1. Hispanic/Latino Culture Alysia Busuttil EDU 639 David Bearden 28 April, 2014

2. Overview ofCulture  Behavior  They are likely to change their own behavior to adapt to an interpersonal challenge rather than try changing situations.  Some problems with emotions and behaviors include restraining of feelings, particularly anger, and frustration.

4.  Social Values  Latinos rely heavily on their family, friends, neighbors, and community entities for emotional, moral, instrumental, and financial support.  Service providers have the potential to play a vital role in filling the gaps present in Latino immigrant families' social network and linking families to much needed services and resources.

5.  Family Values  There are strong bonds and frequent interaction among a wide range of kin.  Grandparents, parents, and children may live in the same household or nearby.  Families visit one another frequently, can show cooperativeness, and placing the needs of the family ahead of individual concerns.  This aspect of Hispanic/Latino family life has led to the erroneous conclusion that the family impedes individual achievement and advancement.

7.  Gender Roles  Fathers have prestige and authority, and sons have more and earlier independence than do daughters.  Hispanic/Latino American females usually prefer cooperative learning environments over competitive classrooms in which many boys learn best.  Hispanic/Latino American females, because of their families' adherence to strict gender roles, are often less vocal and take less assertive stands than males do.

8.  Academics  Although educators should recognize (and respond appropriately to) the effects poverty often has on academic achievement, it would also be a serious mistake to categorize all lower socioeconomic Hispanic/Latinos into unmotivated or underachieving academic groups.  Educators who teach in areas with great numbers of Hispanic/Latinos may want to schedule a day for only Hispanic/Latino families to visit. Have individual meetings to determine how the family influences school achievement and attitudes toward school.

9.  Traditions  Celebrations  Cinco De Mayo  Dancing  Holidays

10. History of Culture  Hispanics have been part of the current US territory since before the US existed, in great part because the US has acquired lands which belonged to Spain or Mexico which had Hispanics in them, from Texas and the entire Southwest, to Puerto Rico.  Americans tend to think of Hispanics as forming a natural community because they (or their ancestors) shared some cultural characteristics, such as speaking Spanish.

12. Educational Considerations  Cultural and historical practices have placed numbers of Hispanic children at risk for educational failure.  education needs to be meaningful and responsive to students' needs, as well as linguistically and culturally appropriate.  Instruction must specifically address the concerns of Hispanic students who come from different cultures and who are often trying to learn a new language.  Students who are not white are at higher risk for being excluded from class for misbehavior.

13. Inclusionary Practices  Develop family-community partnerships to help ensure acceptance of the Hispanic/Latino culture.  Maintain an engaging environment that will consist of multi-cultural materials, in order to help children be able to identify differences in each culture and have a better understanding of them.

15. Parent/Community Involvement  Have field trips  Allow parents to volunteer in the classroom.  Have a “special person’s week” and allow children to invite parents in and discuss jobs and cultural differences in order to allow children to see the differences and feel comfortable with them.  Parents need to be part of their child’s learning process and see growth, or help their child get to where they need to be.

16. References Ayón, C., & Naddy, M. (2013). Latino Immigrant Families Social Support Networks: Strengths and Limitations During A Time of Stringent Immigration Legislation and Economic Insecurity. Journal Of Community Psychology,41(3), 359-377. doi:10.1002/jcop.21542 Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter?. Journal Of Educational Research, 93(1), 11. Lesaux, N. (2013). Focus on Higher-Order LiteracySkills. Education Digest, 79(4), 41. Watson, S. E. (2002). Teaching Science: Meeting the Academic Needs of Culturally and Linguistically Diverse Students.Intervention In School & Clinic, 37(5), 267.