1. Understanding Latino Culture By: Kathy Freeman CIT 506 January 17, 2009

2. What is Culture? The culture of a group or population is the communicated behavior patterns, arts, beliefs, institutions, and products of a specific community or population.

3. Latino Demographics  Latinos are the fastest-growing minority group in the United States.  California, Florida, and Texas have the largest Latino population.  The median age for Latinos in America is younger than any other ethnic or racial group, ensuring that school population of Latinos will increase.  Latinos are more likely to live in poverty than non- Latino groups. Twenty-eight percent of all poverty children in the United States are Latino.  Sixty-three percent of Latino children live in low-education, low-income families.  Latino students are twice as likely to drop out of high school as African Americans, and four times more likely to drop out than whites.

4. Social Aspects of Latinos  Latino culture places high value upon extended family and close friends.  They often live in family clusters in the extended family’s home.  Child care is usually informal care given by whoever is not working in the household. household.  Most Latino children do not have formal social interaction before pre-k.  Mother-child interaction occurs in in the form of work. Often children are given simple tasks, while working alongside of their mothers following her model and directions while imitating her behavior. model and directions while imitating her behavior.  Mothers do not socialize with children. After daily chores are completed, children play together outside in their cultural community.  Families participate in cultural communities that are defined by a shared set of cultural practices.

5. Historical Information  Latino cultures include Chicanos, Mexicans, Cubans, Puerto Ricans, and Central and South Americans.  Latinos have a unique importance of family within their culture.  Latinos have a strong belief in Christian religion as well as clearly defined role differences of men and women, and a strong influence of language.  Cubans are considered the upper class of the Latino culture.  Dominicans are considered the middle class of the Latino culture.  In some Latino cultures, women’s status is elevated through migration.

6. Education Expectations of Latinos  Latino parents appreciate educators to attempt to communicate with parents in their native language and build authentic relationships with them.  They want to be treated in a manner that makes them and their children feel comfortable.  They attribute high instrumental value to formal schooling.  They want commitment from educators to take care of their children, provide hope, and to be trustworthy.  Parents’ educational aspirations are usually high throughout the elementary years, then school performance influences their expectations.

7. Factors Influencing Latino Immigration  Reports show that Latino immigration factors are under-researched.  However, research that has been done reports that Latinos immigrate to the United States for the following reasons: - U.S. immigration policy - Political and military involvement within their homeland within their homeland - Language - Academic opportunity - Opportunity to support families back in their native country back in their native country

8. Latino Language Structure  The official language of the Latino culture is Spanish.  Spanish is a language that works well with English when using the concept of code-switching. Code- switching is the use of two languages within the same sentence that involves alternating languages across sentences.  Through code-switching, students can have a positive relationship with the linguistic, psycholinguistic, and social-communicative aspects of two languages. This enhances oral language usage, verbal skills, reading development, and narrative skills.

9. References  Aleman, A. M. (2006, October). Latino demographics, democratic individuality, and educational accountability: A pragmatist’s view. Educational Research, 35(7) 25-31.  Becker, R. R. (2001, November/December). Spanish-English code switching in a bilingual academic context. Reading Horizons, 42(2), 99-115.  Behring, S., Cabello, B., Kushida, D., & Murguia, A. (2000). Cultural modifications to current school-based consultation approaches reported by culturally diverse beginning consultants. The School Psychology Review, 29(3), 354-367.  Chomsky, A. (1998). Beyond “culture”: Sources and themes in Latino History. Radical Teacher, 54, 31-36.  Gallimore, R., Garnier, H., Goldenberg, C., & Reese, L. (2001). Cause or effect? a longitudinal study of immigrant Latino parents' aspirations and expectations, and their children’s school performance. American Educational Research Journal, 38(3), 547-582.  Howes, C., Guerra, A. G., & Zucker, E. (2008, April). Migrating from Mexico and sharing pretend with peers in the United States. Merrill-Palmer Quarterly, 54(2), 256-288.  Quintanar, A. P., & Warren, S. (2008, Spring). Listening to the voices of Latino parent volunteers. Kappa Delta Pi Record, 44(3), 119-123  Rodriquez, R. (1998, July 23). Smithsonian embraces Latino history. Black Issues in Higher Education, 15(11), 58-59.  U.S. Census Bureau. (2008). American Fact Finder. Retrieved January 14, 2008, from http://www.census.gov/index.html http://www.census.gov/index.html