STUDENTS AND FAMILIES FROM HISPANIC BACKGROUNDS

** Please know charts in detail on pp

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 , 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., 8 th 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

Elizabeth Delgado-Carillo, former student:** At 4, still on bottle—normal In her house, 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