The term Hispanic is used to

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THE HISPANIC CULTURE

• The term Hispanic is used to
• describe people who were born or who can trace
  the backgrounds of their families to one of the
  Spanish-speaking Latin American nations or to
  Spain.
• Hispanics may also come from Caribbean countries,
  such as Puerto Rico and Cuba.

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• On this map the Spanish speaking countries that
  we see are Cuba, Jamaica and the Dominican
  Republic.

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Map of Mexico
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Map of Central America
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Map Of Spain
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Map of Europe
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Map of South America
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The Term Hispanic

• does not denote a race
• most are racially mixed
• come from diverse backgrounds, such as
• African, Native Indian and European

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The Term Hispanic

• Used to refer to people who were born or who can
  trace the background of their families to one of
  the Spanish-speaking Latin American countries
  or to Spain. Hispanics also come from Caribbean
  countries such as Puerto Rico and Cuba.
• Largest Hispanic population in the U. S. is
  Mexican

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European, Native Indian and African People

• Hispanics coming from each of these heritages
  have different skin color, immigration history
  and socioeconomic status.

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Latinos, Cuban Americans, Mexican Americans

• Some Hispanics do not like the term Hispanic.
  Some prefer to be called by their country of
  origin along with the word American, such as
  Cuban American.
• Hispanics make up 12.1 of the U. S. population.
  
• The U. S. population grew to 35 million people, a
  58 increase in 10 years.
• Hispanic immigrants come from Mexico, Central
  America, Cuba, Puerto Rico and South America.
• This is the largest minority in the United States.

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Where Immigrants Settle

• In southwestern states, there are many Mexican
  Hispanics.
• Puerto Ricans move to New York and New Jersey.
• Cubans live in Florida.
• Many Mexicans and Central Americans live in
  California.
• Many Hispanics settle in parts of the country
  where Hispanics are already living.

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Hispanic Family Life

• A high priority among most Hispanics is family
  life.
• Familialism is a cultural value when people
  have a strong identification with their nuclear
  and extended families. They greatly value,
  loyalty, solidarity and reciprocity among members
  of their family.

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• Bearing children is the purpose of marriage in
  many Hispanic families. Children are often born
  very early in the marriage.
• Many Hispanics are Catholic. Divorce is not
  common.
• The father is the authority figure.
• Familsmo is very important for the mother of
  the family who is the primary caretaker and
  nurturer.
• The situation of mother staying at home is
  changing because families need 2 incomes and now
  many mothers do hold a job outside of the home.

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• Hispanic children ar taught to listen, obey, and
  not challenge authority.
• Many mothers and fathers do not play vey much
  with their children because they feel that
  playing is a distraction from the household
  chores. Children are expected to work toward
  goals that help the family survive. Often this
  is a critical part of the familys everyday
  life.
• Often, children are expected to be seen and not
  heard.
• When we go in the grocery store with our children
  or grandchildren, we talk about the things we are
  buying, but the Hispanic families do not carry on
  this type of dialogue.
• Age is greatly respected. Children are expected
  to show respect for their elders.
• Parents do not often push their children towards
  achievement.
• Physical closeness is normal Often a 3 or 4 year
  old may be seen drinking from a baby bottle, or
  pre-teen might sit on their mothers lap.

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Hispanic Families
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Pictures of Mexican People

• KINDERGARTEN A WEDDING
• CHILDREN PARADE
  

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Cultural Customs, Courtesies and Beliefs

• A fundamental Hispanic value that puts emphasis
  on needs and objectives of an in-group is called
  Allocentrism. The Hispanic culture does not
  emphasize competition or individualism.
• Hispanic families are often not too concerned
  about being on time or following a schedule
  therefore they may be late or not even keep
  appointments with the school.
• Hispanics put more importance on interpersonal
  relationships than time related issues. The term
  used to describe interpersonal relationships is
  personalismo.
• Hispanic parents teach their children the values
  that are important to them, such as honesty,
  loyalty, hospitality, generosity, kindness and a
  willingness to help others.
• As far as sexual behaviors, teen boys appear to
  be allowed to have a lot more freedom than girls.
  Girls are required to be modest and feminine.

Dignidad
Respecto
Personalismo
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• Many Hispanic people will choose to say what they
  think the other person would like them to say
  rather than create an argument. They do not
  want to upset other people so they might even
  respond to someone with a vague answer.
• Hispanic families hold older people in high
  regard. They value respecto, respect. All
  people must be treated with dignity and courtesy.
• Dignidad, dignity is an aspect of daily life in
  the Hispanic community. Having a sense of
  self-respect and pride is of major importance.
  This is displayed by hard work and accepting
  responsibility.

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Some Hispanic CelebrationsCinco de Mayo

• Cinco de Mayo is a date of great importance for
  the Mexican and Chicano communities. It marks the
  victory of the Mexican Army over the French at
  the Battle of Puebla. Although the Mexican army
  was eventually defeated, the "Batalla de Puebla"
  came to represent a symbol of Mexican unity and
  patriotism. With this victory, Mexico
  demonstrated to the world that Mexico and all of
  Latin America were willing to defend themselves
  of any foreign intervention. Especially those
  from imperialist states bent on world conquest.
• Cinco de Mayo's history has its roots in the
  French Occupation of Mexico
• In 1862, the French army began its advance. Under
  General Zaragoza 5,000 poorly equipped Mestizo
  and Zapotec Indians defeated the French army on
  the 5th of May.
• Unfortunately many people get this day mixed up
  with September 16, 1810. Mexican Independence
  Day.
• Cinco de Mayo is celebrated here in the U. S. by
  people of Mexican descent much more than in
  Mexico.

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CINCO DE MAYO CELEBRATIONS IN MEXICO


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Independence Day

• The Dominican Republic got its independence from
  Haiti in 1844.

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Independence Day
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Columbus Day in South America and Central
AmericaEl Dia de la Raza

• El Dia de la Raza is translated as the Day of the
  Race.
• Many South American and Central American
  countries celebrate this holiday on October 12
  such as Argentina, Chile, Costa Rica, Ecuador,
  Honduras, Uraguay and Venezuela

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Dia de la Raza
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Dances from Spain
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Jamaican Celebrations
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HISPANIC EDUCATION andLITERACY

• Teachers and other educational professionals are
  highly regarded and respected.
• Education is seen as crucial and leading to
  success in life.
• Spanish is spoken by more than 70 of all migrant
  workers in the U.S. Frequent moves result in
  children having limited education and deficits in
  content knowledge (Rubenstein-Avila, 2006). 50
  of children of U.S. migrant workers do not
  complete the ninth grade (Bennett, 2003).
• Hispanic childrens cognitive style is
  field-sensitive (Nellum-Davis et al., 1998).
  They respond well to nonverbal emotional cues and
  warm, responsive environments where they are
  given lots of attention (Zuniga, 2004). They also
  like physical touch and affection.
• Some girls are not expected to complete school,
  or pursue a career, but are expected to marry
  young and have children.

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• There is a great variance in educational
  experience and literacy skills of immigrant
  children. Many children have not had the same
  educational opportunities as Anglo European
  American children, and therefore, have limited
  educational attainment.
• Results of national tests of reading and writing,
  tested at three grade levels (grades 4, 8, and
  12), how many more Hispanic students than
  Asian/Pacific and White students performing at an
  inadequate level.
• Hispanic adolescents often drop out of school. In
  the early 1990s, for 25-34 year olds, only 58 of
  Hispanics had completed high school, whereas 89
  of non-Hispanics had (Riquelme, 1994). In the
  early 2000s, more than one third of Hispanic
  students dropped out of high school, which was
  nearly twice the drop-out rate of African
  Americans, and almost four times the rate of
  White students (Moore, 2001).
• The high drop-out rate of Hispanic students is of
  great national concern. Rubenstein-Avila (2006)
  referred to it as a tickling social and economic
  time bomb (p. 39).
• Only 10 of Hispanics in the country had attained
  a college degree in the year 2000, as compared to
  18 of African Americans and 34 of Anglo
  European Americans (National Center for Education
  Statistics, 2001).

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• Hispanic adolescents often drop out of school. In
  the early 1990s, for 25-34 year olds, only 58 of
  Hispanics had completed high school, whereas 89
  of non-Hispanics had (Riquelme, 1994). In the
  early 2000s, more than one third of Hispanic
  students dropped out of high school, which was
  nearly twice the drop-out rate of African
  Americans, and almost four times the rate of
  White students (Moore, 2001).
• The high drop-out rate of Hispanic students is of
  great national concern. Rubenstein-Avila (2006)
  referred to it as a tickling social and economic
  time bomb (p. 39).
• Only 10 of Hispanics in the country had attained
  a college degree in the year 2000, as compared to
  18 of African Americans and 34 of Anglo
  European Americans (National Center for Education
  Statistics, 2001).
• The 23rd Annual Report to Congress on the
  Implementation of IDEA showed that a significant
  amount of students with limited English
  proficiency, also have related disabilities.
  Hispanics made up 12.7 of students with language
  and speech impairments (U.S. Department of
  Education, 2001).
• Hispanics in the U.S. have limited educational
  proficiency possibly due to
• 1. Culture shock and differences in expectations
  between home and school.
• 2. Sporadic school attendance because of
  significant family mobility
• 3. Poverty
• 4. Inadequate funding for ESL programs.

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• In Texas, Mexican Americans were overrepresented
  by 300 for the students in special education who
  are classified as learning disabled (Sue Sue,
  2008). Over 55 of students who speak Spanish in
  the U.S. come from low income families with
  annual incomes of 20,000 or less (Hammer
  Miccio, 2001).
• Gandara (2004) noted that Hispanic families often
  lack the social knowledge, skills, and access to
  key people in school bureaucracies. Hispanic
  children often attend underfunded, overcrowded
  schools with few well qualified teachers.
• Hispanic students may be under-represented in
  gifted programs due to assessment procedures used
  to evaluate giftedness which have cultural and/or
  linguistic bias.
• Young Mexican American children are far less
  often placed in center-based child care programs
  than are Asian American, White, or African
  American children. Preschool programs have far
  fewer Hispanic children than their representation
  in the child population (Takanishi, 2006).

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• Hammer, Miccio, and Wagstaff (2003) studied
  developing bilingual skills of preschool
  Spanish-speaking children and found that children
  are either sequential learners or simultaneous
  learners. Sequential learners learn Spanish
  first, then English, and were not required to use
  English in their interactions until they attended
  preschool. Simultaneous learners were exposed
  from birth to both Spanish and English. Thus,
  sequential learners will likely interact and fit
  in better, in settings where only English is
  spoken, whereas sequential learners will likely
  take longer to interact in English, and
  professionals should be cautious of not
  misdiagnosing them as having language
  impairments.
• Kummerer, Lopez-Reyna, Hughes (2007) student
  the perception of Mexican immigrant mothers of
  their childrens communication disabilities,
  emergent literacy development, and
  speech-language therapy programs. They found that
  mothers focused more on their childrens
  expressive language and/or speech intelligibility
  than their emergent literacy development. They
  recommended that professionals working with
  Mexican immigrant children focus on specific
  activities which will support the childrens
  emergent literacy development.

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Sources

• Websites
• http//www.vivacincodemayo.org/historyhtm
• http//www.gosouthamericaabout.com/cs/
• Southamerica/a/CulDiaRaza.htm
• http//www.onwar.com/dominican1844htm
• all pictures courtesy of Google images
• Text
• Roseberry-McKibbin,Ph.D.,C.C.C.,Muticultural
• Students with Special Language Needs
  Oceanside California, Academic Communications
  Associates, Inc., 2008

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The End