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No Parent Left Behind: No Parent Left Behind:

Connecting Institutional Priorities with Connecting Institutional Priorities with Disconnected Latino Parents and Families Disconnected Latino Parents and Families

2006 NASPA Conference 2006 NASPA Conference Washington, DC Washington, DC Juan R. Guardia Juan R. Guardia Iowa State University Salvador B. Mena Salvador B. Mena University of Maryland Iowa State University University of Maryland

No Parent Left Behind: No Parent Left Behind:

Connecting Institutional Priorities with Connecting Institutional Priorities with Disconnected Latino Parents and Families Disconnected Latino Parents and Families

Workshop Outline: I. Introductions II. The New Majority & Changing Demographics III. Millennial Parents vs. Latino Parents IV. The current context: Best practices of collaboration V. Recommendations, Questions, and Benefits

March 12, 2006 Guardia & Mena: No Parent Left Behind

News Headlines…

Hispanic population booms in United States” - CNN “Young, Diverse, Urban Hispanic Population Reaches All-Time High

• f 38.8 Million, New Census

Bureau Estimates Show” – U.S. Department of Commerce News “Hispanic population jumps 10 percent in Washington State” – Red Nova News

“Virginia Weighs Banning Illegal Immigrants From State Colleges”

• Chronicle of Higher Education

“North Carolina preps for Latino boom” – CNN, July 9, 2004 “Census: Hispanic population continues to surge” – USA Today “Hispanic Population in Alabama to Continue Growing” – University of Alabama News

March 12, 2006 Guardia & Mena: No Parent Left Behind

The Faces… Latino Parents/Families

No Parent Left Behind: No Parent Left Behind:

The New Majority The New Majority And And Changing Demographics Changing Demographics

March 12, 2006 Guardia & Mena: No Parent Left Behind

The New Majority & The New Majority & Changing Demographics Changing Demographics

• Nations largest ethnic minority
• Over 41 million or 14% of population
• By 2050 Hispanics will constitute 102.6 million or 24% of the U.S. population
• 67% are of Mexican origin
• 49% reside in California (12.4 million) & Texas (7.8 million)
• 10% of Puerto Rican decent & 3% each of Cuban, Salvadoran and Dominican
• rigins
• Half of Cubans and Dominicans live in Florida & New York City respectively
• 13 the number of states with at least half a million Hispanics: Arizona,

California, Colorado, Florida, Georgia, Illinois, Nevada, New Jersey, New Mexico, New York, North Carolina, Texas and Washington

• 43% of New Mexico population is Hispanic (highest of any state)

(Source: U.S. Census)

March 12, 2006 Guardia & Mena: No Parent Left Behind

The New Majority & The New Majority & Changing Demographics Changing Demographics

• 4.6 million Hispanic population of L.A. County (largest of any county in the

country)

• 53% or 18.3 million are foreign born (10 million from Mexico)
• 18% of students in elementary and high school that are Hispanic
• 10% of college going population is Hispanic (2003)
• 31 million the number of U.S. residents age 5 & older who speak Spanish at

home or 1 in 10 households; more than half say they speak English well

• 21.9 percent of Hispanics live below the poverty level (2003)
• 32.7% are uninsured
• 67% of Hispanic families in consisting of a married couple
• 65% of Hispanic children live with both of their parents

(Source: U.S. Census)

March 12, 2006 Guardia & Mena: No Parent Left Behind

The New Majority & The New Majority & Changing Demographics Changing Demographics

• The Hispanic population is younger than the non-Hispanic White population.
• One-third of Hispanics are under age 18.
• Among Hispanics, Mexicans have the largest proportion of people under age 18 (37

percent).

• Hispanic family households are more likely than non-Hispanic White family households

to be maintained by a female with no spouse present.

• Among Hispanic family households, Puerto Ricans have the largest proportion of

households maintained by a female with no spouse present.

• About half of Hispanics aged 15 years and older are married.
• Hispanics are more likely to be living in poverty than non-Hispanic Whites.
• Over one quarter of Hispanic children under age 18 live in poverty.
• Hispanic families are more likely to be living in poverty than Non-Hispanic White families.

(Source: U.S. Census)

March 12, 2006 Guardia & Mena: No Parent Left Behind

The New Majority & The New Majority & Changing Demographics Changing Demographics

Latino families and College Knowledge (CK)

• Families with Low-SES have lower CK than middle or high-SES

families

• Language barriers constitute a negative factor in acquiring CK
• CK communication channels come from parent-teacher

conferences, printed materials, informal conversations, and the internet

• Children become the de facto communication conduits of various CJ

sources

• Ultimately, CK shortfalls among Latinos are associated with SES

and immigration status

(Source: Tornatzky, Cutler, & Lee, 2002)

March 12, 2006 Guardia & Mena: No Parent Left Behind

The New Majority & The New Majority & Changing Demographics Changing Demographics

• Among foreign-born immigrants, 43 percent of

Hispanics (between the ages of 16 and 24) have dropped out of school versus eight percent of non- Hispanics.

• Among first-generation, U.S.-born young adults, 17

percent of Hispanics versus six percent of non- Hispanics have dropped out.

• Second-or-later generation U.S.-born young adults

show even higher dropout rates: 24 percent of Hispanics versus 11 percent of non-Hispanics have dropped out of school (NCES, 1997).

Source: Center for Cultural Competence

No Parent Left Behind: No Parent Left Behind:

Millennial Parents Millennial Parents vs. vs. Latino Parents Latino Parents

March 12, 2006 Guardia & Mena: No Parent Left Behind

Millennial Parent Characteristics Millennial Parent Characteristics

• More likely to prioritize education.
• Knowledgeable about college experience.
• Maintains a sense of entitlement (high cost of attendance; own regard

for their student as children, not adults).

• Basic concerns are a priority.
• Will expect to be involved, from admission to graduation.

Millennial Parent Characteristics Millennial Parent Characteristics

What About The Parents? What About The Parents?

“The number one thing to realize with the Millennials is that as a whole they reflect much more parental perfectionism than any generation in living memory. Colleges and universities should know that they are not just getting a kid, but they are also getting a parent.”

• William Strauss, author of Millennials

Rising: The Next Great Generation

March 12, 2006 Guardia & Mena: No Parent Left Behind

Traditional Latino Cultural Values Traditional Latino Cultural Values

“When referring to Latino culture, there is no such thing as ‘one Latino culture.’ Given the array of countries of origin that Latinos identify with, culture is internalized and expressed differently from person to person, family-to-family, and community-to-community.”

(Torres, 2004)

March 12, 2006 Guardia & Mena: No Parent Left Behind

Traditional Latino Cultural Values Traditional Latino Cultural Values

• Religious (mainly Catholic).
• Value family and the extended family structure with parents,

grandparents, aunts/uncles, and other non-blood related individuals playing prominent roles in the extended family.

• Connection to community is also very important, especially

if the individual hails from a predominant Latino community.

• Spanish language is salient to general Latina/o culture.
• Respect for authority.

March 12, 2006 Guardia & Mena: No Parent Left Behind

Additionally: Country of Origin Education Additionally: Country of Origin Education versus U.S. Educational System versus U.S. Educational System

• Immigrant parents generally come from countries where teachers are more authoritarian than

they are in this country, and learning is not seen as a participatory process.

• As a result, they are not typically familiar with pedagogies that may be very different from

those used in their country of origin.

• Parents may also be reluctant to become actively involved in their children's schooling,

because they do not know it is expected.

• In their countries, it may be seen as a challenge to authority. They may not yet recognize that

their involvement is crucial to their children's success in school.

• Parents may need to understand the educational attainment required of their children to access

the desired socioeconomic status in this country, as well as the resultant loss of income students will experience if they do not complete high school.

• Because their children may be the first of their families to have the opportunity to finish high

school and go to college, schools have an obligation to help parents learn how to access college.

• This conversation about expectations must take place early in the student's school career

because the current national crisis regarding the Latino dropout rate.

Source: Center for Cultural Competence

March 12, 2006 Guardia & Mena: No Parent Left Behind

Latina/o Population Characteristics: Family

61% of Hispanic children have at least

• ne foreign-born

parent.

Source: U.S. Census Bureau

40% of the Hispanic-origin population is foreign-born. More than half (52 %) of foreign-born Hispanics have entered the country since 1990.

March 12, 2006 Guardia & Mena: No Parent Left Behind

Which Latino Parents?: A Frame Work Which Latino Parents?: A Frame Work

Torres, V. (1999). Validation of the bicultural

• rientation model for Hispanic college students.

Journal of College Student Development, 43, 285-298.

• High Ethnic Identity & Low Acculturation
• High Ethnic Identity & High Acculturation
• Low Acculturation & Low Ethnic Identity
• High Acculturation & Low Ethnic Identity

No Parent Left Behind: No Parent Left Behind:

The Current Context: The Current Context: Best Practices for Best Practices for Collaboration Collaboration

March 12, 2006 Guardia & Mena: No Parent Left Behind

Institutional Parent Services Institutional Parent Services

There has been an increase in the

creation of offices and programs providing outreach to parents and families

Baby boomer parents/Millennial

parents

Potential donor group FERPA

(Source: U.S. Census)

March 12, 2006 Guardia & Mena: No Parent Left Behind

Video Case Study: Video Case Study: Real Women Have Curves Real Women Have Curves

What issues were present in both

• f these clips given what we just

reviewed?

Given your own institutional

contexts, what do these two clips raise for you?

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

• Torres and Marques (2005) highlighted several programs offered at

colleges and universities geared at assisting Latino parents and families with college knowledge

• The programs profiled had five characteristics in common:
• Committed program champions
• Cultural considerations
• Program evaluation
• Successful partnerships
• Stable funding sources
• Three different program structures: Long-term, short-term, and one-

day

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

Hispanic Mother-Daughter Program at Arizona State University

(Long-term)

• Mission: To increase the number of first generation Hispanic women who

complete a bachelor’s degree by involving mother’s directly in the educational development of their daughters

• On-going five-year high school program with an accompanying University

component

• Content includes monthly evening workshops, academic advising, and

additional enrichment activities such as campus visits

• Program provides participants with workshops on the history of Latinas in the

United States and activities such as an oral history exercise to explore a family’s history

• Workshops for mother’s only include Financial Planning and Enhancing

Your Career and Educational Opportunities

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

Stockton Eighth Grade Initiative (SEGI) at California State

University Stanislaus (Long-term)

• Mission: To increase college attendance among low-income and minority

youth by incorporating parents into the educational career of their children at an early age

• On-going five-year parent-student program
• Content includes monthly workshops, campus events, and activities for

parents and students on college preparation

• Participants who successfully complete the program are eligible for

scholarships to CSU Stanislaus

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

College Academy for Parents at the University of Arizona (Short-

term)

• Mission: To help parents prepare their children for a university education

starting as early elementary school and to empower parents through knowledge to enable them to be stronger advocates for their children’s education during the K-12 years.

• The goal is to challenge traditional college outreach programming by

making parents the focus

• Content includes workshops geared at parents and students
• The parent tracks consists of 10 weekly, two-hour workshops led by UA

professors that cover topics such as school communication and relationships, college admissions, financial aid, and student resources

• The student tracks consists of workshops on college and career exploration,

academic preparation, character education, and life skills

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

Roosevelt County Gear Up Partnership at Eastern New Mexico

University (Short-term)

• Mission: To make minority or low-income parents feel comfortable at their

child’s school and help parents become involved in the academic and college planning of their child

• Yearlong youth and parent outreach program
• Content includes academic tutoring, peer-to-peer mentoring, parent skill

classes, workshops, motivational speakers, and home visits to parents

• Workshops focus on academic admission requirements, financial aid options, the

college experience, and parent-teen communication

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

Parent Residential Experience Program at the University of

California, Irvine (Short-term)

• Mission: To empower parents to encourage and motivate their children to

pursue a higher education

• Program’s uniqueness is a 3-day, 2-night college residential experience for

parents

• Exposes parents to the University’s academic and social environments
• Content includes workshops, lectures, and interactive group activities
• Workshops topics include university options, financial aid, and college entrance

exams

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

College Knowledge for Parents at the University of Arizona (One-

day)

• Mission: To increase the numbers of underrepresented students who are

eligible to enroll in a four-year degree program at a university.

• Program format is a one-day conference
• Workshops in 2004 included: How to academically prepare students for

college and the cost of a college education including information on financial aid and scholarships

• Conferences ends with parents visiting various UA departments that

showcased their programs of study. Allows for parents to interact with UA staff as well as acquaint themselves with the physical infrastructure of the University

March 12, 2006 Guardia & Mena: No Parent Left Behind

College Programs Geared College Programs Geared at Latino Parents at Latino Parents

College: Making it Happen! at California State University,

Northridge (One-day)

• Mission: To provide college preparatory information to parents of middle

school students enabling them to assist and support their children to plan and prepare academically and financially for educational opportunities after high school graduation

• Program format is annual one-day event, allowing for the creation of a

college-going culture for students and parents

• Content includes six hours of college workshops and activities about college

attendance and information about how to finance a college education

• Additional programs for parents include assisting students with disabilities attend

college, saving money for college, and advice for continuing their own education

No Parent Left Behind: No Parent Left Behind:

Recommendations, Recommendations, Questions, and Benefits Questions, and Benefits

March 12, 2006 Guardia & Mena: No Parent Left Behind

• Understand your local Latino population/community to know where your Latino students

are coming from

• Make campus visits more economically and logistically to Latino parents
• Increase outreach to Latino families in low-SES communities
• Understand your Latino students on campus
• Translate materials (brochures, websites, etc.)
• Latino faculty/staff/administrators at college/university events (understanding of cultural

context)

• Incorporate traditional Latino cultural values
• Take advantage of orientation programs and college visits to share how institution partners

with parents

• Conduct assessment with Latino parents, families, and students

Connecting with Latino Parents & Connecting with Latino Parents & Families: Recommendations Families: Recommendations

March 12, 2006 Guardia & Mena: No Parent Left Behind

How will changing demographics influence how we

engage parents and families?

Who are we really serving? What needs to be considered, but has not been in

the past?

What changes need to occur? Who needs to be involved and what resources do we

need?

Questions to consider Questions to consider … …

March 12, 2006 Guardia & Mena: No Parent Left Behind

Overall Benefits: A Win Overall Benefits: A Win-

• Win Situation

Win Situation

Colleges and universities build puentes with Latino

parents and community members

Latino families begin to trust higher education institutions

and professionals with their children

Better understanding of how higher education works and

the benefits it provides their children

Develop long term relationships between the institution,

Latino graduates, and their families

No Parent Left Behind: No Parent Left Behind:

Q & A Q & A