The exact proportion of the Hispanic population that is composed of new immigrants (both legal and illegal) is not easily determined, but the growing number of students enrolled in bilingual education programs indicates that the number is substantial. (See "'Hispanic' Families" box.)
"Hispanic" Families
The category "Hispanic," as established by the U.S. Bureau of the Census, encompasses a broad range of persons of Latin American and Spanish origin. Although sometimes viewed by policymakers as a homogeneous group sharing many similarities, the Hispanic community is actually composed of several groups. These include recent immigrants to this country, as well as individuals whose families settled in what is now the United States as early as the 1600s.
Almost 74 percent of the entire Hispanic population is concentrated in California, Texas, New York, and Florida (Natriello et al. 1994). In many urban school districts, Hispanic youngsters now make up most of the student population (Rueda and Mercer 1985).
Many Hispanic children come from lower socioeconomic backgrounds. According to 1990 U.S. Census Bureau data, approximately 40 percent of Hispanic children live in poverty, compared to 13 percent of Caucasian children ("Hispanic Gains" 1994). As many as 45.7 percent of Hispanic children in communities along the U.S.-Mexico border, which traditionally have a high proportion of new immigrant families, live in poverty (Ramirez 1995).
—Linda Jean Holman
As an elementary school administrator in El Paso, Texas, for the past eight years, I have worked with many newly arrived families. In my present school, 43 percent of the 700 students have limited English proficiency; 85 percent of these families have recently moved to the United States. On the whole, children from newly arrived Hispanic families are highly motivated and hard-working students. Their parents have sacrificed a familiar way of life and moved to the United States in search of opportunities that are not available at home, including access to a system of free public education.
Consider my first experience working with a newly arrived family: The son came to us at age 7 knowing very little English. By the time he left our school at the end of 5th grade, he was an outstanding student. With great pride, the school presented him with the Presidential Academic Fitness Award. His younger sister Erica was also an outstanding student. In 6th grade she qualified to enter the gifted and talented program. Their mother, Socorro, spoke only some English when we first met. At the end of four years, I observed her reading Wuthering Heights before a PTA meeting.
Recognize the Challenges
- Lessen the intimidation factor. Particularly if they do not speak English well, newly arrived Hispanic parents may feel intimidated by highly educated school personnel. Provide a warm, welcoming, and nonjudgmental reception. They may have questions and concerns; taking the time to listen and respond respectfully can open important avenues of communication. Personal outreach in the form of home visits, phone calls, and personal greetings at school events also will send a strong message of welcome.During the first week of school last year, for example, our prekindergarten and kindergarten teachers held individual parent-teacher-child conferences. They held some meetings at the school and others in the students' homes. They scheduled evening conferences to accommodate working parents. Parent involvement increased as a result of the improved communication.Always give parents your full attention in conferences and during conversations. If you are pressed for time when a parent approaches you, set a time when you can give his or her concerns your full attention. You may not have multiple opportunities to work with newly arrived parents, so make the most of each opportunity.
- Remove the language barrier. Provide second-language instruction to teachers and staff members. Ensure that someone on your staff can speak Spanish. If there are multiple second languages in your school, develop a core of bilingual parent volunteers to help staff members communicate with the recent arrivals.Educate your staff about bilingual education. Frequently, immigrant parents view total immersion as the quickest way for their children to learn English and, in turn, to succeed in school. However, a young child whose oral language testing indicates that he or she is dominant in a language other than English should probably participate in a bilingual or English-as-a-second-language educational program. Such programs build both native language and English proficiency.
- Realize that some parents will lack formal education. Parents who have had limited schooling themselves will generally have difficulty helping their children with homework. Adjust homework assignments accordingly. Avoid using educational jargon and acronyms; they will have little meaning for these parents. And, keep in mind that some parents may not be literate in their native language. Arrange to assist them by providing information verbally, rather than in writing.
- Recognize that economic survival is a primary concern for many immigrant families. Economic and time constraints may limit their ability to attend school conferences and parent meetings. Failure to appear for a conference may reflect financial concerns rather than a lack of interest in their child's progress. And if the family breadwinner is unemployed, a newly arrived family may have even greater problems.One such family in our school was unable to pay the monthly utility bills. As a result, the family was living in a place that did not have electricity or running water. When the problem came to our attention, we helped the family arrange payment plans with the utility companies. As is frequently the case, this family did not know that help was available to them through various social service agencies.
- Validate parents' strengths. Encourage Hispanic parents to work with their children in their native language. By reading to them and reinforcing verbal skills, parents will help their children build a strong foundation for second-language learning.
- Recognize that Hispanic families bring with them a rich social context. Rather than trying to "acculturate" them, validate and encourage them to share their own cultures and backgrounds. Search for areas of expertise that parents can demonstrate at meetings, in class lessons, and at assemblies.
- Familiarize families with your school's procedures and organization. Provide a video or tour of the school in their language to assist them in this effort. At the beginning of the year, you might want to hold parent meetings by grade level for this purpose. Your school may be very different from schools in the home country of new immigrants' parents. Provide an opportunity for parents to ask questions, express concerns, and obtain answers.Working with immigrant families has provided me with some of the most rewarding experiences I've had as an educator. By familiarizing yourself and your staff with the circumstances, needs, and strengths of the children and providing families with a friendly, welcoming environment, you will be taking action to ensure a positive partnership. Your school will be a richer, more exciting and fulfilling place in which to work and learn.
