When Cultures Matter: The Socialization of Cape Verdeans in New England

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When Cultures Matter The Socialization of Cape
Verdeans in New England

• Ambrizeth Lima
• Bridgewater State College
• April 1st, 2006

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Agenda

• Culture How are we defining it?
• Cape Verdean culture What is visible/invisible?
• The Cape Verdean enclave (s) in New England
• Cape Verdean Children in New England schools
• The Cape Verdean family (composition)
• Perceptions of educational systems in U.S. within
  the family/community
  
• Linguistic Dynamics
• Cape Verdeans within their community
  deportation, crime ans success stories
  
• Teachers as agents of socialization what can
  they do?
  
• Community Resources

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Defining CultureA Consensus

• The Iceberg Activity (www.peacecorps.gov)
• Features of culture

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What Is Striking about This Iceberg?
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Does Everyone Have a Culture?

• Please answer the following questions
• What language do you speak?
• What is your religion?
• What music do you listen to?
• What dances do you know?
• What foods do you eat at home?
• What do you wear on special occasions?
• What holidays and ceremonies are important to
  you?
  
• What is most important to you?
• What things do you believe are right or wrong?
• How important is your extended family?
• The name of my culture is ________________

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Some Features of Culture

• facial expressions
• religious beliefs
• religious rituals
• importance of time
• paintings
• values
• literature
• child-raising beliefs
• ideas about leadership
• gestures
• holiday customs
• ideas about fairness
• ideas about friendship
• ideas about modesty

• 15. foods
• 16. eating habits
• 17. understanding of the
  natural world
  
• 18. concept of self
• 19. the importance of work
• 20. concept of beauty
• 21. music
• 22. styles of dress
• 23. general world view
• 24. concept of personal space
• 25. rules of social etiquette
• 26. housing

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Turn and talk (2 minutes) Which features do y
ou think are visible/invisible? Please give an
example.

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The Cape Verdean Culture

• Visible(Cultural Manifestations)
• Music/Dance
• Eating Habits
• Rules of Social Etiquette

• Invisible (Culture, History)
• Batuke, Funaná
• Drought
• Whose rules? Portuguese? African?

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Cape Verdean Emigration

• The United States of America
• Europe (The Netherlands, France, Switzerland,
  Norway, Sweden)
  
• Latin America (Brazil)

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General Demographics

• Population in U.S.Census 2000
• 77,000 Cape Verdeans
• Males49
• (U.S. Census 2000)

• Population in New England Major Cities
• Boston, MA40,000
• Brockton, MA9,000
• New Bedford, MA 9,000
• Pawtucket, RI6,000
• Providence, RI7,000
• (U.S. Census 2000)

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Main Islands of Origin

• Fogo
• Brava
• Santiago

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Immigration and Its Discontent (based on research
data, 2005)

• Then Sending Context (Cape Verde)
• Language Creole, Portuguese
• Extended family
• Fragmented nuclear families
• No Jobs
• Safe neighborhoods
• Fewer educational opportunities
• Limited exposure to racial/ethnic issues
• Familiar school system
• Familiar child rearing practices

• The Receiving Context (U.S.)
• More educational opportunities for the children
• Language English
• No extended families
• Fragmented nuclear families
• More jobs
• Unsafe neighborhoods
• Confusion about race/ethnicity
• Different school system
• Laws/myths about child rearing

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Turn and talk (2 minutes) How do any of the
items on the previous slide have any relevance to
you as an educator?
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Broken Families, Broken Hearts(Data from
interviews, 2005)

• Song The Confessions of an Immigrant Father
• I never had time to watch my children grow. I
  was away for three years at a time. I was so
  afraid I would not recognize them on the street
  that I always carried their pictures in my
  pocket. So if today, my children have little
  recollection of me, its because I was always a
  stranger in my own home. A friend yes, but not a
  good father. I tried to provide them with a good
  home and brother/sister every time I returned
  home. Thats all. I did not have time to see my
  children grow upoh, I did not have time to see
  my children grow
• (Author Rene Cabral)

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Broken Families, Broken Hearts

• Popular song
• Im behind this door, with no courage to knock. I
  was a husband, a comedian, and a poet, an
  immigrant sweeping floors. I had many girlfriends
  in foreign lands, but I always thought about
  you. It was impossible to forget our childhood
  love. Its twenty years later and I could never
  forget you. Open this door please, I come from
  far away, old, tired, white-haired and the dreams
  of our youth printed in the palm of my hands.

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(No Transcript)
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What are the implications of this family f
ragmentation, in relationship with the students
educational process?
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Possible Implications

• Students despondency in the classroom
• Students homelessness or household
  responsibilities
  
• Lack of parental participation in the students
  educational process
  
• Students need to work many hours to support
  themselves

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And/or

• A stronger determination to succeed
• A maturity beyond their years
• Respect for the educational process
• Respect for teachers and colleagues
• Appreciation for the assistance they get from
  school and teachers/staff

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Perceptions of Education/Schools/Educators within
the Cape Verdean Family

• Education
• To be somebody
• The way of out of poverty for self/family
• Schools
• A safe space for children (parents perspective)
• Intimidating for immigrant parents
• Unsafe for some children (participants opinion)
• Teachers/Educators
• Very knowledgeable
• A second parent
• Intimidating for immigrant parents

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Linguistic and Cutural Dynamics

• Dissonance acculturation
• Child learns English
• Parent does not learn English
• Child becomes socially literate
• Parent is not socially literate
• Consonant acculturation
• Both parents and Children learn English and
  become socially literate

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Language and Culture in Schools

• Acquiring English (a process)
• The role of the educator
• When is it language? When is it disability?
• The role of parents
• What program should my child be in?
• Role reversal at home (discipline, etc.)
• Who has authority in the home?
• Becoming acculturated
• The role of the educator (agent of
  socialization)
  
• The role of parents (can be limited at times)
• Cultural identity (as well as ethnic and racial)
• Defining youth, American or inner city cultures

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Implications for the educational process

• Who reads documents (letters from school) at
  home? (Albertos case)
  
• Who helps with homework?
• Who can the teacher communicate with?
• Who can translate for parents at school?

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Cape Verdeans within their community

• The environment (participants)
• Stereotypes of Cape Verdeans
• Violence
• Deportation

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Cape Verdeans (contd)

• Valedictorians
• Public figures (University presidents (Dr.
  Mohler-Faria, representatives, academics, etc)
  
• Medical doctors
• Factory workers

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Community Resources/Agencies

• Boston
• Dudley Street Neighborhood Initiative
• Bowdoin Street Heath Center
• St. Peters Youth Center (Catholic Charities)
• Massachusetts Alliance of Portuguese Speakers
• Brockton
• Associacao Cabo Verdeana de Brockton

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Message from Students to Educators

• Provide a safe environment at school (teacher as
  locus of control)
  
• Learn a little about us
• Learn to say a few words in our language
• Be patient, we just need a little more time

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Dont leave us behind