Diversity Immersion

                                                   Latino Immersion to American Schools

Megan Smith

EDU 639 Human Relations & Learning in the Multiple Environments

Professor Stephens

January 2013

Hoover High School is located in Des Moines, IA, near the north side of town. Currently, I am a 10^th grade English Teacher for the school.  The school Hoover is full of diversity and many different students from many different parts of the world.  In Des Moines this high school is located next to poor high school regions, and in addition the school has taken in many refugees from Bosnia, Sierra Leone, Madagascar, and many other impoverished countries.  It is a safe school, although there can be certain gangs in the parking lot gathering, but there had never been violent activity.

For my first day of class I am reminded of the diversity, my class has all types of students, but it seems this year the majority are Latino, and in particular one girl stands out to me, she is Latino, beautiful, but shy and sullen, and her name is Angelica.  I asked the children to each stand and introduce themselves; this is what Angelica had to say:

“My name is Angelica, and I have been in the United States for three years, my family has come from Peru, and that is in South America, I have fours sisters and three brothers and we live in an apartment near the school.  My mom and dad said they brought us here for better education, but I miss my home country and I miss speaking my native language with my friends back home and I miss my grandparents.  I like English classes, but I wish at sometime we could read a book from where my people come from,” she explained, breaking her sullen silence.  Since I visited Peru, I told her and the classroom briefly about my experience with the jungles and the tribes.  I explained to them how the Amazon River runs through Peru, and how it is one of the most preserved landscapes in the world.

            A vibe always enters me from the students the first day of class, and in Angelica’s case, I can tell she is weary and used to normal school structures.  I hope by explaining to her and the classroom of one of my travel experiences, that they will open up and feel free to tell stories of their own experience.  Angelica most likely notices how well I am dressed and decorated, and in many ways probably assumes that I have lots of money.  Because of how quickly high school students can be judgmental, and decide that if I allow her to share her story, then I need to allow everyone else to share their story and their culture.  I assign Angelica to go first next week, in presenting her country and culture and the story of her life.   However, the presentation should teach us something about a culture, so as a class we can share stories that we are familiar with.  In an article titled, Schools adapt to growing Latino population: Ethnic-specific classes can give students a boost, the author states, “For example, programs in the district that teach students about traditional Mexican culture have become more meaningful, Pedicone said. Also, as the district's arts program evolved, an after-school mariachi program has been integrated into schools.  Teachers and counselors started visiting students' homes more frequently, due to social differences and differing cultural expectations of schools, establishing relationships with students and parents,” (Sanchez, George B; Nicole Santa Cruz).  Therefore, by initially having the students come forth with pride of their country or culture, there may be a way as an educator that I am able to reach them further, and also by having them explain a bit about themselves, they can feel as though they have a voice.  Since this is an English course, I will diversify the novels we will be reading to cater to the different cultures, and I will find an author from Peru, even if it is non-fiction, so that Angelica can feel that as she studies she is relating to something of her background, and perhaps find the love of books and reading and writing.  There will also be creative pieces worked on by each students in the middle of the school year, where they can take what they have learn through reading and discussing and create something of their own that gives them a voice and helps them find meaning in English class.

            For a girl like Angelica, she can’t learn to have to listen to me, she can only come to want to listen to me as the teacher, and she helped inspire in my new ideas even now for the classroom, where we can become closer and more interactive, and also learn about literature from all these different parts of the world.  As the teacher, I will creative my own creative piece of my story and present my culture and history to the classroom as well.  Also, I will arrange for a field trip to the Historical Building, and a one day field trip to an Native American Reservation, where the students can see where my people can from, at least half of my bloodline.  These trips will get everyone out of the same old type of activities, and give students a change to learn and view more about different cultures that they might already have heard about.  For a child like Angelica, with a huge family and not a lot of money, these activities could give much opportunities, and not just to her but to the entire classroom.  I have arrange for a Native American tour guide of the reservation, and have asked they prepare us a meal and show some of the original outfits and headdresses that have been worn.  This might help the students also feel more comfortable with me, knowing of my different background, and I hope that this empowers them to feel themselves and write creatively.

            Parent and Teacher conferences are done twice through the Fall and Winter, and I will plan on having all of the parents and students gather in the auditorium and also those hours for the children to present what they have done to the adults, and their parents.  After each presentation there will be a ten minute space, which at that time I will approach the parents with a written description of their child’s progress, and offer them additional time if necessary to meet in private.  This would bring all the students together with all of the parents as one total group.  In an article, Culturally Responsive School Counseling for Hispanic/Latino Students and Families: The Need for Bilingual School Counselors, the author states, “First, to effectively assist students and parents, schools must set as a priority reaching out to Hispanic/Latino families and communities. Many Hispanic/Latino parents report wanting to be a part of their child's education but feel they are not listened to or welcomed by the school system (Ramirez, 2003). Thus, providing direct contact with Hispanic/Latino families is crucial to enlisting their commitment to their children's schooling (Fracasso & Busch-Rossnagel, 1992). Effective outreach services must extend beyond the Hispanic/ Latino student and family to include the Hispanic/ Latino community (Koss-Chioino & Vargas, 1999).”  By parents coming together to watch a fun and creative presentation of their child, I will be able to reach the parents, get to know them, and potentially learn more about my students.  For situations that are struggling, I will work with parent personally to help make changes at home that might lead to better changes in school.

            Students like Angelina, might not get to use to using their creative voices very much, and by diving into her stories of her history as well as other students stories they can given themselves that creative voice and the chance to explain their individuality.  As an educator, I will always diversify the literature read through the year and work to meet the different cultures that may enter the classroom different years.  When students are empower to use their voice and when they are encourage to share the culture of the country they are from, they can become more involved with the class and make meaning

of different stories and learn the tools for reading and writing, that can last a lifetime.

References:

Culturally Responsive School Counseling for Hispanic/Latino Students and Families: The Need for Bilingual School Counselors; Smith-Adcock, Sondra; Daniels, M Harry; Lee, Sang Min; Villalba, Jose Arley; Natalie Arce Indelicato. Professional School Counseling10. 1 (Oct 2006): 92-101.

Schools adapt to growing Latino population: Ethnic-specific classes can give students a boost.  Sanchez, George B; Nicole Santa Cruz. McClatchy - Tribune Business News; Washington, 09 Dec 2007.