When Cultures Matter: The Socialization of Cape Verdeans in New England

1. When Cultures Matter: The Socialization of Cape Verdeans in New England Ambrizeth Lima Bridgewater State College April 1st, 2006

2. Agenda • Culture: How are we defining it? • Cape Verdean culture: What is visible/invisible? • The Cape Verdean enclave (s) in New England • Cape Verdean Children in New England schools • The Cape Verdean family (composition) • Perceptions of educational systems in U.S. within the family/community • Linguistic Dynamics • Cape Verdeans within their community: deportation, crime ans success stories • Teachers as agents of socialization: what can they do? • Community Resources

3. Defining Culture:A Consensus • The “Iceberg” Activity (www.peacecorps.gov) • Features of culture

4. What Is Striking about This Iceberg?

5. Does Everyone Have a Culture? • Please answer the following questions: • What language do you speak? • What is your religion? • What music do you listen to? • What dances do you know? • What foods do you eat at home? • What do you wear on special occasions? • What holidays and ceremonies are important to you? • What is most important to you? • What things do you believe are right or wrong? • How important is your extended family? • The name of my culture is ________________

6. facial expressions religious beliefs religious rituals importance of time paintings values literature child-raising beliefs ideas about leadership gestures holiday customs ideas about fairness ideas about friendship ideas about modesty 15. foods 16. eating habits 17. understanding of the natural world 18. concept of self 19. the importance of work 20. concept of beauty 21. music 22. styles of dress 23. general world view 24. concept of personal space 25. rules of social etiquette 26. housing Some Features of Culture

7. Turn and talk: (2 minutes) Which features do you think are visible/invisible? Please give an example.

8. Visible(Cultural Manifestations) Music/Dance Eating Habits Rules of Social Etiquette Invisible (Culture, History) Batuke, Funaná Drought Whose rules? Portuguese? African? The Cape Verdean Culture

9. Cape Verdean Emigration • The United States of America • Europe (The Netherlands, France, Switzerland, Norway, Sweden…) • Latin America (Brazil)

10. Population in U.S.Census 2000: 77,000 Cape Verdeans Males:49% (U.S. Census 2000) Population in New England Major Cities: Boston, MA:40,000 Brockton, MA:9,000 New Bedford, MA: 9,000 Pawtucket, RI:6,000 Providence, RI:7,000 (U.S. Census 2000) General Demographics

11. Main Islands of Origin: • Fogo • Brava • Santiago

12. Then Sending Context (Cape Verde) Language: Creole, Portuguese Extended family Fragmented nuclear families No Jobs Safe neighborhoods Fewer educational opportunities Limited exposure to racial/ethnic issues Familiar school system Familiar child rearing practices The Receiving Context (U.S.) More educational opportunities for the children Language: English No extended families Fragmented nuclear families More jobs Unsafe neighborhoods Confusion about race/ethnicity Different school system Laws/myths about child rearing Immigration and Its Discontent (based on research data, 2005)

13. Turn and talk: (2 minutes) How do any of the items on the previous slide have any relevance to you as an educator?

14. Broken Families, Broken Hearts(Data from interviews, 2005) • Song : “The Confessions of an Immigrant Father” I never had time to watch my children grow. I was away for three years at a time. I was so afraid I would not recognize them on the street that I always carried their pictures in my pocket. So if today, my children have little recollection of me, it’s because I was always a stranger in my own home. A friend yes, but not a good father. I tried to provide them with a good home and brother/sister every time I returned home. That’s all. I did not have time to see my children grow up…oh, I did not have time to see my children grow … (Author: Rene Cabral)

15. Broken Families, Broken Hearts Popular song: • I’m behind this door, with no courage to knock. I was a husband, a comedian, and a poet, an immigrant sweeping floors. I had many girlfriends in foreign lands, but I always thought about you. It was impossible to forget our childhood love. It’s twenty years later and I could never forget you. Open this door please, I come from far away, old, tired, white-haired and the dreams of our youth printed in the palm of my hands.

17. What are the implications of this family fragmentation, in relationship with the students’ educational process?

18. Possible Implications: • Students’ despondency in the classroom • Students’ homelessness or household responsibilities • Lack of parental participation in the students’ educational process • Students’ need to work many hours to support themselves

19. And/or… • A stronger determination to succeed • A maturity beyond their years • Respect for the educational process • Respect for teachers and colleagues • Appreciation for the assistance they get from school and teachers/staff

20. Perceptions of Education/Schools/Educators within the Cape Verdean Family • Education: • To be “somebody” • The way of out of poverty for self/family • Schools: • A safe space for children (parents’ perspective) • Intimidating for immigrant parents • Unsafe for some children (participants’ opinion) • Teachers/Educators • Very knowledgeable • A “second” parent • Intimidating for immigrant parents

21. Linguistic and Cutural Dynamics • Dissonance acculturation • Child learns English • Parent does not learn English • Child becomes socially literate • Parent is not socially literate • Consonant acculturation • Both parents and Children learn English and become socially literate

22. Language and Culture in Schools • Acquiring English (a process) • The role of the educator • When is it language? When is it disability? • The role of parents • What program should my child be in? • Role reversal at home (discipline, etc.) • Who has authority in the home? • Becoming acculturated • The role of the educator (agent of socialization) • The role of parents (can be limited at times) • Cultural identity (as well as ethnic and racial) • Defining youth, American or inner city cultures

23. Implications for the educational process: • Who reads documents (letters from school) at home? (Alberto’s case) • Who helps with homework? • Who can the teacher communicate with? • Who can translate for parents at school?

24. Cape Verdeans within their community: • The “environment” (participants) • Stereotypes of Cape Verdeans • Violence • Deportation

25. Cape Verdeans (cont’d) • Valedictorians • Public figures (University presidents (Dr. Mohler-Faria, representatives, academics, etc) • Medical doctors • Factory workers

26. Community Resources/Agencies • Boston: • Dudley Street Neighborhood Initiative • Bowdoin Street Heath Center • St. Peter’s Youth Center (Catholic Charities) • Massachusetts Alliance of Portuguese Speakers • Brockton: • Associacao Cabo Verdeana de Brockton

27. Message from Students to Educators: • Provide a safe environment at school (teacher as locus of control) • Learn a little about us • Learn to say a few words in our language • Be patient, we just need a little more time

28. Don’t leave us behind…