Cuba: Parent Involvement 1
Cuba: Parent Involvement
DW
St Petersburg College
Cuba: Parent Involvement 2
Abstract
We are defined by our culture. Our perspective of the world, the music that we
listen to and decisions that we make are influenced by our culture. There is no culture that is
more superior or inferior to another. They are all the same. They are made by the people and
lived out by the people. Parent involvement is a key factor to a child’s success. With our society
being so diverse we as teachers need to embrace every culture that walks into our classroom.
When we have parents from other cultures and whose native language is not English; we need to
make accommodations for them to make them feel welcome. When the teacher is excited about
other cultures the students will also be excited about the diversity in the classroom. The research
that was done is to help improve the barriers between parents and teachers. Each culture faces
dilemmas and in Cuba they are facing challenges in the school system and adapting to America.
Once you learn the values and beliefs of the cultures in the classroom is then when you will
understand the student that you am teaching. (Ariza,2000)
Cuba: Parent Involvement 3
Every individual is born with a story. In some circumstances that story is often already
written out for them. We are all born with a culture that lays the values, morals and expectations
that we are to live up to. Duane E Campbell said that the “culture is a web that each person
learns and what guides their actions, experiences and participation in certain situations.” Each
culture has the assumption that they are correct and what they are doing is correct. Just because
something may be acceptable in one culture does not make it appropriate with others. No culture
is superior or inferior to another. In the American public school system parent involvement is
expected. “Positive effects on academic achievements and school districts are largely determined
by the amount of parental involvement” (Ariza, 2002) Depending on the amount of involvement
that is made with parents and the teachers determines the success of the child. Danay moved
from Cuba to FL approximately 2 years ago. Her parents had hoped that with moving to America
they would have better opportunities to succeed. Danay’s parents speak very little English and
often have their daughter interpret for them. Her brother who is in high school will very rarely
have his parents come to school; he is more education in English compared to the rest of his
family. Danay once said that her parents go to work, come home, cook, clean and then do it all
over again; they really do not have time to help their child with his school work. Parent
involvement is determined by many factors such as culture, being illiterate in English and fear of
immigration status being known. Ariza said that “when the parents and teachers work together
to build a collaboration in the child’s experience” they are at higher chances of
Cuba: Parent Involvement 3
succeeding. With the hurdles that prevent schools from having a higher parent involvement rate,
I researched the Cuban culture and how future teachers can embrace each child’s culture.
Parent involvement is what a child needs to succeed not only in education but also in the
corporate world. A child needs someone right there to motivate them and push them beyond their
expectations. In the previous sentence I just describe the American’s purpose and view point on
parent involvement. Just because involvement is encouraged in America does not mean it is also
encourage globally. In Ariza article on “Cultural Consideration: Immigrant Parent Involvement”
she said in the Haitian culture parent involvement is not common. Parents leave all education
matters to the school and believe that it is the teacher’s responsibility to educate their child.
When a teacher has a child that is from another culture and the parents are not signing paper they
automatically assume that they are not interested in their child’s education. In fact the reason that
parents are not getting involved is because they are unaware that their participation is required.
The unawareness from parents can come from a number of reasons. If their child is attending an
English majority school and English is not their native language they are less likely to get
involve. That parent may feel inferior to the teachers and school district because they do not
speak the same language. There is little transportation for the parents to get to school and back
home. When parents are here illegal they are sometimes in fear of their immigration status being
know so they will hinder the schools and what they have to offer them. There are many factors
that can help with parent involvement in the schools such as each teacher should encourage
his/her own personal touch. “Written flyers, or articles that are sent home to Hispanic/Cubans
have proven to be ineffective even when written in Spanish,” (Espinsoa, 1995) so teacher should
Cuba: Parent Involvement 4
call home and if school policies allow make home visits. There needs to be a strong bilingual
support for parents, and a strong non-judgmental communication between parents and the
teachers. Each culture has their perception on what their role is in their child’s education. Being a
teacher is it our responsibility to educate not only the students but the parents as well. We need
to encourage and welcome every race and culture in our classroom. Being a teacher in such a
diverse society we “must be able to understand and teach students from cultures outside the
mainstream.” (Ariza 2002) When we are encouraging and welcoming diversity in our classrooms
so will the students.
In the Cuban culture dancing and music is greatly enjoyed and highly respected. In fact
many of the forms and music originated in Cuba. Family is another major factor in the Cuban
culture. When I interviewed Danay Aleaga Diaz she had mention that “family is everything and
respect to them is very important.” The Cuban school systems have improved throughout the
years and now have a reputation for high quality education. “Cuban student score significantly
higher than do students in other Latin American countries.” (Gasperini, 2000) Even though Cuba
may be known for being a poor country the education that they provide for their students is
highly remarkable. The school system in Cuba is primarily public, centrally planned and free.
Teachers regularly communicate with leaders and parents. With interactions with the teachers the
parents are given the opportunity to learn about local communities and dilemmas that could face
them or their child. With these outreaches the parents are becoming more educated and willing to
help their child succeed.
Cuba: Parent Involvement 6
Cubans have not always been welcomed in America. It was not until 1966 when
President Carter allowed Cuban refugees to come to the United States. Hispanics which includes
Cubans have filled up America especially in New Jersey and Florida. With many cultures
coming to America there are many barriers that we face. Between language barriers and
unemployment rates these have affected the American society. We are learning how to embrace
other cultures and helping them adapt to America.
Through this research I have had time to reflect and think about how I would react to the
situations that were in Ariza article. When children and parents walk into my classroom I want
them to feel welcome and encouraged to share their culture. With music and dance being very
important to the Cuban culture, I would encourage parent to attend a dance night that embraces
all cultures, dances and music. With dance each person is able to express themselves without
using words. This could be an ice breaker and a chance for parents to meet each other in a nonthreatening environment. With information that is sent home to parents I will make
accommodations for them such as; translating the letter in their native language, calling to make
sure that they understand the letter and being able to provide resources to help them. Once I learn
the values and beliefs of the cultures in my classroom is when I will understand the student that I
am teaching. (Ariza, 2000)
Cuba: Parent Involvement 7
References:
Ariza, E. (2002). Cultural consideration: Immigrants Parent I nvolvement.
ProQuest Education Journals, 135-137.
Ariza,E. (2000). Actions speak louder than words -or do they? Debuking the
myth of apathetic immigrants parents in education. Research Library, 36-38
Campbell, D. (2011). Culture and schooling. In ESOL Issues: Principles and
Practices I (pp. 141-170). Boston, MA: A Pearson Learning Solutions.
Coll, Cynthia Garcia, Akiba Daisuke, Palacios, Natalia, Bailey, Benjamin,
Silver, Rebecca, DiMartino, Lisa and Chin, Cindy. (2002).’Parental
Involvement in Children’s Education: Lessons from Three Immigrant
Groups’, Parenting, 2:3,303-324
Diaz,D (2011, September 13). Personal Interview
Espinosa, L. (1995). Hispanic parent involvement in early childhood
programs.
Gasperini, L. (2009). The Cuban education system: lessons and dilemmas.
(48),
-You are invited to our First Annual Diversity Day-
Who: Students, Parents, Family and Friends
What: We will be enjoying Music, Dance and Food from a variety of cultures
When: September 28, 1011
Time: 5 til 7:30
Where: Heritage Elementary School
Why: We are very thrilled to experience all the many cultures in our classroom and learn
about them
LET’S EMBRACE DIVERSITY
(Front Page)
- Usted está invitado a nuestro primer día Anual sobre Diversidad-
Quién: Estudiantes, padres, familiares y amigos
Qué: Vamos a disfrutar de la música, la danza y la comida de una variedad de culturas
Cuándo: 28 de septiembre 1011
Tiempo: 5 hasta las 07:30
Dónde: Escuela Primaria del Patrimonio
Por qué: Estamos muy contentos de disfrutar de todas las culturas en nuestro salón de
clase y aprender sobre ellos
VAMOS A LA DIVERSIDAD ABRAZ
(Back Page)