1. RUNNING HEAD: CULTURAL AND SOCIAL GUIDE FOR RECRUITING AND
RETAINING LATINO STUDENTS
Manuel Talavera III
A Cultural and Social Guide for Recruiting and Retaining Latino Students
University of Illinois, Springfield
3. 3
About the Author
My name is Manuel Talavera, and I was born and raised in Chicago by Mexican
immigrants. I attained a baccalaureate degree from Roosevelt University and a MPA
from the University of Illinois at Springfield, where I also pursued a graduate certificate
in nonprofit-management. I have spent the 2014-2015 academic year as a Whitney M.
Young Graduate Fellow (WMYF). My academic service project aimed at enhancing the
current recruitment and retention efforts of Latino students at UIS by partnering with the
Diversity Center and to a lesser extent the Admissions Office.
Introduction
The Hispanic population has grown to become the largest minority group in
Illinois. According to the Pew Research Center (2011), the Latino “Demographic in
Illinois is 16% of the population” (p.2). Furthermore, according to the Illinois Report
Card 2014, roughly 25% of the student population enrolled in Illinois public schools is
Hispanic. Essentially, the growth of UIS will depend on the mobilization of the Latino
population, as it is becoming a much larger segment of Illinois’ population.
It is imperative that UIS strive to improve their knowledge and understanding of
the Latino demographic if they wish to become successful in recruiting and retaining
Latinos. Ultimately, it is my hope that this strategic guide will introduce several key
concepts associated with the demographic. Also, this guide will reflect upon my
experience as a WMYF. The words Latino and Hispanic will be used interchangeably
throughout this guide.
4. 4
Section 1: Hispanic vs. Latino
Many people utilize the word Hispanic and Latino interchangeably without
realizing the differences between the terminologies. The term Hispanic refers to language
or ethnicity. Essentially, one is Hispanic if his/her origin is a Spanish-speaking country,
which is not inclusive of Brazil, Guyana, Suriname, or French Guyana in South America
or a number of islands in the Caribbean. Hispanic derives from the word Hispaniola,
illustrating origin to the Iberian Peninsula. The term Latino refers to geography. Latino is
used to describe people of Latin America, which is inclusive of Brazilians and other
citizens of non-Spanish speaking countries in the region, and signifies those who are from
Mexico, the Caribbean, and Central and South America. Nevertheless, both of these
terminologies are used to describe those that either have ancestry from Latin America or
a Spanish-speaking country.
Discussion
It can become quite difficult to interpret assumptions of Hispanics and Latinos
given that they represent a racial and ethnic conglomerate of 22 countries. Hispanic is
used to denote culture, yet it often signifies a close tie to Spain. According to the Pew
Research Center, the term "Hispanic is preferred over “Latino” by more than a two-to-
one margin, according to the study”(p.2). Nevertheless, many insist that they rather be
known by their origin of ancestry, as Hispanic and Latino are relatively limiting. It would
be optimal to refer to a particular person by their ethnic origin. According to Rodriguez
(2014), “Most identify with their country of origin and often use hyphens to represent
their loyalties to both cultures” (i.e. Mexican-American) (p.3). Essentially, one could
5. 5
never be too certain to know which terminology is appropriate, as people will have their
personal preference.
Section 2- Understanding concepts associated with Latino culture.
Familismo
The concept of “familismo” constructs the strong mental identification factors
Latinos have for their nuclear and extended families. The term, “familismo”, defined by
Morris, Campus, Alvarez, and Turner 2012, “As a core cultural value that requires the
individual to submit to a more collective, family-based form of decision-making” (p.3).
Family is one of the most important elements in the life of a Latino. Family members
gain a broad avenue of social support that aids in the development of identity.
This concept highlights the importance of financial, emotional, and physical duty
to the family. Financial duty may require youth to drop out of school in order to
financially assist the family even if the family is economically stable. Emotional duty
stresses the importance of interdependence amongst family members. In other words,
emotional duty requires family members to provide consulting and counseling to other
members. The famous phrase, “blood is thicker than water” is strong in the minds of
Latino youth. Physical duty pertains to the requirement of daily chores, whether it is
cleaning the house for women or maintaining the house for men. Familismo serves as a
cultural enforcer of gender roles where duty to the family supersedes independence, and
the family makes many of the tough decisions.
6. 6
Machismo
The concept “machismo” plays a significant role in defining the character of a
male within the context of Latino culture, which can fundamentally influence their
attitudes behaviors, and perceptions. The concept of machismo often coincides with that
of familismo. According to Saenz, Ponjuan (2008), “Young Latino males are raised with
the expectations that they are to be family-oriented, strong, brave, hardworking, and
family contributors” (p.63). The above descriptions provided a relatively traditional view
of machismo. Males are essentially to be independent, strong, and competitive even while
facing adversities.
Marianismo
The following concept, Marianismo, often referred as the cultural equivalent to
machismo, may also coincide with familismo. The socially constructed concept outlines
the behaviors and expectations of women. Traditionally, according to Rodriguex-Bonilla
(2013), “Marianismo focused on Latinas as nurturing women who carry the responsibility
of caring for others which can include: immediate and extended family, friends, and
colleagues” (p 2). However, modern marianismo embraces the idea of being the
nurturing, caring individual while simultaneously breaking away from the obstacles
associated with the concept. Today modern marianismo allow Latinas to overcome
adversary without hindering their traditional role as the mother or caretaker of the home.
In other words, many Latinas today have effectively balanced marianismo, which has
resulted in the dismantlement of many potential impediments associated with the term.
7. 7
Discussion
Familismo is a cultural concept that may broadly define roles within the family
while machismo and marianismo pertain specifically to gender. At many times, the
concepts enforce certain expectations and devotions to family over individual ambitions,
which may serve as an educational impediment. For example, students may drop out of
school in order to financially, mentally, or physically support their families, and any time
allocated to school may directly compete with time allocated to family. Nevertheless,
Latino college enrollment has increased steadily in recent decades partly due to the
importance that Latino families place on college education. This has been perceived as a
paradox in the lives of many who wish to pursue higher education. Latinos are essentially
wedged in a dual cultural bind while they attempt to balance the demands of an
education.
Nevertheless, the notion of machismo and familismo should not be seen as a
negative force that perpetuates gaps in education. According to Ponjuan and Saenz
(2011), “Instead it can provide a strong-social network that can propel males in
navigating to academic success” (p.11). In particular, Modern marianismo has
simultaneously allowed Latinas to retain their traditional hold on the family all while
serving as a source of empowerment where Latinas continue to take on more leadership
roles. Accessing family and understanding these cultural concepts are a must in order to
eliminate cultural misconceptions.
In conclusion, the influence of these cultural terms may vary. UIS should
nevertheless strive to understand the group. It was my goal to introduce these cultural
terms in order to shed light on any cultural misconceptions.
8. 8
Section IV: Suggestions
Below are suggestions for how to better serve the Hispanic population and improve
matriculation in higher education.
1. Target the family while simultaneously establishing a culture of education.
Strategy: partner with nonprofits that actively engage with the community.
Solicit the support of current students and their parents to present their experiences and
expectations. Also, parents need to understand the level of autonomy given to students.
2. Strive to eliminate cultural misconceptions.
Strategy: Introduce workshops and seminars in order to increase the cultural
competencies of staff, administrators, and faculty.
3. Personal communication trumps email communication.
Strategy: Establish an early alert system and instruct all UIS staff of the
importance of reaching their Latino students through face-to-face communication.
4. Increase the amount of team building exercises.
Strategy: Familismo stresses the importance of the group over the individual.
Interdependence exercises can assist in developing Latino students.
5. Offer support services.
Strategy: establish an early warning system and a curriculum centered on
transitional services. These services should be made available at multiple intervals.
6. Diversify the faculty, staff, and administration at UIS that reflect the demographics of
the state.
Strategy: recruit Latino faculty, staff, and administrators.
7. Support initiatives on campus aimed at building Latino image.
Strategy: Create programs outside of Hispanic Heritage Month aimed at
building a sense of community and awareness.
8. Administrative support that trickles from top to bottom and back up.
Strategy: Develop institutional goals and hold faculty and staff accountable.
9. Explore qualitative and quantitative measuring options to research and analyze ways
to improve outreach to Latino students.
Strategy: Conduct and support institutional research.
10. Establish and evaluate mentoring programs based on two levels: faculty to student
and peer (student) to peer (student).
Strategy: Mimic similar programs established at nonprofits and institutions of
higher learning across the state and nation.
9. 9
Section V: By the numbers
Immigration/Demographics
Majority of Latinos were born in the U.S; only 17% are undocumented; the
rate has been declining since 2007
¾ of all Latinos are U.S. Citizens
Majority of Latinos in the U.S are of Mexican Descent.
33.6 million Latinos are Mexican
Latinos are the youngest Racial/Ethnic Group.
Median age: 27 for Latinos, 42 for Whites, 36 for African Americans.
1/3 Latinos are fully bilingual
¾ are proficient in Spanish
2.1 million Latinos in Illinois
Ranked 5th in the Nation
Economic
Latinos represented significantly less of those employed in the highest paying
occupations.
Latinos are significantly overrepresented in lower paying service occupations.
The median weekly earnings for Latinos were lower than all other groups.
$578 for Latinos, $629 for African Americans, $802 for whites, and $942 for Asians.
Education
Latino children were less likely to be enrolled in early childhood education, such
as Head Start. 56% of Latinos were enrolled in early childhood program
compared to 67% for whites, 65% for African Americans and 64% Asian.
Latino children had lower mean reading and math scores than other groups in
general.
Latino high school dropout rates have decreased in recent years, yet remain the
highest of all groups. The 2013 high school dropout rate was 13% for Latinos,
8% for African Americans, and 4% for Whites.
As of 2012 Latinos had a higher college-going rate than other groups.
70% of Latinos compared to 66% whites, and 56% for African-Americans,
Latino AA and BA attainments have increased in recent years.
Reference: Malave, I., Giordani, E. (2015). Latino Stats: American Hispanics by the
numbers.
10. 10
References
Costantini, C. (2012, 04 April). 'Hispanic' Preferred Term Over 'Latino,' Pew Hispanic
Center Study Says. Huffington Post. Retrieved from:
http://www.huffingtonpost.com/2012/04/04/study-hispanic-preferred-term-over-
latino_n_1402645.html
Illinois State Board of Education. (2014). Illinois school district 299 report card.
Retrieved from isbe.net
Malave, I., Giordani, E. (2015). Latino Stats: American Hispanics by the numbers. New
York, NY: The New Press.
Pew Research Center. (2011). Demographic profile of Hispanics in Illinois. Retrieved
from: http://www.pewhispanic.org/states/state/il/
Rado, D. (2014, January 6). Minority students make up new majority in Illinois public
schools. White enrollment continues to fall, figures indicate. Chicago Tribune.
Retrieved from: http://articles.chicagotribune.com/2014-01-06/news/ct-majority-
minority-schools-20140106_1_minority-students-public-school-students-black-
and-latino-students
Rodriguez- Bonilla, D. (October 25, 2013) Latinas and modern marianismo. Huffington
Post. Retrieved from. http://www.huffingtonpost.com/damary-
bonillarodriguez/latinas-and-modern-marianismo_b_4165200.html
Rodriguez, C. (2014,May, 3). Which is it, Hispanic or Latino? CNN. Retrieved from:
http://www.cnn.com/2014/05/03/living/hispanic-latino-identity/
Saenz, V., Ponjuan, L. (2008) The vanishing Latino male in higher education. Journal of
Hispanic Higher Education, 8 (54), 54-89. DOI 10.1177/1538192708326995
Santhiago, D., Galdeando, E., Taylor, M. (2015, January). The conditions of Latinos in
education: 2015 factbook. Excelencia in Education.
Smith-Morris, C., Morales-Campos, D., Alvarez, E., & Turner, M. (2012)
An anthropology of familismo: On narratives and descriptions of Mexican
immigrants. Hispanic Journal of Behavioral Science. Volume 20 (10), 1-26. DOI
10.1177/0739986312459508.
Taylor, P., Lopez, M., Martinez, J., & Velasco, G. (2012, April 4) When Labels Don’t
Fit: Hispanics and Their Views of Identity. Pew Research Center. Retrieved from:
http://www.pewhispanic.org/2012/04/04/when-labels-dont-fit-hispanics-and-their-
views-of-identity/
