• STUDENTS AND FAMILIES FROM

HISPANIC BACKGROUNDS

**

Please know charts in detail on pp. 107-108

I. GENERAL BACKGROUND INFORMATION**

• Many Hispanics like to be labeled according to their country of origin (e.g., Mexican American)

• “Latino” may be a preferred term

• Religion—usually Catholicism—plays an important role

In terms of growth: **

• Hispanics make up 17% of the overall U.S. population

• From the years 2000-2013, Hispanics accounted for more than half the population growth in the U.S.

• Nearly 2/3 are from Mexico

Recent statistics:

In California in 2013:**

• For the first time, there were an equal number of Hispanics and non-Hispanic Whites

• Spanish is the new English

When I presented a workshop in Iowa:**

• States like Iowa have many migrant Hispanic families

• They work at meat-packing plants as well as hog and turkey buildings

• Attendance of children at school is an issue due to migrancy and frequent trips back to Mexico

We should be aware that:

Despite social and economic disadvantages, Hispanics

demonstrate…**

• Low welfare utilization

• High labor force participation

• Strong family values

Invisible America: The Migrant Story (youtube—last 3

minutes)

II. HISPANIC EDUCATION**• Education is very

important to families; they hold teachers in high regard

• If we ask families to participate (e.g., in homework) they may be offended—that is your job—you are the teacher!

California Dept. of Education 2010—state enrollment in

schools:**• 0.7% American Indian• 8.4% Asian• 0.6% Pacific Islander• 2.7% Filipino• 7.3% African American• 3.4% (no response)• 27.9% White• 49% Hispanic

In some Hispanic countries…**

• Education is not mandatory past a certain point (e.g., 8th grade)

• Education may not be encouraged, especially for females

• $$$ is saved, not spent on education and material things

• You have to buy your uniforms and books out of pocket—people can’t afford it

In the U.S., statistically, Hispanic students

Statistics show that:

III. CONTRASTING BELIEFS, VALUES, AND PRACTICES

• Hispanic Culture Mainstream

• Hispanic Culture Mainstream

Elizabeth Delgado-Carillo, former student:**

• At 4, still on bottle—normal

• In her house, 10-12 people (uncles, their wives, cousins)

• Dad has last say; makes the big choices

• Mom PG at 15, had E. at 16

• E. is first in family to attend college

Maria Ramirez, former student:**

• Dad didn’t want mom to learn English-- ↑ power. But now he likes the $$

• Some men want women to cook, clean, and take care of the kids

• She has been called a “beaner”

• Girls--virgins when they get married; out-of-wedlock PG taboo

IV. HEALTH CARE AND BELIEFS REGARDING DISABILITIES**

• Poverty a major issue—lack of health insurance—”Working Poor”

• May be resistance to institutionalization; family should care for those with disabilities

• Visible handicap attributed to external causes such as witchcraft, evil (esp. among older, more rural Hispanics; prevalent to this day in Mexico

• May be difficult to accept “invisible” handicapping conditions

Other health considerations…

Former students Lorena Velasco and Elizabeth

Delgado-Carillo:**• Weight management, lack of

physical activity are problems

• Due to poor nutrition, lack of exercise

• Physical activities for women not encouraged; may be viewed as abnormal by community

Former students:**

• Families may go back to Mexico to see their own personal curandero (holistic healer) for health issues

• Medical procedures and supplies like antibiotics much cheaper in Mexico

• Many Mexicans in the U.S. think doctors in Mexico are better than American doctors (probably language barrier is a part of that)

V. IMPLICATIONS FOR PROFESSIONALS**

• In meetings, address the husband first

• Remember that many Hispanic mothers believe that schooling is the “teacher’s job;” these moms don’t always label things for children or talk directly with them—encourage parents to do language stimulation activities with their children (including reading)

• Remember that parents are not “uninvolved;” they just respect the school system. Encourage involvement!

Wonderful recent research (Caesar & Nelson, 2013)

Pre- and post-testing:

Encourage parents to:

During assessment, remember:**

• Hispanic children will often provide functions rather than names of objects

VI. LANGUAGE AND ARTICULATION**

• Possessives follow the noun (el perro de Juan instead of “Juan’s dog”)

• Adjectives generally come after the noun (casa grande instead of “big house”)

VII. ASSESSMENT & INTERVENTION**

• Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)

Research—good tests for LI:**

• Language samples

• Spanish Ages and Stages Questionnaire

• Measures of grammaticality (especially difficulty with Spanish articles and other structures linked to the verb system)

Journal of Community Medicine and Health Education:

In therapy:**

• Encourage verbalization

• Especially encourage naming and description tasks

• Incorporate literacy!!

VIII. GROUP ACTIVITY—DIFFERENCE VS. DISORDER