Parent Connection Project
By Jodi McKendree
Parents of students in any country are a diverse group, ranging from those who volunteer for
everything to those who do not even answer a phone call home by the school or teacher. In
Venezuela, school is free and compulsory for all children. (Education in Venezuela, Pg. 1) In
Venezuela, one barrier of school involvement for parents is the teacher knows all and is not
questioned by the parent (Ariza, 2002, 136). In the United States another barrier is the
language. Another barrier for parents is the need to work many hours and not having the time to
do school activities. Taking care of the family is very important in their culture. This can be
barrier also for them (Venezuela, n.d.,1). Looking at the barriers of Venezuela and researching
the culture, education and values of the country I found ways to encourage parent involvement
and respect their culture and values.
Education is an important part of the culture of Venezuela. Parents see teachers and school
staff with great respect and do as they ask. (McKendree, 2012, 3) One reason for this is the
belief that a teacher’s role is of respect and authority and questioning the teacher is not
considered respectful (Ariza, 2000, 37). Roles and status are very important in Latin American
countries. There are expectations in the country of Venezuela that students will go to school and
will continue on to some sort of upper level schooling. The country has implemented a program
called Bolivarian Missions to focus on education in both rural and city areas of the country.
Through the missions the country is trying to bring illiteracy down and it is working well.
(Education in Venezuela, n.d., 1) As teachers, we need to keep our expectations high for all of
our students and especially for those who come from cultures which strive for academic
excellence. During my interview, Marianella had said that they expected their children to listen
to their teacher and to do their best by working hard (McKendree, 2012).
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Spanish is the official language in Venezuela and the parent only knows very basic English if
they went to school at all (Ariza, 2000, 37). Even though a student learns English on a regular
basis while in school they do not receive instruction in English. The student can have minor
conversations in English but does not really understand English very well. (McKendree, 2012, 3)
Due to the fact that the English language is taught only socially and not academically in school
explains why parents who are literate in Spanish are considered illiterate in English. Children
are not to take on roles as equals with adults in Venezuela. Sending home papers which are
translated can help to keep parents informed but if they are illiterate a phone call is better. (Ariza,
2000,37) Parents usually do not ask to talk to the teacher, the teacher is the one who would
make the request. Because of this language barrier there is another issue for teachers. What if
the parent does not know English at all? A translator is necessary for communication to happen
between the parent and school. One way to encourage involvement is to invite them to school
and have a translator explain the expectations of the school. (Ariza, 2002, 136)
The work hours of a parent or parents of a student can also cause problems for the school or
teacher. In the United States schedules change rapidly and appointments are changed quickly.
In Venezuela meetings are scheduled up to 2 weeks in advance and then there is sometimes a call
to remind them one week before. Teachers need to schedule in advance for the parent to be able
to make it and given a reminder call. This is proper ediquette. (Venezuela, n.d., 2)
In the culture of Venezuela school is compulsory until our 11th grade. Basic education is
grades one through 6. Middle education is grades seven through nine and diversified education
is the last two years. The diversified education is where a student chooses humanities or
sciences. This choice follows them to the next levels of their education. (Education in
Venezuela, n.d.,2)
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Another important part of Venezuelan culture is the religion. During my interview with
Marianella, she had alluded to the fact that religion was part of the public and private school
system and this brought honesty, loyalty and value to the student while they were learning in
school. These traits followed them through school and stayed with them when they left school.
(McKendree, 2012, 2) Religion is still part of the school but it is not until 7th grade that it is
specifically taught. The student can choose between ethics and Catholic Religion (Education in
Venezuela, n.d., 2).
Parents in Venezuela take education seriously. There is a Latin American influences in the
country due to the history of who had controlled and colonized in Venezuela (Venezuelan
History Timeline, n.d., 1). The reason parents in Venezuela believe education is so important is
for their children to be able to achieve their goals in the future. When a student does well in the
younger grades, they are able to continue on a higher track in education after the 11th grade.
(Coll, ET AL, 2002,318) Parents also take education seriously for themselves. One of the
reasons Venezuelans come to the United States is for an education. After they have gotten the
education available in their own country they come here to continue and get masters
degrees. (McKendree, 2012, 1)
Family culture is embedded in how they address each other to friends and family. Children
for example cannot speak to their parents until they have asked to be blessed by them. If you see
a friend on the street and do not acknowledge them it is considered rude. Family takes care of
family. There are no facilities of the old. They are taken care of by their children and family.
Small children are not usually sent to preschool or daycare. The parent or another family
member takes care of that child. (McKendree, 2012, 6)
In doing my research, I found that the diversity in the Venezuelans is great just like it is in the
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United States. There are highly educated to illiterate individuals. Some know only one language
and others are able to understand two or more languages. One large difference is the school
system. Individuals are expected to go to school in both places but in Venezuela students are
expected to do their best and to continue on to higher education. In the United States, the need
for higher education is not pushed by all parents. I found that communication is the key to
giving good information to parents. It may take translations in writing, oral translations,
personal invitations by school staff, and prearranged meetings to discuss a student’s education.
Parents need the information given to them in ways they understand for them to know what the
school is expecting of them for the school year.
Inviting parents to an event like an open house is good to meet the teacher, see the student’s
classroom and school, ask questions pertaining to the school curriculum and see the student’s
work they have already done. All parents want to see how their child is doing in school. There
are some cultures who believe a phone call or a note from the teacher connotates a problem, but
fortunately in Venezuela they value school and want to know what is happening even if they
expect the teacher to be the one who is controlling what their child is learning. This invitation is
for an open house which is usually done a few weeks into school and the parents are invited to
see their children’s work and ask questions if they have any. For students with a Latin American
background who speak Spanish I would also have an interpreter call the home and invite them
personally if I did not know Spanish. I would also have the interpreter available during the open
house to make them feel more comfortable to speak to the teacher. Communication through the
whole process from invite to open house needs to be consistent to make the activity fun for the
parent.
References
Ariza, E. N. (2000). Actions speak louder than words- or do they? Debunking the myth of
apathetic immigrant parents in education. Contemporary Education, 71, 36-38.
Ariza, E. N. (2002). Cultural considerations: Immigrant parent involvement. Kappa Delta Pi
Record, 38, 134-137.
Garcia Coll, C., Akiba, D., Palacios, N., Baily, B., Silver, R., DiMartino, D., & Chin, C. (2002).
Parental involvement in children's education: Lessons from three immigrant groups.
Parenting, 2, 303-
324.
Education in Venezuela, (n.d.). Retrieved
from:
http://medlibrary.org/medwiki/Education_in_Venezuela
McKendree, Jodi, (May, 2012). Cultural Interview. 1-7. St. Petersburg College.
Venezuela history timeline and facts. (n.d.). Retrieved from: http://www.factsabout.org.uk/history-and-events-timeline-venezuela.htm
Venezuela- language, culture, customs and ediquette. (n.d.). Retrieved from:
http://www.kwintessential.co.uk/resources/global-etiquette/venezuela-country-profile.html
Come
Come
See the
teacher
Open House
See the
classroom
On
September 5, 2012
At
White Springs Elementary
Come
School
Come
Ask
See
Questions
What
And
Find
Out
What
Is
happening
Come
Have
fun
They
Are
Doing
In
School
Jornada de Puertas abiertas
el 5 de Septiembre de 2012
a White Springs Elementary
Venga
School
Venga
a ver
a ver
al maestro
el salón de clases
Venga a hacer
Preguntas
y averiguar
lo que
está sucediendo
Ven
Venga
a ver
A
lo que
divertirte
están haciendo
en
la escuela