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Hispanic Culture *
 

Hispanic Culture *

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  • People are often unsure what to call an individual that speaks spanish as a first language and was born in Central America, South America or the Caribean.
  • All are appropiaate and accepted.
  • If an attempt is made to list the characteristics of a particular race, one will note that there are individuals of that race who don’t have all of the characteristics.
  • Some examples to share: Jimmy Smits is Hispanic as is Cameron Diaz. The former president of Peru, Alberto Fujimori, is of Asian descent. He grew up in Peru, is a Spanish speaker and considers himself Peruvian, not Japanese.
  • Ej stud. does not assist to school to go to Mexico for a relative’s funeral The bahabior does not mean family does not value education It shows that the extended family member(aunt) is valued as a member of the nuclear family (Family Oriented)It also demonstrates colectivism the student is asked to sacrifice his wellbeing for the good of the family (attending the funeral)
  • Simpatico means also a nice person. You may hear a hispanic individual saying “Que simpatico” meaning what a nice person.
  • They may show the value of education differently. Traditionally in Hispanic culture the teacher is viewed with great respect
  • Story about the child with the parent that went out everyday to wait for the school bus and they have not filled out the form. They thought the teacher would take care of it
  • As a result parents do not interfere with the experts job. This view is sometimes perceived as a lack of interest in the children’s education
  • Example of the mother that did not come to school because she did not have appropriate clothes.
  • Imagine yu are holding a literacy workwhop for hispanic families at your library. What implications would some of the characteristics of hispanics would have in your workshop? You may have more people than expected (nuclear and extended family) and you may not be able to start on time
  • You may want to identify a couple of parents to help you during the meeting, talk to them ahead of time, tell them what the purpose of the meeting and what you expect And tell them some of the questions that you may expect so that they can interact and have other parents interact and ask questions.
  • We are more complicated than any cultural norm could suggest. Check your interpretations if you are uncertain what is meant.
  • Direct them to Title I parent engagement person, PTO or PTA Often parents are not aware of the school structure. As a cultural thing, parents would not volunteer to do anything, unless you ask them to. They feel they may be interfering

Hispanic Culture * Hispanic Culture * Presentation Transcript

    • Understanding cultural aspects of the Hispanic Culture…
  • HISPANICS – LATINOS – CHICANOS - BORICUAS MEXICAN AMERICANS LATINOS? MEXICANS? SPANIARDS? HISPANICS? BORICUAS? CUBANS? DOMINICANS? COLOMBIANS? GUATEMALANS? PANAMENEANS?
  • Hispanic? Latino?
    • So what does Latino mean?
      • Latino comes from the Romance Language Latin
      • which is the base of most languages spoken in Latin America.
    • What does Hispanic mean?
      • All Central , South America and the Caribbean Nations
      • have a Heritage from Spain. Spanish Conquistadores
      • Colonized most of America and brought with them
      • Language, Catholicism and Mestizos (mixture of white and American Indian.
  • Hispanic and Latino
    • People born in Central, South America and some of the Caribbean nations
    • use various terms to refer to themselves:
      • Hispano – Hispanic
      • Latino - Latin
      • Latino Americano – Latin American
      • Sudamericano – South American
      • Centro Americano – Central American
      • or by their country of origin:
    • Mexican, Colombian, Ecuadorian,
    • Cuban, Argentinean, Chilean, etc.
    M E X I C O
  • Race/Ethnicity
    • Race
      • Is a socially determined category.
      • Is related to, but not bound by, physical characteristics (Jacobson, 1998).
      • Therefore, two individuals with physical characteristics that are almost identical could be categorized as different races in different societies.
  • Race and Ethnicity
    • Thus, a Hispanic (ethnic background) person could be White, Black/African American, Asian, Pacific Islander and/or Native American (race).
  • Characteristics of Hispanic Families
    • Family Oriented
    • Bien/Mal Educado (Good/Bad Education)
    • Collectivism
    • Simpatía (Caring)
    • Respeto (Respectful)
    • Importance of Education
    • Language
    • Personal Space
    • Time Orientation
  • Family Oriented
      • An individual is strongly identified with and attached to his family.
      • Family refers to both the nuclear family and the extended family.
      • There are strong feelings of loyalty and reciprocity among members of the family.
      • Family closeness may serve to protect individuals against stress by providing a support system ( Triandis, Marin, Betancourt, Linsansky & Chang, 1982).
  • Collectivism
      • Related to the importance of family is the belief in collectivism.
      • Hispanics tend to view the needs of the group as superceding the needs of the individual.
      • This means that sometimes the individual has to sacrifice something for the good of the group Marin & Triandis, 1985
      • This word appears to mean sympathy but has a different meaning in Spanish. It better translates to pleasantness and congeniality.
      • Simpat í a refers to behaviors and actions that promote pleasant relationships.
      • (Marin and Marin, 1991).
    SIMPATIA
      • RESPETO
      • Respeto is related to simpat í a.
      • Personal power is derived from being treated respectfully in interpersonal relations.
      • Therefore, a person who is considered to be powerful is treated very respectfully (Marin & Marin, 1991).
  • Importance of Education
      • There is a stereotype that Hispanics do not value education.
      • In fact, Hispanic families do greatly value education.
      • In a recent poll, 95% of the Hispanic parents surveyed responded that they believed a college education was very important ( Brown, 2005).
  • Importance of ,,,,,,,,,,
      • What may differ, however, is how they show that they value education.
      • Traditionally in Hispanic culture, the teacher is viewed with great respect.
      • The teacher and the school are seen as the experts in education.
  • Importance of…
      • Because of the high respect with which the teacher is held, parents will be reluctant to question the teacher, to give suggestions, or to appear to be interfering in the educational process.
      • This may give the appearance of not valuing education.
  • Importance of ……..
      • In addition, socioeconomic status can affect how a parent interacts with the school.
      • Parents with low SES may be working several jobs which do not allow the parent to attend school meetings.
    • Importance of ……..
      • Thus, a lack of homework help and low attendance at school meetings, should not be perceived as not valuing education.
      • These factors combine to make it appear that the parents do not value education, but in general, Hispanics do believe that an education is important for their children. (Brown, 2005).
  • Language Use
      • Some Hispanics are bilingual. Other Hispanics are monolingual Spanish-speaking or monolingual English-speaking.
      • In other cases, a Hispanic family may speak an indigenous language as a first language, Spanish as the second language and English as a third language.
      • Personal space refers to the amount of physical space that is considered culturally appropriate between people (Hall, 1969).
      • Hispanics have been found to prefer a smaller personal space
      • That is, they feel more comfortable when physically close to others (Marin & Marin, 1991).
    PERSONAL SPACE
  • Time Orientation There is a difference between future and present-oriented cultures.
    • Hispanics tend to be more present oriented. The quality of the interpersonal interaction is more important than the length of time.
    • (Hall, 1969; Hall, 1983; Marin, 1987, Hall, 1969; Hall, 1983; Marin, 1987,Marin & Marin, 1991).
    • Some possible implications :
    • If you want to hold a meeting with Hispanic
    • parents
      • You may need to have translators, if you are not proficient in Spanish (language use).
      • You will need to allow for time to establish respect for your audience as well as show an interest in them and their lives (respeto and simpat ía) .
      • There may not be as many questions as you anticipate.
  • REMEMBER
    • Cultural communication is an ongoing process. Mistakes are inevitable, but sensitivity to cultural and communication issues can enhance the quality of education for all students.
    • Unfamiliarity with cultural communication differences can lead to misinterpretation, misunderstanding and even unintentional insult.
  • Guidelines for Multicultural Collaboration
    • Listen actively and empathetically. Try to put yourself in the other person’s shoes. Especially when another person’s perceptions or ideas are very different from your own. You might need to operate at the edge of your own comfort zone.
    • Remember that cultural norms may not apply to the behavior of any particular individual. We are all shaped by many, many factors-(ethnic background, family, education, personalities)
  • REMEMBER
    • A major responsibility of teachers at all grade levels is to teach the language and communication skills needed for academic success and for career and social mobility.
  • REMEMBER
    • Send all information in parent’s home language.
    • Include your Hispanic parents in school activities ( ask them to collaborate).
    • Shake hands, smile (body language goes a long way).
    • For important meetings (IEP,SST) have a competent interpreter to help you out.
    • Inform parents of all available resources for student success.
    • Be sure parents are aware of school policies .
    • This can really help!!
  • References
    • Banks, J. (2003). Multicultural education: Issues and perspectives, 4 th edition . New York: John Wiley & Sons.
    • Brislin, R. (2000). Understanding culture ’ s influence on behavior, 2 nd edition . New York: Harcourt School Publishers.
    • Brown, S. (2004, Fall). Confronting myths about Hispanics. Community Connections: Local Education Funds, 11(1).
    • Hall, E. T. (1969). The hidden dimension . Garden City, NY: Doubleday Anchor Books.
    • Hall, E. T. (1983). The dance of life: The other dimension of time . Garden City, NY: Anchor Press/Doubleday.
  • References
    • Jacobson, M.F. (1998). Whiteness of a different color: European immigrants and the alchemy of race . Cambridge, MA: Harvard University Press.
    • Kroeber, A. L., & Kluckhohn, C. (1963). Culture: A critical review of concepts and definitions . New York: Vintage Books.
    • Ovando, C. J., Collier, V. P. , & Combs, M. C. (2003). Bilingual and ESL classrooms: Teaching in multicultural contexts , 3 rd edition. New York: McGraw Hill.
    • Mar í n, G. & Mar í n, B. V. O. (1991). Research with Hispanic populations. Applied Social Research Methods Series , Vol. 23. London: Sage Publications
    • Bernstein L.L. (2005). Communicating Across Cultures in Schools . PP Georgia Department of Education