 or 17% of births. NC Latino Population (NC Vital Statistics, 2008; Census; 2007)

  9. Distribution of Latinos Across N.C. Kasarda, J. D., and Johnson, J. H.(2006).

  10. Countries in Continental Latin America & the Caribbean

  11. Commonalities and Diversity Immigrants from over 42 countries One size does not fit all Language Acculturation Generation Status SES Life history Latino Family Diversity

  12. Characteristics of Latino Culture • Relationships: Personalismo • Language and communication • Family: Familismo

  13. Relationships: Personalismo • Personal relationships are more important than institutional relationships. • Trust is placed in individuals, not in institutions. • Learn about the community and context in which people live, and get to know people as individuals on a one-to-one basis.

  14. Language and Communication • 41.8% of Latinos in NC speak English very well (U.S. Census Bureau, 2006) • Determine the Spanish literacy level and English proficiency level of the families you are working with. • Check to see if the message was understood by asking questions related to the issue

  15. Language and Communication • Latinos tend to avoid confrontation • Respect is shown by listening when a person is talking, by following his/her advice, and sometimes by looking down • Expect to be seen as an authority figure in learning situations. • Use cooperative activities rather that competitive activities

  16. Language and Communication:Personal Space • Latinos tend to sit and stand close to each other. “Touching” is a gesture of friendship, i.e. kiss on the cheek to say “hello” and “good bye.” • Be prepared to “share” your personal space. You don’t need to sit closer or kiss someone to say “hello” if that is not your preference.

  17. Family: Familismo • Family needs are a priority • Live in extended family groups. Children typically live at home until they get married. Family members care for elderly members and children • Prefer activities that involve all family members • In U.S. Latinos may lose the support provided by the extended family. As a result of this, there may be a shift in gender roles and change in roles of parents and children

  18. Family: Familismo • If working with Latino youth, plan on meeting his/her family. • Invite families to appropriate activities and events. Consider that extended family may also attend. • When invitations are for specific family members, be sure that the message is clear and explain why the invitation is limited.

  19. Teachers in Mexico • Seen as high ranking members of society, on par with doctors, lawyers and priests. • Children are taught to respect teachers and not to question them

  20. Parental Involvement • Families see their essential role as ensuring that children have food, clothing, shelter and that they are socialized into the norms and expectations of the family. • Above all, they expect children to acquire “Buena educación” or good manners (Delgado-Gaitan & Trueba, 1991) • Going into a classroom and questioning a teacher’s style or methods is not a common practice.

  21. Education in Mexico • Free up to 9th grade. • Basic classes: Math, Social Studies, Science/Biology, Spanish, History, Geography, Chemistry, and English. • Those that can’t afford to continue their education look for work or immigrate to the U.S.

  22. Education in Mexico • Schedule differences / uniforms • No school services such as free lunch, special education or school nurse • Parent-teacher relationships not generally encouraged

  23. Latino families must cope with the values and expectations of two very distinct cultures as they navigate their way through the 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 where they live. Culture Clash

  24. Potential Hispanic HS Students in NC 56000 4500 (Western Interstate Commission for Higher Education [WICHE], 2003)

  25. Academic Achievement and Dropout Issues • In 2006, 44% - 52% of all H.S. Latinos did not graduate in 4 years in NC • Latino dropout rate is improving • still the highest large ethnic group • Currently, only about 3% of NC university students are Latino (Laird, DeBell, & Chapman, 2006; NCDPI, 2009; WICHE, 2003)

  26. Recent Trends in NC Latino population • Latino boys are struggling more than any other group – African American boys next. • More than half of North Carolina's Latino girls are expected to be pregnant before their 20th birthday. (Hess, 2000; Zuniga, 2004)

  27. Grades and Attendance Issues Working / Family Obligations Generational Poverty Marry Young / Childbirth Gangs / Delinquency / Drugs Limited Higher Education Opportunities Why Do Latino Students Leave School? (NCDPI, 2009; Perriera, 2007)

  28. Dropouts = Annual cost of $7.5 Billion in lost earnings Aggregate of $712 Million in tax revenue Lost State Income Tax Revenue $995 Incarceration Costs $1,946 Medicaid Costs $1,496 Annual Public Cost per Dropout $4,437 (Gottlob, 2007) How Dropouts Hurt North Carolina

  29. Latino Parents & Academics • Parental involvement has consistently been shown to be related to these outcomes(e.g., Delgado-Gaitan, 1992, 1994; Flouri & Buchanan, 2004; Gutman, Sameroff, & Eccles, 2002; Plunkett & Bámaca-Gómez, 2003) • In fact, parent involvement was found the single strongest predictor of Latino academic performance(Zuniga, 2004)

  30. Challenges for Immigrant Families Language/Literacy Unfamiliar and intimidating systems Immigration Status Life Factors Mental Health Issues Work schedules Child care Media/Public Opinion Transportation

  31. Suggestions 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.

  32. Connecting with the Hispanic Community and Building Trust • Can be a slow process • Listening and observing • Establishing presence in the community: attending fiestas,events • Talking with members of the community/identify leaders

  33. Recruiting Parents “Latinos are not looking for a handout but for a handshake” • Personally extend invitations through visits or phone calls. • Use (Spanish) radio spots to announce the meeting and/or program.

  34. Recruiting Parents • Do presentations or hold information meetings at churches, other community organizations’ meetings, school parents’ nights: • Introduce your organization’s mission and goals and how they benefit families. They may have never heard of “afterschool programs” • “Word of mouth” better than flyers

  35. Engaging Parents • Acknowledge and value the families’ strengths. • Resilience • Resourcefulness • Nurturance and support of extended family • High educational expectations for their children (Behnke et al., 2005; Delgado-Gaitan, 1992; Henderson & Mapp, 2002)

  36. Engaging Parents • Consult with parents about best time to meet: be flexible. • Remember fútbol, telenovelas, local events. • Make things less formal • Fun activities: role play, videos. • Provide resources in Spanish.

  37. Engaging Parents • Allow them to interact • Make a warm and comfortable environment • Extend the invitation to all family members. Appeal to parents and to children • If possible provide childcare transportation, food, prizes.

  38. Engaging Parents • Recruit parents as advocates, mentors, and volunteers • Ask active parents to recruit others • Involve parents in committees and advisory councils • Have interpreters, bilingual volunteers. . (Barbour & Barbour, 2001; Delgado-Gaitan, 1992, 1994; Epstein, 1995; Epstein & Salinas, 2004; Machado-Casas, 2005; Scribner, Young, & Pedroza, 1999; Valdes, 1996)

  39. Remember… • Do not get discouraged if outcomes are not what you expected, try again! • Building trust is a process that takes time

  40. Next Steps • What is one thing you can do that will improve your effectiveness with Latino parents and youth? • What additional training or support do you need?

  41. What will you do?

  42. North Carolina Resources • Adelante Education Coalition:www.adelantenc.org; Melinda Wiggins, Student Action With Farmworkers 919 660-3616 or mwiggins@duke.edu • El Pueblo: www.elpueblo.org; Tony Asion, Executive Director 919 835-1525 or tony@elpueblo.org

  43. North Carolina Resources • College Foundation of NC: Donna Weaver, Spanish Services Coordinator 336-256-0470 or dlweaver@uncg.edu • NC Society of Hispanic Professionals: www.TheNCSHP.org Marco Zarate, President 919 467-8424 or mailbox@TheNCSHP.org

  44. Hispanic/Latino Organizations • NABE: www.nabe.orgNational Association of Bilingual Education • LULAC: www.lulac.org League of United Latin American Citizens • MALDEF: Mexican American Legal Defense & Education Fund, www.maldef.org • Nation Council of La Raza: www.nclr.org • Pew Hispanic Center:www.kff.org/kaiserpolls/pomr012604nr.cfm • A Dream Deffered: http://adreamdeferred.org/

  45. Any Questions? • Sue Rosman srosman@cisnc.org 919 832-2700 • Andrew Behnke andrew_behnke@ncsu.edu 919 515-9156 ¡Gracias y Buena Suerte!

More Related