Cassidy Harmon
EFRT 308
Ethnicity and Race Research Report
1. Valencia, Perez & Echeveste and Tomas Rivera Policy Institute (2006). Latino Public Opinion
Survey of Pre-Kindergarten Programs: Knowledge, Preferences, and Public Support. Pre-K Now.
Pages 1-11. Beltran, G., Hobbs, T., Silla, V. (2008). Recommendations for Special Educators
Collaborating with Newly Arrived Students from Mexico. Presentation at the 15th International
Conference on Learning, Chicago, Il.
2. Dr. Timothy Hobbs is an Associate Professor focusing on Teacher Education in Special Education.
He has specific interest in teacher preparation and international education. Dr. Hobbs has
participated in work to receive grants for teachers of children with disabilities from Mexico and
Eastern Europe. Gloria Beltran is a professor at Universidad Del Valle De Atemajac in Zapopan,
Mexico. Dr. Vanessa Silla (who is now Vanessa Silla-Zaleski Talarico) was named Alpha Sigma Nu
Teacher of the Year for 2011-2012. Dr. Silla is a board-certified behavior analyst and also has
certifications as an elementary school counselor and in special education. She has published
articles in many academic journals including, Leadership and Organizational Management
Journal. Dr. Silla has also presented at the International Conference on Education, Economy and
Society in Paris.
3. The authors of this article focused on challenges facing special education teachers in the United
States when working with Mexican-American students. By conducting interviews in schools and
homes in multiple locations in Mexico and the United States, the authors were able to provide
educators with resources on a number of subjects, including language and ethnicity, religious
and interpersonal factors, etc.
4. The fact that the Mexican-American population in North America is continuing to rise, educators
are frequently working with these families and most have little or no experience; “North
American teachers frequently conduct activities with little previous experience, minimal Spanish
language skills and limited knowledge regarding cultural issues that affect their relationship with
Mexican-American parents.” By using parents, teachers, children, administrators, etc. as
informants, the authors of this article were able to provide recommendations to educators
working with Mexican-American students and their families.
5. Please review the table below:
Significant points that Beltran, Hobbs, and Silla
Relationships Beltran, Hobbs, and Silla make
make about Mexican-American culture in relation
between the points at left and some of the
to the academic learning environment.
academic indicators listed in the Social Construct
Lecture.
1. ATTITUDES/BELIEFS: The authors state
1. If teachers are expecting these students
that teachers in North America are
to be underprepared and undereducated,
concerned that children in Mexico, in
this may influence their treatment of the
particular, those with disabilities, are not
students and their families. This biased
being prepared adequately for life in
treatment directly influences the
today’s economy. Depending on the
academic indicators; specifically, grades
parts of Mexico the students come from,
and GPA and Achievement test scores
some do not attend school for the full
2. With the knowledge that religion is
nine years that are required, some have
hugely important in the particular
teachers that are not adequately trained
families that the teacher works with, the
and some have schools that do not offer
teacher is able to utilize additional
all six primary grades. Students living in
opportunities for observations in natural
rural and impoverished communities
settings like church, Sunday school, etc.
have the lowest school attendance and
This can also directly affect the student
graduation rates. The students with
and their family’s access to social
disabilities living in these areas are also
relationships. Both the parents, the
less likely to have received special
student, and other family members can
education services. However, students
benefit from additional support and
with disabilities are likely to have been
resources from their religious
assessed prior to emigration.
organizations. Also, teachers can be
2. VALUES: There are several different
thinking of additional opportunities to
values discussed in this article including
learn in the community and ways to
familial relationships and how families
utilize this additional learning in the
living in Mexico identify themselves
classroom. Knowledge of important
within the different ethnic groups in
religious celebrations and special dates
Mexico (Indian, Mestizos, etc.). Also,
could help the teacher choose the
understanding the religious factors of
optimal dates/times for exams and
immigrants from Mexico was also
observations along with a better
focused on in this article. Most families
understanding of why this student is
coming from Mexico are Catholic, with
tired, hungry (if fasting), etc.
some being Protestant or Evangelical.
3. When students miss excessive amounts
The article claims that most of these
of school, obviously their grades suffer.
families have strong religious convictions
They do not have the same opportunities
and teachers can expect religion to be
to learn and their achievement scores,
factored into the educational meetings.
GPAs and graduation rates will decline.
In particular, families of children with
Along with that, when students with
disabilities can be express an even
disabilities do not adhere to a routine,
stronger religious conviction. Teachers
most will experience behavior issues
are told, in this article, to welcome these
which could lead to sanctions at school.
conversations and to understand that
religious organizations may play a big role
and be a great resources in these family’s
lives
3. CULTURAL TRADITIONS: In Mexico, it is a
common tradition for children to begin
working at a younger age than in the
United States. Teachers can expect some
of the older children in the family to have
considerable work experience. They may
have chosen or been expected to work
instead of attend school. As there is a
steady shift of families moving from the
countryside to urban centers throughout
Mexico, these families will likely have
moved numerous times before reaching
the United States. When moving from
home to home, they will also have
switched schools and most likely had
poor attendance at their various schools.
Teachers will have to make an effort to
stress the importance and obligation of
school attendance.