Cultural Competency Course Linda C. Stanley Woonsocket Area Career and Technical Center CURR 580 April, 2006

Beating the Odds: How Bi-Lingual Hispanic Youth Work Through Adversity to Become High Achieving Students Mak Hassinger, Med Lee A. Plourde, Ph.D. Education, Volume 26, No. 2, p. 316-27

Overview Examine Characteristics of Academically Successful Hispanics Asset Oriented vs. Deficit Assessment Study: Personal Characteristics External Factors (Support Systems) Intrinsic Motivators

Introduction “At-Risk” Traditionally Hispanic Students: Why? Higher High School Drop Out Rates Lower High School Completion Rates Why? Some Stay in School Near the Top of Their Class

Introduction (cont.) Theories: Resiliency Personal Attributes Protective Factors Support Systems Personal Attributes Active Approach to Life’s Problems Perceive Experiences Constructively Gain Positive Attention Optimism/Faith

Crash Course with Disaster Statement of Problem Minority Enrollment 24% in 1976 -- 34% in 1996 Hispanic Students 6.4% in 1976 -- 12% in 1996 Hispanic Eighth Graders 16% pass 1998 Reading Test 50% Leave School Prior to Graduation Crash Course with Disaster

Significance/Purpose of Study Students Possess One or More Factors Inclusive of an Effective Support System Hope to Pinpoint Missing Protective Factors Develop Theoretical Framework of Support Asset-Oriented vs. Deficit-Assessment Use Information to Set-up Future Programs

Research Questions 1) What Personal Characteristic Traits Do These Successful Students Possess? 2) What Are The Common Elements Within The Child’s Support System That Increase His/Her Chances of Academic Success?

Literature Review Historical Background Successful At-Risk Students Hispanics = Largest Minority in US by 2005 By 2026: Inverse Student Representation (1990-70% White) Successful At-Risk Students % Hispanics in College 2x from 1975 to 1994 2 of every 5 Hispanics > 17 years old participate in Adult Education Resiliency Research

Literature Review (cont.) Resiliency Research Study 1 – Werner One Person Who Unconditionally Accepts Them Study 2 – McMillan & Reed Four Major Factors Study 3 – Chavkin Five Key Protective Factors Study 4 – Bernard Three Categories

Methodology Introduction Participants Rock School District North Central Washington 2003-2004 School Year Participants Current: Above Grade Level Expectations History: Working Below Grade Level Expectations Four Participants

Methodology (cont.) Procedures Research Design Parental Permission (Records, Interviews) Classroom Observations Student Interviews Research Design Qualitative Ethnographic Design Observations – Various Classrooms; Throughout School Year; Several Subject Areas

Methodology (cont.) Data Collection Data Analysis Interviews Observations Various School Records/Documents Data Analysis Data Coded Coding Categories – Commonalities in Wording/Phrasing

Results Major Themes Family Factors Personal Characteristics Teacher Relationships/ Expectations Supportive Relationships School Factors

Summary High Personal Self-Esteem Supportive Family Structures High Teacher Expectations Caring Relationships with Teachers

Conclusions Supportive Relationships Parent Religious Leader Teacher or Counselor Adult in Their Life Willing to Help Them With Their Struggles

Conclusions (cont.) Student Characteristics High Self-Esteem Internal Locus of Control In Charge of Your Own Destiny and/or Happiness Positive Disposition

Conclusions (cont.) Family Factors Family Loved Them Unconditionally Part of a Family Unit Membership in Family Unit Provides Sense of Strength to Students

Conclusions (cont.) Teacher Expectations Message Teachers Send “Believe in Me” Willingness to Create Positive Relationships Talk to a Teacher Any Time for Any Reason

Conclusions (cont.) Future Implications Ability to Look Beyond Present Realistic Grasp of Their Future Attend College Continue Education

Conclusions (cont.) Other Factors Low Socio-Economic Category Second Generation Living in America Students’ Opinion of Themselves

Recommendations Further Study School Atmosphere Up to Teachers Focus on Strengths Instead of Deficits

Limitations of the Study Only Four Students Experiences/Perceptions at One Particular Point in Time Attempt to Keep Data Bias-Free Only Hispanics; No Blacks or Asians Hispanic Students = Small School District = North Central Washington

Conclusions Why Not? In Small Vs. Large, Small is Better

Questions? ?

Thank You The End