Working with Latino Parents/Families

One of the fastest growing segments of the United States population is the Latino population-growing four times faster than the Caucasian population and more than twice as fast as the African American population (Statistical Abstract of the United States, 1995). With the rapid influx of Latinos in the continental United States, an educator's awareness of Latinos' beliefs, attitudes and values is essential to the effectiveness of programming. Educators sometimes are apprehensive about discussing traits and characteristics of Latinos (or other ethnic groups) because they don't want to fall into the trap of stereotyping them when there is so much variation among Latinos. There is some validity to this concern, but if we are sensitive and have an open mind in our quest for knowledge about Latino audiences, we can be better prepared to meet their needs and provide them with educational programs that are meaningful to them.

One approach in understanding Latino families is to start with cultural generalizations, or general characteristics of a group. As with any group, there is diversity among Latinos. Meeting the parenting information needs of Latino parents in the United States requires more than Spanish translations of existing materials. One cultural generalization we can begin with is the Latino value of family unity, loyalty to the family, and an emphasis on cooperation rather than competition among family members and friends. We can assume that this cultural generalization is somewhat true for most of Latino families and can be used as a working hypothesis. However, to assume that all Latinos fit this generalization is to stereotype.

With this said, when reviewing any generalization, keep them in mind but remember styles in families differ depending on their degree of acculturation or biculturalism (Wasserman, Rauh, Brunelli, Garcia-Castro & Necos, 1990; DeAnda, 1984).

Latino Cultural Generalizations

There are additional cultural generalizations that can provide support to family educators working with Latino families. One is the important value of collectivism and familism. Collectivism is a value in loyalty to, and the contribution of, the group-as opposed to focusing on a particular individual (Toro,1996). Familism is a value that underlies the strong Latino identification with members of the extended family (Toro, 1996). Latino families have a strong sense of family identification and structure as well as support for extended family. The extended family often includes not only blood relatives but also non-blood relatives such as the best man (padrino), maid of honor (madrina), and godparents (compadre and comadre).

Specific to Latino audiences, cultural norms may also include "hierarchical regard," or respect toward those with power and positions of authority within the home, state, and church. The level of respect paid and the type of relationship developed depend on the person's age, gender, and social class (Saracho & Hancock, 1986). For example, there is a difference in child rearing according to gender of the child with male children afforded greater freedom to come and go as they please. Cultural scripts, or patterns of social interaction, focus on positive interpersonal relationships and are manifested in the acceptance of others' ideas and rights above personal rights. The cultural script of "simpatía" emphasizes the expectation of individuals to avoid interpersonal conflict and to expect high frequencies of positive social behaviors (Triandis et al., 1984). Latino families may give more importance to human interaction rather than to time and its control. Being is valued more than doing. Related to this, the patterns of communication focus more clearly on non-verbal communication including the social setting, the use of phrasing, gestures, tone of voice, and posture as opposed to direct communication in which words alone carry much of the meaning.

Religion has a major influence in Latino families. They believe strongly in the importance of prayer and going to church. Latino families believe that sacrifice leads to salvation. As a result of their religious beliefs, they tend to consider problems or events as something that is meant to be and cannot be changed (fate vs. personal control over environment).

Best Practices in Applying Cultural Generalizations

Around the Country, many states have practical experiences working with Hispanic/Latino audiences. To learn from these varied experiences, the readers on the FAMNET Extension listserv were queried. They were asked: what practices have worked with in educational outreach, program delivery, and policy with migrant and resident Hispanic/Latino families.

FAMNET hosts a list of over 300 participants. Knowing that only a handful of states have extensive experience working with Latino families, it was encouraging to received eight thoughtful responses. The states that were represented included California, Michigan, Oregon, North Carolina, Kansas and Florida. Several themes emerged. The themes were trusting personal relationships community networking, attention to language and literacy, and expanded hiring practices.

It was first advised to develop a trusting and personal relationship with Latino families. This is a basic part of the Latino culture and should be learned and respected. "Be open about your family and tell them about yourself. Families have also shown interest and appreciation when you show you are attempting to learn some Spanish. If there is a bilingual staff member or English as a Second Language (ESL) department, they will be helpful as well! Also connect with community colleges who may have ESL classes." Another commented that there is a great fear of the Immigration and Naturalization Service (INS) and their tactics. Mail that looks official may even go unopened for fear that it is about immigration status. "Also addresses may not be long term and returned penalty mail may take several weeks before it is returned." This as well relates to trust and explains the potential lack of participation.

Secondly, it was advised to establish community networks and partnerships with other organizations and agencies who are already serving Latino families.. Working through churches or schools was noted as especially successful. Educators should seek to offer programs in places Latino families frequent and trust.

Regarding language programs should be delivered in a language that can be understood. It is not necessary to simply translate all Extension publications. " Be selective, have publications reviewed and be sure they are not only translated, but culturally acceptable." Attention to literacy may be important depending on the literacy of the intended audience. One respondent indicated that a computer literacy program in Spanish with children in the schools has shown an overwhelming response.

Related to language as well as to trust, respondents indicated that "when marketing programs, sending flyers home is not enough. Personal visits, phone calls, and personal invitations will be more effective." Word of mouth is a good marketing technique as highlighted in this comment, "with the support of a few of the Latino family members, they can then begin to help you make additional contacts."

Employees and volunteers who are bilingual is important. This will assure programs area accessible through the language and pave the way for a sense of trust to develop. For migrant populations in particular, it may be very difficult to recruit volunteers.

Summary

This brief list of educational and outreach best practices is a beginning to understanding Latino families. Educators who examine their personal perspective, then who have become aware of general population characteristics when planning and delivering programs have enhanced their outreach efforts. Extension educators can continue to grow and learn how to target programs to particular audiences while meeting the needs of families.

References

Bureau of the Census (1995). Statistical abstract of the United Sates 1995 (115th ed.). Washington, DC: U. S. Department of Commerce Economics and Statistics Administration.

De Anda, D. (1984). Bicultural socialization: Factors affecting the minority experience. Social Work, pp. 101_107.

Laosa, L. M. (1983). Parent education, cultural pluralism, and public policy: The uncertain connection. In R. Haskins & D. Adams (Eds.), Parent education and public policy (pp. 331_345). Norwood, NJ: Ablex Publishing.

Saracho, O. N., & Hancock, F. M. (1986). Mexican-American culture. In O. N. Saracho & B. Spodek (Eds.), Understanding the Multicultural Experience in Early Childhood Education (3rd ed.), pp. 3_15. Washington, DC: NAEYC.

Sue, D.W., & Sue, D. (1990). Counseling the culturally different (2nd ed.). New York: John Wiley and Sons, Inc.

Toro, J. (1996, February). Working with Latino parents: Cultural implications. Paper presented at the Fourth Annual Parent Education Conference, Denton, TX.

Triandis, H. C., Marin, G., Lisansky, J., & Betancourt, H. (1984). Simpatía as a cultural script of Hispanics. Journal of Personality and Social Psychology, 47 (6), 1363_1375.

Wasserman, G.A., Rauh, V.A., Brunelli, S.A., Garcia-Castro, M., Necos, B. (1990). Psychosocial attributes and life experiences of disadvantaged minority mothers: Age and ethnic variations. Child Development, 61, 566-580.