New York State Association for the Supervision and Curriculum Development
September 2006
Volume 33 No 1  

“What Standards and Assessments Need to Know About Hispanic and Latino Children: A Personal Vignette from a New York State Educator”
By Alma Aponte

It’s been said that “A child miseducated is a child lost.” John F. Kennedy

So, how are we educating our Hispanic and Latino children so that we do not continue losing them? In an era of adequate yearly progress, and data-driven planning, how do educators invest the time to learn about the young Hispanic and Latino learner? How do we align standards and assessments and our knowledge of Hispanic and Latino children? When teachers become well-acquainted with their students, they develop a greater sense of what makes their students tick and, ultimately, learn more about how these students from Latino and Hispanic cultures learn.

Most educators are not aware that there is a difference between Latino and Hispanic. Hispanics are traditionally from Spanish descent and may have some African and/or Taino Indian influences. Latinos are primarily from Latin American countries. It is significant for educators to know that Taino Indians, who are indigenous to the Caribbean, are known as peaceful, well-mannered, and kind people. This explains why Puerto Ricans, for example, can appear passive. Those with greater African influence are more assertive in their behavior. They are usually physically stronger than those from Taino descent.

The original Tainos were seen as fragile and actually became extinct when the Spaniards invaded and brought disease to their islands. They actually thought the Spaniards were gods (spirits) because they were so white, which caused the Tainos to fear them. This historical overview helps the educator start to tune into the cultural nuances that may affect the classroom environment.

Research Review on Poverty

Research tells us that, “Improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall” (Black & William, 1998). Yet for so many Hispanic and Latino low achievers, before we can address cultural issues, we must recognize that economics has a great impact on the success of these children. Many of these children have one or two parents whose hourly income is at or below minimum wage. Poverty is a dominant obstacle to their educational accessibility.

As Ruby Payne reminds us in Framework for Understanding Poverty (2003, 1996), there are hidden rules that govern how each of us behaves in our social classes. These rules, because they are hidden and are only known to those within the group, are a tremendous hurdle for those trying to move forward. Students from poverty classes, which most of our Hispanic and Latino students come from, are taught by members of the middle class with middle class and middle class rules. Payne identifies two major principles that move individuals out of poverty: relationships and education. Education has the power to change the direction of a person’s entire life.

If we sincerely believe that all children can learn, then we as educators are responsible for accomplishing our mission to educate. We can successfully educate Hispanic and Latino children by building relationships with them and with their families. It all starts with understanding and with understanding come the wisdom we need to accomplish the mission. It is also important to understand how issues of class and background determine one’s ability to survive and succeed in an organization (Payne & Krabill, 2002), which can also affect the effectiveness of the Hispanic and Latino advocate. Educators who know that the first step toward closing the achievement gap is to secure the physical needs of their students, be it food, shelter, or clothing will find it easier to ensure success for these students. Once the basic elements of poverty are overcome, students are better prepared to sustain the seven hour school day.

Understanding the Hispanic and Latino Belief System

Another key to understanding Hispanic and Latino children begins with knowledge and cultural awareness of their familial ties and belief system. Just as important as knowing the New York State Learning Standards, it is important for the educator to know there exist cultural standards of behavior in Hispanic and Latino families. Educators need to value these standards of behavior if they plan to make significant strides with Hispanic and Latino students.

In leading Hispanic and Latino learners on the right path towards meeting NYS standards, one must also appreciate the unique aspects to their culture. Let me share some of those aspects.

As a Hispanic, I carry with me strong family ties that influence how I function daily in both my personal and professional life. As an adult, though, I am more cognizant of the cultural unawareness others may have about me. For instance, I understand why monolingual individuals may not share my deep appreciation for bilingualism. As a Hispanic female, the way in which I problem-solve and approach conflicts, both personally and professionally, may significantly differ from those with different cultural backgrounds. Because family is more important to me than work, I still feel strongly about meeting the demands of homelike first and foremost. However, what I have always perceived as primary needs for my family may not have always aligned well with what my teachers and other administrators thought they should be. However, I do feel that my Hispanic and Latino students have connected with me because of my strong family values.

Likewise, the American “Women’s Liberation Movement” is not easily accepted in my Hispanic home. A woman’s place is in the home was paramount for the 1950’s Anglo female, but at the turn of the new century, I still feel that my culture respects those same values. This conflict makes it more difficult for a married Hispanic female to rise to positions of school leadership. My commitment to a thirty-two year marriage, a sacred religious belief in my culture, is indicative of the cooperation, steadfast and peaceful nature of the Hispanic. These are cultural qualities that can be effectively utilized in the classroom or workplace.

Understanding the Importance of Language

The Spanish language is an important facet to the Hispanic and Latino cultures. It is highly treasured and contains within it a strong element of human dignity. Therefore, when teachers face what they perceive as a language barrier in their Hispanic students, they fail to realize that the true barrier lies in the absence of its value. Their native tongue carries with it much more than mere words. In my family, as in most Hispanic and Latino families, it was in Spanish that my grandparents loved us all. It is in Spanish that my parents continue to demonstrate their love for me, and I love, respect, and admiration toward them. And it is in Spanish that I hug my children and husband in celebration of their achievements.

For it is in Spanish that I learned to love, laugh, cry, dance, and give thanks to God, “Gracias a Dios” for everything, no matter what. It is in Spanish that I will forever remember it all. The Spanish language is in the spirit of Hispanic and Latino child. If it were more accepted and valued by educators, it would help ease the achievement gap. Perceiving the Spanish language as a communication barrier and inferior weakness of the child, rather than strength of dual language to build upon, only reinforces negative responsiveness.

Understanding the Importance of Family

For Hispanics and Latinos, family is the first priority above work. This is often misunderstood. When children migrate to and from their homeland during the school year, teachers understandably become frustrated with the loss of instruction pending their return, totally disrupting the stressful pace of trying to meet standards.

Sometimes a child may return to his homeland because he or she has left siblings or even a parent behind. A grandparent may have passed away. Families are torn between wanting the best for their families by searching for a financially better life in the United States or wanting to improve the quality of life within their family and connecting to the larger family unit. Many times decisions are made, unfortunately, at the expense of being without the larger family for long periods of time- without mothers, fathers, grandparents, siblings, favorite aunts, uncles, cousins-and the sacrifice of family harmony is made in light of the family’s economic status. That leaves heavy hearts at our schools’ doorsteps, which can become even more painful when social studies units and ELA writing examples underscore the average “American” family of two parents, brother, sister, grandparents, and a dog and cat, all living in a two-story colonial house in the suburbs with a balanced meal on the dining room table. With this in mind, imagine the increased pressures on a migrant worker’s family!

Understanding the Depth of Despair

As a Hispanic, I barely escaped the despair so many minorities face. I am one of four children in my family, three of us dropped out of high school. Fortunately, I returned to school and consider myself blessed to have made education my avenue of success. My youngest brother followed in my footsteps and became a professional who advocates for the many lost youth in the city of New York. I have another who as a result of dropping out of high school is angry and frustrated living with the reality of minimum wages. Most tragically though, was the loss of my oldest brother who turned to the streets.

He believed his only hope was to deal drugs. He was murdered by a drug user, who may have felt as desperate as my brother. As our family lived through the pain of those hurtful years (which still affect our dreams decades later), we learned that most Hispanic and Latino children are one or two degrees of separation from knowing one or more relatives or friends who have been killed or lost to drugs or the correctional systems.

Understanding What Brings Hope and Joy

The effects of culture shock, yet another barrier, often drown in a sea of regulations, high-stake tests, class routines, and low expectations. Hispanic and Latino children newly arrived from their country yearn for caring and patience from their teachers as they either resist or eagerly transition into the mainstream culture. Leaving their homeland is not easy. NYS standards and assessments are the furthest thing from their very confused minds and tender hearts. For those Hispanic and Latino children born in the United States, their homes are their homeland, emulating the very country that their parent left. The cultures their parents and grandparents bring to the United States do not simply disappear into the Atlantic Ocean. Their parents instill the memories and traditions in stories and artifacts to their children and the children are just as proud of their heritage as if they, too, had arrived here by plane or boat.

When teachers fail to place value in the cultural qualities of Hispanic and Latino children they overlook and miss out on the benefits that can enhance their teaching skills, knowledge, and disposition that can enrich their profession.

For instance, the Hispanic culture places teachers in a position of high regard. The teacher is “all-knowing.” For the Hispanic and Latino parent, “Primero La Virgen, despues la maestra.” (First the Virgin Mary, then the teacher). Today this esteem is gradually fading away in American culture. Teachers are often told by Anglo parents how they should teach their children, something not so easily attempted in medical and legal professions.

Gaining the trust of the Hispanic student coming from a home where respect, cooperation, and affection are valued, can prove to be blessings that support overburdened teachers at a time when the focus is strongly placed on standards and assessments and less and less on the dynamics and the art of teaching. Hispanic and Latino children, when embraced, come to school with much hope and joy because education is highly valued in the traditional family.

They learn early on that education is their ticket out of poverty. Rather than focus on failure to accomplish the daily lesson, it would be far better for educators to focus on the dreams of success for Latino and Hispanic children in this land of opportunity and to celebrate the magnanimous achievements gained during the school year.

Summary and Implications for Teachers and School Leaders

For the Hispanic and Latino child, educational success will need to rely more heavily upon appropriate formative assessments with greater cultural competence. Cultural responsiveness, particularly, with Hispanic and Latino children, can be accomplished in productive ways, alongside the efforts made in adhering to NYS standards and assessment mandates. It needs to begin with eliminating the misconception that Hispanic and Latino children fail to learn because they don’t want to or because they can’t. The teacher must awaken to the fact this child wants to learn but doesn’t have the keys.

It may appear to teachers that another layer has been added to the demanding responsibilities educators have to contend with No Child Left Behind. However, the federal mandates have forced us to take a closer look at ways to close the achievement gap and rid ourselves of the complacency that so easily entangles us when we begin to actually believe there is no hope.

Understanding the cultural tapestry of the classroom is one way to connect to each child-motivating the child by giving the child hope and validating his or her worth. Learn as much as you can about all students in your classroom. Get to know their values and heritage. Try to learn some of the language to develop more personal and cherished connection. Say a few positive statements in class to praise students, such as Mija or Mijo, which are affectionate abbreviations for Mi Hija or Mi Hijo. Mi hija means, “my daughter” and mi hijo means, “my son.” Listen to the stories that they have inside them. Laugh with them; cry with them. As educators and leaders we have the power kindle the love for education and inspire children to reach their potential, rather than lose them to failure and despair. It begins with believing that all children can learn. One teacher did so for me. I salute her today and say, Que Dios te Bendiga.

Bibliography

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-147.

Payne, R. (2003, 3 rd ed.). Framework for understanding poverty: aha!

Process, Inc., Highlands, TX.

Payne, R. & Krabill, D. (2002). Hidden rules of class; aha! Process, Inc., Highland, TX