Family and School as Socializing Agents for Hispanics
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The paper begins by discussing the pivotal role of family tradition, loyalty and cohesiveness in the lives of Hispanic Americans and then looks at the impact of family participation in students' education. The paper identifies the barriers to Hispanic parents' involvement in their children's education and then argues that we must encourage parental and family involvement in our schools. The paper points out, however, that in order to do this, we must first have a better understanding of the cultural values of this ethnic group and develop a relationship of trust with the students and parents.
From the Paper:"Today this country's largest minority group, the Hispanic population in the United States has grown to over 50 million people. In 2010, the Hispanics in Georgia numbered over 850,000 (U.S. Census Bureau, 2011). The term Hispanic is an ethnic classification that refers to people who share "the common background of Spanish language and customs" (Sue & Sue, 2008, p. 376). The three largest Hispanic subgroups in the United States are Mexican Americans (67%), Puerto Ricans (8.6%), and Cuban Americans (3.7%) (Sue & Sue, 2008, p. 376). While Hispanics are a heterogeneous group of people, they do share some common cultural values and traditions. Family and school are two socializing agents that influence Hispanics living in the United States.
"Family tradition and cohesiveness is perhaps the most important element in the lives of Hispanic Americans. Family unity, loyalty, and cooperation are often stressed in Hispanic families. The family is usually hierarchical in nature, with the father making family decisions and providing financially for the family. Respect for family members and for the family as a whole is important. Family members take great care not to do anything that would damage the reputation of the family or bring shame on any of its members. Great pride is taken in the family, as it often serves as a source of security and identity for its members (Altarriba & Bauer, 1998)."
Sample of Sources Used:
- Altarriba, J., & Bauer, L. M. (1998). Counseling the Hispanic client: Cuban Americans, Mexican Americans, and Puerto Ricans. Journal of Counseling and Development, 76(4), 389-396.
- Chavkin, N. F., & Gonzalez, D. L. (1995, October). Forging partnerships between Mexican-American parents and the schools. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ED388489)
- Flores, J. L. (1996). Children of La Frontera: Binational efforts to serve Mexican migrant and immigrant students. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ED393631)
- Fry, R., & Gonzales, F. (2008). One-in-five and growing fast: A profile of Hispanic public school students. Washington, DC: Pew Hispanic Center.
- Griggs, S., & Dunn, R. (1996). Hispanic-American students and learning style. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED393607)
Cite this Persuasive Essay:
Family and School as Socializing Agents for Hispanics (2013, October 01) Retrieved September 25, 2020, from https://www.academon.com/persuasive-essay/family-and-school-as-socializing-agents-for-hispanics-153680/
"Family and School as Socializing Agents for Hispanics" 01 October 2013. Web. 25 September. 2020. <https://www.academon.com/persuasive-essay/family-and-school-as-socializing-agents-for-hispanics-153680/>