Understanding hispanicsaug27

Understanding your Hispanic/Latino students

Faculty week presentation Fall 2012

Wilson García Eric o. CintrónDepartment of Languages and Linguistics

Labels: Hispanic, Latino, or Spanish? What is the correct term? Why?

Hispanic - U.S. Census BureauPersons of Hispanic origin, in particular, were those who indicated that their origin was Mexican, Puerto Rican, Cuban, Central or South American, or some other Hispanic origin. It should be noted that persons of Hispanic origin maybe of any race.

from: The Hispanic Population in the United States: March 1993, Current Population Reports, Population Characteristics, Series P20-475.

Hispanic- Robert McNamara “…includes a population of people who share a common language heritage but have many significant differences.”

Labels: Hispanic, Latino, or Spanish? What is the correct term? Why?

Latino: People with a Hispanic background in USA can also be call Latino. The term Latino is more inclusive and include other people from Central and South America and the Caribbean that NOT speak Spanish.

Labels: Hispanic, Latino, or Spanish? What is the correct term? Why?

Spanish:People that speak Spanish and live in Spain.

Labels: Hispanic, Latino, or Spanish? What is the correct term? Why?

Guarione M. Díaz “In this book, I use the terms Hispanic, Latino, and Hispanic American without intending to express a preference. Ultimately, I consider the choice personal and respect those of others.”

Labels: Hispanic, Latino, or Spanish? What is the correct term? Why?

Although the two are often used interchangeably, there are subtle, but significant differences in meaning, said Carlos von Son, a professor of multicultural studies and world languages at Palomar College.

"There is a difference between 'Hispanoamerica' and 'Latinoamerica,'" said von Son. "Hispanoamerica refers to Spanish-speaking countries. Latinoamerica includes Brazil, because their language roots (Portuguese) come from a Latin language."

Who’s Hispanic/Latino?

Jenifer López Andrea Sotomayor

Who’s Hispanic/Latino?

Antonio Banderas Leonel Messi

Who’s Hispanic/Latino?

David Ortiz Cantante XuXa

Who’s Hispanic/Latino?

Mariela Castro Benedita da Silva

Who’s Hispanic/Latino?

Isabel Allende Gabriel García Márquez

Who’s Hispanic/Latino?

George P. Bush Dilma Rousseff

Who’s Hispanic/Latino?

Edson Arantes do Nascimento “Pele”

Rigoberta Menchú Tum

Demographics? How many, where, and why?

How many people in the US are of Hispanic origin?

a) 4 millionb) 14 millionc) 40 million

Demographics? How many, where, and why?

After Mexicans and Mexican-Americans, which is the second largest Hispanic group in the US?

a) Cubans b) Puerto Ricans c) Dominicans

Demographics? How many, where, and why?

How many people of Hispanic origin live in NH?

a) 3,000 b) 15,000 c) 37,000

Demographics? How many, where, and why?

In the three largest high schools of Manchester, NH, what is the percentage of students of Hispanic origin?

a) 50 b) 12 c) 8

Language

English language learners (immigrants and international – Spanish dominance).

Heritage learners (Bilingual with English dominance).

English only(Fry, 2002)

Cultural characteristics

The degree of presence of these cultural characteristics will vary between individuals, depending on factors such as: Level of

acculturation. Generational status. Socio-economics.(Moll & Irwin, 2008).

Group orientation

Hispanics culture is predominantly collectivist.

Individuals are seen first as members of a family or cohesive group.

The wants and needs of the group comes first.

(Carr-Ruffino, 2005)

Group orientation

Focus on and maintaining positive, personal relationships.

Agreeing with other regardless of personal opinions and feelings.

Fear of losing face or shame by the group

(Carr-Ruffino, 2005)

Group orientation

Be simpático: Polite and respectful. Don’t express criticism,

confrontation, or assertiveness.

Show a certain level of conformity and empathy for the feelings of others.

Try to behave with dignity and respect toward others.

Value working toward harmony in interpersonal relationships.

(Carr-Ruffino, 2005)

Group orientation

Family is the center of personal existence.

Families are inward-focused and members rely on the these relationships for their emotional security.

Family business is considered private. (Carr-Ruffino, 2005)

Group orientation

Conform to family beliefs and wishes.

Being influenced by relatives’ perceptions and feelings.

Sacrifice for the welfare of the family or in-group.

(Carr-Ruffino, 2005)

Proxemics

Feel comfortable with physical proximity.

Closer personal space. Stand and stay closer.

Personal Space

Hispanics tend to touch each other during a conversation (hugging and kissing) (Roll & Irwin, 2008).

Sometimes men embrace instead of shaking hands (Carr-Ruffino, 2005).

Time orientation

Present-oriented sense: Valuing the here and

now, especially the interpersonal relationships that are unfolding currently.

Temporarily forgetting about day’s worries.

(Ting-Tommey & Chung, 2012)

Time orientation

Time is a cycle.

Several tasks at the time.

Changes at the last minute (Roll & Irwin, 2008).

Time orientation

Meeting deadlines and being on time differs between study/work and social situations.

(Carr-Ruffino, 2005).

The Spiritual World The spiritual and physical world live

along side. Day of the Dead: Dead is not to be

fear (Roll & Irwin, 2008)

The Spiritual World

Roman Catholic Protestant Other/Secular0

10

20

30

40

50

60

70

68

15 17

Religious affiliation among Hispan-ics

Source: Suro et al., 2007

I’m Controlled

Hispanics are less likely to believe they are in control of their own destiny

“Things happen to me and I have little control over my life. It depends on my government, my boss, my fate, God’s will…”

(Carr-Rufino, 2008)

Hierarchy and status

Hierarchy and status is very important in Hispanic culture.

It brings stability and determine attitudes and behaviors according to the status (Moll & Irwin, 2008).

Hierarchy and status

Authority figures are expected to set clear standards and boundaries for compliance of their policies and rules.

Authority figures are expected to make all important decisions and others do not question them (Moll & Irwin, 2008).

Hierarchy and status

Hispanic show greater deference and respect toward authority figures (i.e.; professors).

Power distance between authority figures and subordinates is greater (Moll & Irwin, 2008).

“Call me Wilson”

Communication patterns

Speaking indirectly: Hispanics

communicate indirectly with strangers, outsiders, or authority figures.

A way to be polite. It may be difficult to

determine exactly what they think or feel

(Moll & Irwin, 2008).

Communication patterns

High concern for feelings: Hispanics may tell you

what you want to hear out of concern of your feelings.

Personal opinions and believes are less important than respecting the other’s person feelings

(Moll & Irwin, 2008).

Communication patterns

High sensitivity to criticism:Reaction to criticism depends on the status of the source. Authority figures:

seriously/sheepishly. Equal: Humorous. Lower: Not

tolerated. (Moll & Irwin, 2008).

Gender roles

Hispanic culture and Anglo culture continue to differ markedly in how gender roles are viewed in the two cultures.

In general, there are many more rules governing male and female Hispanic behaviors.

(Moll & Irwin, 2008)

Role of the Hispanic Woman

Attractive Nurturing

Role of the Hispanic Man

Strong Masculine Chivalrous and

respectful toward women, those in position of authority, and the elderly

Honorable(Moll & Irwin, 2008)

Challenges of Hispanics undergraduates

Hispanics in college

In 2007, 88 % of Latinos in higher education were native-born U.S. citizens

(Santiago & Cunningham 2005).

Generation

First Second Third or higher0

5

10

15

20

25

30

35

40

45

26

42

36

Percent of high school Hispanic students enrolling in college

(ages 18-24)

Source; Fry, 2011

Students at PSUby ethnicity and race

0

20

40

60

80

10081.2

0.90.5 0.4

0.3

Source: Collegeresults.org

First-generation college

Hispanic students are more likely than other undergraduates to be first-generation college students (58 vs. 46 percent).

(Santiago, Lopez &

Skoloda, 2009)

First-generation college

As the first in their family to go to college, the systemic knowledge and support systems may be more limited than for others. (Santiago, Lopez &

Skoloda, 2009)

Lack of social capital:

First-generation college

“The combination of minimal adult supervision

and poor information often causes Latina/o students to make poor

choices about postsecondary education, choices that might hinder or delay their chances to

achieve a higher education degree”

(Zalaquett & Lopez, 2006)

Poor information:

First-generation college

“I wish I would have been educated about the intricacies of college admissions and preparation. I

ended up not attending the 1st year because I couldn’t complete all the required paperwork and didn’t know

that I qualify for a scholarship” (Zalaquett & Lopez, 2006)

Financial concerns

A significantly proportion of Hispanics are from low family incomes and thus significantly lower Expected Family Contributions (EFCs) to pay for college than other students (Santiago, D. & Cunningham, A., 2005)

Low income families

Financial concerns

Hispanics are more likely to work more hours per week than non-Hispanics.

(Longerbeam,Sedlacek, & Alatorre 2004).

Work demands

Financial concerns

Hispanic students are more likely than other undergraduates to be enrolled part-time than non-Hispanics (51 vs. 47 percent) (Santiago, 2009).

Many Hispanics attend part time in order to work full-time (Fry, 2002).

Part-time attendance:

Financial concerns

At PSU, 5.4% of all students attend part-time (Collegeresults.org).

Part-time attendance:

Financial concerns

Research shows that students enrolled part-time are less likely to complete a degree in a timely manner than students enrolled full-time

(Santiago, Lopez & Skoloda, 2009)

Part-time attendance

Financial concerns

Hispanic students experience high levels of stress due to financial concerns (Quintana et al., 1991)

Stress and financial issues

Financial concerns

Hispanics are significantly more likely to attribute a decision to leave college to an inability to afford continuing in higher education.

(Longerbeam,

Sedlacek, and Alatorre 2004).

Financial issues and dropout

Pre-college preparation

Source: Hakimzadeh & Cohn, 2007

Pre-college preparation

As many first-year college students, many undergraduates of Hispanic background required remedial English courses.

This more an issue of literacy and less of language

(Cerna, Pérez & Sáenz, 2009)

Remedial courses

Older students

Completion rates diminishes as the student ages (National Center for Education Statistics, 2001).

Younger students are less likely to be married and have children thus more likely to remain focused on their education (Fry, 2002).

Retention vs. college age

Older students

College enrollment at a later age is more costly. Older adults tend to earn more and thus they are deferring more income than a younger student if they choose to study rather than work(Fry, 2002)

College age vs. income

Campus climate

Hispanic students who are highly

ethnically identified are at

risk in institutions where Hispanics

are underrepresented

(Torres, 2004).

Identity

Campus climate

Researcher indicates that a racial climate perceived as hostile negatively affects a sense of belonging in college(Lascher, nd).

Sense of belonging

Campus climate

It has been found that Hispanic students are most likely to perceive less sense of belonging than White students (Johnson et al., 2007).

Sense of belonging:

Campus climate

Lack of multicultural centers deprive minority students of a great support system to receive social, cultural and advising support (Jones et. al. 2002)

Lack of multicultural centers

Campus climate

Faculty and administrators are a major factor in creating a hospitable and supportive campus environment (Colin et al. 2006).

Campus climate

The lack of Hispanic faculty and staff

who may serve as mentors and

advisors makes the college experience more difficult for Hispanic students

(Torres, 2004).

Lack of Hispanic faculty and staff

How could we the faculty and staff help Hispanic

students succeed at PSU?

1. Work in small groups and consider for a few minutes some strategies that we, as faculty and staff, could use to assist Hispanic/Latino students to be academically successful in this institution.

2. Then, each small group will share some of their strategies the rest of the audience.

Thanks/Gracias

References Carr-Ruffino, N. (2005). Making diversity work. Upper Saddle River, NJ:Pearson.

Cerna, O. S., Pérez, P. A., & Sáenz, V. (2009). Examining the precollege attributes and values of Latina/o bachelor’s degree Attainers. Journal of Hispanic Higher Education, 8(2), 130-157.

doi: 10.1177/1538192708330239

Diaz, G. M. (2007) . The Cuban American Experience: Issues, Perceptions, and Realities.

Fry, R. (2002). Many Enroll, Too Few Graduate. Retrieved from http://pewhispanic.org/files/reports/11.pdf

Fry, R. (2011). Hispanic college enrollment spikes, narrowing gaps with other groups. Retrieved from http://pewresearch.org/pubs/2089/college-enrollment-hispanics-blacks-educational-attainment

Hakimzadeh S., & Cohn, D. (2007). English usage among Hispanics in the United States. Retrieved from : http://www.pewhispanic.org/2007/11/29/english-usage-among-hispanics-in-the-united-states/

Johnson, D. R., Soldner, M., Leonard, J. B., Alvarez, P., Inkelas, K. K., Rowan-Kenyon, H., & Rowan-Kenyon, H. (2007). Examining Sense of Belonging Among First-Year Undergraduates From Different Racial/Ethnic Groups. Journal of College Student Development, 48(5), 525-542. doi: 10.1353/csd.2007.0054

References

Jones, L., Castellanos, J., & Cole, D. (2002). Examining the Ethnic Minority Student Experience at Predominantly White Institutions: A Case Study. Journal of Hispanic Higher Education, 1(1), 19-39. doi: 10.1177/1538192702001001003

Kanno & Harklau (Ed.)(2012). Linguistic minority students go to college. Preparation, access, and persistence. New York: Routledge

Klein, Beltranena, & McArthur (2004). Language Minorities and Their Educational and Labor Market Indicators—Recent Trends, NCES 2004–009. Washington, DC: 2004.

Longerbeam, Susan D., William E. Sedlacek, and Helen M. Alatorre. 2004. In Their own voices: Latino student Retention.” NASPA Journal 41: 538-550.

McNamara, R. (2009). Muilticulturalism in the Criminal Justice System.

Quintana, Stephen M., Martha C. Vogel, and Veronica C. Ybarra. 1991. “Meta-Analysis of Latino Students’ Adjustment in Higher Education.”Hispanic Journal of Behavioral Sciences 13: 155-168.

Roll & Irwin (2008). The invisible border. Latinos in America. Boston: Intercultural Press.

References

Santiago, D.A. & Cunningham A.F. (2005). How Latino Students Pay for College: Patterns of Financial Aid in 2003-04. Washington, DC: Excelencia in Education and the Institute for Higher Education Policy.

Santiago, D.A, Lopez, E., & Skoloda, M., (2009) What works for Latino students in higher education. Retrieved from: http://edexcelencia.org/sites/default/files/EE09Compendium.pdf

Suro, Escobar, Livingston, Hakimzadeh (2007). Changing faiths. Latinos and the transformation of American religion.

Retrieved from: http://www.pewhispanic.org/files/reports/75.pdf Ting-Toomey & Chung (2012). Understanding intercultural communication. New York: Oxford

University Press.

Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.

Torres, V. (2004). Familial Influences on the Identity Development of Latino First-Year Students. Journal of College Student Development, 45(4), 457-469 doi: 10.1353/csd.2004.0054

Zalaquett, C. & Lopez, A. (2006). Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring. Mentoring and Tutoring journal, 14 (3), 337-353.