EDUC 553

1. Multicultural Literature for Children and Adolescents EDUC 553

2. Introduction EDUC 553 Hispanic/Latino Literature: Cultural Authenticity, Perspectives and Teaching Pedagogy & the Read Aloud.

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

4. Hispanic/Latino Population HISPANIC OVERVIEW

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 Benedictine University

6. Diversity 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. Benedictine University

7. 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 Benedictine University

8. Educational System Overview in Mexico EDUC 553

9. Education 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 Benedictine University

10. Education 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 Benedictine University

11. Immigration EDUC 553

12. WhyCome 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 Benedictine University

13. 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 Benedictine University

14. 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 notleave 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 Benedictine University

15. ObstaclesNew Immigrants May Face in America Benedictine University

16. Obstacles to School Involvement & Acculturation Students do not speak English & Teacher may not speak Spanish Unfamiliar and intimidating education system Attitudes of School Personnel Life factors Past Educational Experiences Work schedules Child care Cultural Differences Of Parental Role Transportation Benedictine University

17. 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 Benedictine University

18. The Clashes of Two Cultures EDUC 553

19. 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 Benedictine University

20. Children acculturate quicker than parents since they are involved daily in school and American society. Parents are at risk of losing the communicationcontact 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. Benedictine University

21. The American Dream BecomesThe American Nightmare Mistaken Assumptions / Stereotypes Educators, community members and other educational stakeholders may suffer from misconceptionsthat 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) Benedictine University

22. American vs. New Immigrant Definition of “Success” American Beliefs Education = professional work; high income; not physically demanding Mexican/Immigrant Beliefs Strong work ethic = all work is honorable; Family needs come first Benedictine University

23. 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 notto 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! Benedictine University

24. A New Vision EDUC 553

25. The New Vision Immigrant families bring the strengths of resilience and resourcefulness, important attributes that American schools can utilize. Benedictine University

26. Hispanics are the Majority Minority 2002 U.S. Hispanic Population Hispanic 13.4% African American 12.6% Asian 4.3% Other 69.7% One out of every 8 U.S. Residents is Hispanic Benedictine University Source: SRC, 2002 US Hispanic Market Report

27. Hispanic Population will Double Projected U.S. Hispanic Population 2020 Hispanic 21% African American 12% Asian 6% Other 61% One out of every 5 U.S. residents will be Hispanic in 2020 Source: SRC, 2002 US Hispanic Market Report Benedictine University

28. 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 Benedictine University

29. School Environment Pause 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? Benedictine University

30. 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) Benedictine University

31. The New Vision • 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’) Benedictine University

32. The New Vision 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 Benedictine University

33. The New Vision • 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 Benedictine University

34. Family Relationships and Economic Impact Benedictine University

35. 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 Benedictine University

36. 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 Benedictine University

37. Latino/Hispanic Economic Contribution An 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 billionSelig 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 Benedictine University

38. Latino/Hispanic Organizations General 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 Razahttp://www.nclr.org • Pew Hispanic Center http://pewhispanic.org/ Benedictine University

39. STEREOTYPES Benedictine University

40. Stereotypes Can you guess what three themes are discussed the most in news stories about Latin America? Benedictine University

41. Top Three Themes • Drugs • Immigration • Soccer (futbol) Is this surprising to you? Benedictine University

42. Stereotypes • “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) Benedictine University

43. Immigration & Media How is immigration portrayed in the media? Benedictine University

44. Immigration & Media Can you guess which countries had the highest and lowest number of news stories on immigration? Benedictine University

45. 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? Benedictine University

46. 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) * Estimated Norton Chapter 4 Benedictine University

47. Hispanic/Latino Population Growth • … 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) Benedictine University Norton Chapter 4

48. 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) Benedictine University Norton Chapter 4, pp 144-149