Latino Chrysalis: Considerations for Culturally Responsive Teaching

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Latino Chrysalis Considerations for Culturally
Responsive Teaching
Eradicating Gaps in Student Achievement Moving
from Intention to Action!

• David Campos, Ph.D.

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Well, somebody better wake her up. Its nearly
time to go home.
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Not yet, Miss Latham. Dont worry, Ill let you
know when summer vacation gets here.
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(No Transcript)
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U.S. Population in 1966

• 200 Million Americans
• 84 White (167.2 million)
• 11 African American (22.3 million)
• 4 Latino (8.5 million)
• 1 Asian Pacific Islander (1.5 million)

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U.S. Population in 2006

• 300 Million Americans
• 67 White (201 million)
• 13 African American (38.7 million)
• 15 Latino (44.7 million)
• 4.7 Asian Pacific Islander (14.3 million)

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U.S. Population in 2006

• White Americans 167.2 to 201 million (34)
• African Americans 22.3 to 38.7 million (16)
• Latino Americans 8.5 to 44.7 million (36)
• Asian and Pacific Islanders 1.5 to 14.3 million
  (13)

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A Statistical Portrait of Latinos

• Major Factors for the Latino Population Increase
• Immigration from Latin America
• Relatively high fertility rates

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A Statistical Portrait of Latinos

• About one of every two people added to the
  nations population between July 1, 2004 and July
  1, 2005 were Latino
• The projected Latino population of the United
  States on July 1, 2050 is 102.6 million.

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A Statistical Portrait of Latinos

• Estimates of Unauthorized Migrant Populations
  11,100,000
• (1) California 2,500,000 2,750,000
• (2) Texas 1,400,000 1,600,000
• (12) Colorado 225,000 275,000

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A Statistical Portrait of Latinos

• About 66 of fathers and 64 of mothers from
  Mexico did not graduate high school
• About 40 of Mexican immigrants completed only
  eight years of formal education

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A Statistical Portrait of Latinos

• 2005 Latino population by State

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A Statistical Portrait of Latinos

• Top ten Colorado counties with the largest
  numbers of Latino residents

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A Statistical Portrait of Latinos

• Top ten Colorado cities with the largest numbers
  of Latino residents

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A Statistical Portrait of Latinos

• In 2005, 25 million were native born 16 million
  were foreign born
• The largest population of Latinos is comprised of
  persons of Mexican origin (63.9), followed by
  Puerto Rican (9.1), Cuban (3.5), Salvadoran
  (3.0)

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A Statistical Portrait of Latinos

• They are young Of the population, 56 are
  between the ages of 0 19, contrasted with 24.2
  of White Americans
• Percent of unmarried women with a birth last
  year 38.5 Latino, 24 White 69.5 African
  American

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A Statistical Portrait of Latinos

• 2005 Poverty Rates
• Latino Americans 21.8
• White Americans 8.3
• African Americans 24.9
• Asian Americans 11.1

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A Statistical Portrait of Latinos

• 2005 Percentages of Children Adolescents Living
  in Poverty

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A Statistical Portrait of Latinos

• African Americans, Latinos, and Native Americans
  are far more likely than White Americans to be
  economically insecure
• Latinos, African Americans, and Native Americans
  are unemployed at twice the rate of White
  Americans
• In 2005, 14.1 million Latino and 7.5 million
  African Americans were without health insurance

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A Statistical Portrait of Latinos

• Latino children have the lowest rate of
  participation in early childhood development
  programs
• Latinos have the highest high school dropout rate
  (28), almost double the rate of African
  Americans, and four times that of white Americans
• Only 11 of Latinos hold a bachelors degree
  compared to 29.4 of whites
• Almost half of Latino children have parents who
  did not finish high school compared to just 9
  for White American children

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A Statistical Portrait of Latinos

• College graduates in 2005
• Latino Americans 12.3
• White Americans 30
• African Americans 17.3
• Asian Americans 49.3
• In 2004, 714,000 Latinos 25 years and older with
  advanced degrees
• 11 of all college students in October 2004 who
  were Latino

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Achievement Gaps in Colorado

• Percent of Pupils by Racial/Ethnic Group

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2/36.4, 11/20, 2/7
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Achievement Gaps in Colorado

• 2005 2006 CO-ACT Average Score Results by
  Ethnicity

18.2
6.6
 
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Achievement Gaps in Colorado

• 2005 2006 CO-ACT Average Score Results by
  Ethnicity

18.9
4.9

 
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Achievement Gaps in Colorado

• 2005 2006 CO-ACT Average Score Results by
  Ethnicity

19.4
6
 
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Achievement Gaps in Colorado

• 2005 2006 CO-ACT Average Score Results by
  Ethnicity

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19.1
 
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Achievement Gaps in Colorado

• 2005 2006 CO-ACT Average Score Results by
  Ethnicity

5.6
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Achievement Gaps in Colorado

• 2005 2006 CSAP Reading Results by Ethnicity

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HST
 
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Achievement Gaps in Colorado

• 2005 2006 CSAP Reading Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Reading Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Writing Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Writing Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Writing Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Math Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Math Results by Ethnicity

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Achievement Gaps in Colorado

• 2005 2006 CSAP Math Results by Ethnicity

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Achievement Gaps in Colorado

• Districts 11, 2, 20 2006 CSAP Math Results

 
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Achievement Gaps in Colorado

• Districts 11, 2, 20 2006 CSAP Reading Results

 
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Achievement Gaps in Colorado

• Districts 11, 2, 20 2006 CSAP Writing Results

 
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District 11 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Math from the PA White American Students

 
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District 11 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Reading from the PA White American Students

 
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District 11 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Writing from the PA White American Students

 
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School District Two Harrison 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Math from the PA White American Students

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School District Two Harrison 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Reading from the PA White American Students

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School District Two Harrison 2006 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Writing from the PA White American Students

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Academy School District 20 2005 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Math from the PA White American Students

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Academy School District 20 2005 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Reading from the PA White American Students

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Academy School District 20 2005 CSAP Results

• Grade Levels with at Least 20 Percentage Points
  in Writing from the PA White American Students

25
 
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Why do children of color underperform?

• Much of poor achievement stems from an inadequate
  beginning in school, especially in reading
• Many poor parents never completed high school
  themselves
• Many children are raised not believing they
  should do well in school
• Many children do not have a role model for
  excelling in school
• Some parents may have difficulty navigating their
  way through the school system
• Strong push to earn money ASAP

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Intervention Programs

• ALAS Achievement for Latinos through Academic
  Success
• Remediation of the students ineffective
  problem-solving regarding social interactions and
  task performance
• Personal recognition and bonding activities
• Intensive attendance monitoring
• Frequent teacher feedback to parents and students
  regarding classroom comportment, missed
  assignments, and missing homework
• Modeling for parents to reduce their childs
  inappropriate undesirable behavior
• Integration of school and home needs with
  community services

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Intervention Programs

• AVID Advancement Via Individual Determination
• Daily special elective class for three or four
  years
• Special attention of a teacher
• College tutors
• Emphasis on writing
• Instruction on note-taking, test-taking, and
  study strategies
• Motivational day guest speakers or field trips
• Faculty advocate that intervenes on their behalf
• Social space

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Intervention Programs

• The Puente Project
• Two-year long class during 9th and 10th grades
• Puente-trained English teacher
• Integrated community-based writing, portfolio
  assessment, Latino-authored literature
• Puente counselor ensures students enroll in
  college prep courses, gives parents support,
  coordinates college visits and other field trips
• Community mentor liaison
• Provide the culture capital knowledge of
  higher education, how it works, and how to access
  opportunities with frequent presentations and
  conversations about colleges, careers, and
  personal aspirations

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Effective Instructional Practices

• Needs to be meaningful and responsive to
  students needs
• Linguistically and culturally appropriate
• Tap into the home and community environment
• Bridge concepts and skills to familiar ones
• Relevant and significant lessons (real-life
  situations)
• Knowledge about other individuals or cultural
  groups
• Cooperative learning
• Discourse initiated by complex thinking skills
• Metacognitive skills
• Technology

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Effective Instructional Practices

• A learning climate that is caring
• Have high expectations
• Less emphasis on rote memorization and lecture
• Build partnerships

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School Practices

• Have an adult in the school committed to
  nurturing a personal sense of self-worth
• Inviting places to learn
• Instruction that treats their culture as
  resources, conveys high expectations, demands
  student investment
• Respond to early warning signs that a student is
  disengaging
• Engage parents and the community in the education
  of their children

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Specific Strategies

• Teachers and students working together
• Recognize the value and contribution of each
  child
• Find out their interests
• Develop an action plan with them (e.g., I want to
  study., Major questions., Minor questions., I
  would like to develop this type of product.,
  this is how I want to be graded.)
• Make the classroom rules together
• Design the classroom together
• Circle/down time
• Talk to them about what is important

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Specific Strategies

• Developing language and literacy skills across
  the curriculum
• Students need strategies that help them read
  fluently, accurately, and independently

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Specific Strategies

• Developing language and literacy skills across
  the curriculum
• Problem-solution, compare contrast, cause
  effect, main idea, prediction, sequencing,
  summarizing, focused on the five WH
• Teach them reading strategies (REACH)
• People to know, place to go
• What I think, What I know, Connections (I see, I
  think, Connections I make)

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Specific Strategies

• Developing language and literacy skills across
  the curriculum
• Response-to-reading Ideas
• Write about
• What you think of the book/story How you felt as
  you read
• Your feelings about the text What you would like
  to ask the author
• What the story/book means to you Why you
  selected the book
• Whom the character remind you Your favorite/not
  so favorite
• Comparison to other stories/books A different
  ending
• Who would enjoy the story/book Whether you would
  recommend it to anyone
• What you found difficult as you read

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Specific Strategies

• Connecting lessons to students lives
• Create an ad or commercial for MTV
• Create a show for the Discovery Channel
• Create a TV show for NBC or a spin-off of
  SpongeBob Squarepants
• Design a puppet for a play on social justice,
  bullying, people with disabilities, and so forth
• Create a childrens picture book or comic strip
• Write a public service announcement for a hit
  TV/Radio spot
• Create and design an award to present to a
  notable figure
• Create a fictitious candy bar to propose to
  Hershey

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Specific Strategies

• Connecting lessons to students lives
• Write an editorial or lifestyle piece for the
  local newspaper
• Create a photo essay
• Write a contemporary fairy tale
• Design a mural
• Design and implement a survey on celebrities,
  fashion, a controversial topic, and so forth
• Stage a lesson incorporating the premise of a
  popular show

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Specific Strategies

• 3. Connecting lessons to students lives
• Create a pamphlet
• Record an oral history
• Create a mobile
• Design a game
• Write a skit
• Make a graphic organizer
• Design a learning center
• Write a letter to a notable figure

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Specific Strategies

• 3. Connecting lessons to students lives
• Prepare a Powerpoint
• Prepare a list of 10 websites that deal with the
  topic at hand
• Design a robot
• Design a machine that will change the lives of
  everyone on earth
• Given a million dollars, how would you improve.
• After conducting a survey, incorporate the
  suggestions for a shopping bag for Nike, Sony, or
  other popular store
• Design a family crest after interviewing family
  members about the history of the family

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Specific Strategies

• Engage students in challenging lessons
• Dont forget Blooms taxonomy or Gardner
• Solve a school or community problem (e.g.,
  category, attributes, ideas for improvement, the
  effects)
• Webquest
• Games
• Portfolios (I choose to include this product
  because., this product helped me learn, I could
  improve this product.)

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Specific Strategies

• Engage students in challenging lessons
• One-minute quiz (What was the most important
  thing you learned during this lesson? What
  questions do you still have?)
• Find past and present leaders in the field of
  expertise (What qualities helped him/her become
  or remain effective? Influence others?
  Communicate his/her vision for the future?
  Inspire others to a common purpose? Overcome
  problems and setbacks? Achieve his or her goals?
  And so forth?)
• Reflective journaling

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Specific Strategies
5. Emphasizing dialogue over lectures
Stress Everyone is capable. Everyone is
equal. Everyone is important. Everyone deserves
respect. People are similar. People are
different. Some physical attributes stay the
same. Some physical attributes change. It is
important to try new experiences. We can learn
from people we know. Culture comes from parents
and family. There are different kinds of
family. Families live in different ways.
Everyone has a special culture. Many different
people live among us. People work together. Some
things are fair unfair. People have different
points of view.
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Specific Strategies
5. Emphasizing dialogue over lectures
Foster a positive self-concept in students Teach
students about their own culture Introduce
students to other cultures Provide students with
a positive experience exploring similarities and
differences Encourage students to respect other
cultures Encourage students to interact with
people who are different from them. Help students
live cooperatively in a diverse world Help
students notice and do something about unfair
behaviors and events