ED 037 284

AUTHORTITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

RC 004 171

Rivera, Carlos; And OthersOhio Conference on Migrant Education, 1969.Ohio State Dept. of Education, Columbus.6918p.James W. Miller, Title I, Special Programs Section,Division of Fedetal Assistance, 3201 Alberta Street,Columbus, Ohio 43204

EDPS Price MF-$0.25 HC.41.00Agency Role, *Anglo Americans, Conference Reports,*Cross Cultural Studies, Cultural Factors,Curriculum Development, Disadvantaged Youth,Dropouts, Educational Planning, *English (SecondLanguage), Linguistics, Living Standards, MexicanAmericans, *Migrant Children, *Migrant Education,Migrant Problems, Phonetics

A workshop conducted in Bowling Green, Caio, in thesummer of 1969 focused attention on identifying problem areas ofmigrant education and considered some solutions to these problems.The report includes 3 presentations made to the seminar participants.The presentaticns are entitled (1) The Linguistic Approach inTeaching English as a Second Language, (2) The Migrant Child, and (3)Contrasts in Anglo-American and Mexican Cultural Values. Suggestionsfor dealing with each of these problem areas are included. Thedocument is appended with 2 groups of suggestions: (1) those forrecruiting the migrant child to take advantage of educationalopportunities and (2) those for bettering public relations betweenschool personnel, migrant families, and community residents. (DB)

0 I 0 0 0 Z -n m rn Z 0 m 0 Z 3 0 'XI

D Z -i rn a C 0 > 0 Z

For

ewor

dPe

rhap

s no

nat

iona

l or

loca

l eff

ort c

ould

hav

e gr

eate

r im

-po

rtan

ce th

an th

e im

plem

enta

tion

of e

duca

tiona

l pro

gram

s de

-si

gned

to im

prov

e th

e op

port

uniti

es o

f ch

ildre

n of

mig

rant

agr

i-cu

ltura

l wor

kers

. Bec

ause

of

the

cond

ition

s im

pose

d by

mig

ratio

n,a

maj

ority

of

the

child

ren

of m

igra

nt w

orke

rs n

ever

com

plet

esc

hool

. As

the

utili

zatio

n of

mec

hani

zatio

n in

crea

ses

in th

e ha

rves

t-in

g of

cro

ps, t

he n

eed

for

mig

rant

wor

kers

will

dec

reas

e. M

igra

ntch

ildre

n m

ust b

e pr

epar

ed to

mee

t the

cha

nges

impo

sed

by a

dopt

-in

g a

new

way

of

life.

Our

tech

nolo

gica

l soc

iety

dem

ands

a h

ighl

yed

ucat

ed c

itize

nry

and

pers

ons

with

less

than

a h

igh

scho

ol e

du-

catio

n ar

e m

arke

dly

disa

dvan

tage

d. I

t is

a ch

alle

nge

to a

ll st

ates

tow

ork

toge

ther

in a

n ef

fort

to p

rovi

de th

e co

ntin

uity

of

prog

ram

nece

ssar

y to

impr

ove

educ

atio

nal o

ppor

tuni

ties

for

mig

rant

chi

ldre

nan

d to

rad

ical

ly in

crea

se th

e nu

mbe

rs o

f m

igra

nt c

hild

ren

that

com

plet

e th

eir

educ

atio

n.

One

of

the

seve

ral p

rogr

ams

desi

gned

to a

ttack

the

educ

atio

nal

prob

lem

s of

the

mig

rant

chi

ld is

Titl

e I,

P. L

. 89-

750

of th

e E

le-

men

tary

and

Sec

onda

ry E

duca

tion

Act

. The

task

of

educ

atin

g th

em

igra

nt c

hild

is n

ot a

n ea

sy o

ne. T

he m

obili

ty o

f th

e ch

ild a

ndth

e la

ngua

ge h

andi

cap

are

two

of th

e m

ost p

ress

ing

chal

leng

esfa

ced

by e

duca

tors

in th

e de

sign

of

loca

l pro

gram

s.

The

pur

pose

of

this

wor

ksho

p w

hich

was

con

duct

ed J

uly

31-

Aug

ust 1

, 196

9 at

the

Hol

iday

Inn

, Bow

ling

Gre

en, O

hio,

was

toid

entif

y pr

oble

m a

reas

in m

igra

nt e

duca

tion

and

to c

onsi

der

colle

ctiv

ely

som

e of

the

solu

tions

to th

ese

prob

lem

s.

As

Dir

ecto

r of

the

Div

isio

n of

Fed

eral

Ass

ista

nce,

Ohi

o D

e-pa

rtm

ent o

f E

duca

tion,

I w

ould

like

to a

ckno

wle

dge

and

exte

ndm

y ap

prec

iatio

n to

the

sem

inar

par

ticip

ants

.Sp

ecia

l app

reci

atio

nis

ext

ende

d to

Doc

tors

Myr

tle R

eul,

Car

los

Riv

era,

and

Ben

itoR

odri

guez

who

se p

rese

ntat

ions

are

incl

uded

in th

is p

ublic

atio

n.

For

mak

ing

the

sem

inar

arr

ange

men

ts a

nd f

or th

e ed

iting

and

prep

arat

ion

of th

is r

epor

t, w

e ar

e in

debt

ed to

the

Scho

ol M

anag

e-m

ent I

nstit

ute.

R. A

. Hor

n, D

irec

tor

Div

isio

n of

Fed

eral

Ass

ista

nce

.11Q1

RE

CE

IVE

D

MA

R17

197

0N

MSU

w;

E. R

I C C

.;'

RA

YM

ON

D A

. HO

RN

Dir

ecto

rD

ivis

ion

of F

eder

al A

ssis

tanc

eO

hio

Div

isio

n of

Edu

catio

n

Additional copies are available upon

request from:

James W. Miller, Section Chief

Title I, Special Programs Section

Division of Federal Assistance

3201 Alberta Street

Columbus, Ohio

43204

CA

RL

OS

RIV

ER

A

Bili

ngua

l Con

sulta

ntE

l Pas

o Pu

blic

Sch

ools

The

Lin

guis

ticA

ppro

ach

in T

each

ing

Eng

lish

as a

Sec

ond

Lang

uage

Car

los

Riv

era

TH

E P

RO

BL

EM

Stud

ies

and

surv

eys

have

bee

n m

ade

by le

ad-

ing

educ

ator

s, e

xcel

lent

boo

ks h

ave

been

wri

tten

on th

e pr

oble

ms

of te

achi

ng E

nglis

h to

non

-E

nglis

h-sp

eaki

ng c

hild

ren,

but

an

actu

al te

ach-

ing

situ

atio

n w

ith n

on-E

nglis

h-sp

eaki

ng c

hild

ren

is a

cha

lleng

e to

any

teac

her.

Tea

cher

s of

non

-E

nglis

h-sp

eaki

ng c

hild

ren

have

bee

r do

ing

anex

celle

nt jo

b, th

ough

oft

en u

ngui

ded

and

un-

trai

ned

in th

e be

st te

chni

ques

and

met

hods

tobe

em

ploy

ed.

Rea

ding

teac

hers

of

bilin

gual

chi

ldre

n, a

s w

ell

as le

adin

g re

adin

g co

nsul

tant

s, a

re a

war

e of

aph

enom

enon

that

take

s pl

ace

betw

een

grad

e 2

or 3

and

the

uppe

r el

emen

tary

gra

des.

Thi

sph

enom

enon

may

be

calle

d "r

etro

gres

sion

inre

adin

g."

It is

a r

eadi

ng b

lock

whi

ch p

rodu

ces

in th

e ch

ild a

bac

kwar

d m

ovin

g ef

fect

in a

c-tiv

ity, m

enta

l fun

ctio

ning

, and

ski

lls d

evel

op-

men

t, re

sulti

ng in

his

losi

ng in

tere

st in

his

sch

ool

wor

k an

d of

ten

lead

s to

dro

ppin

g ou

t of

scho

ol.

The

def

inite

und

erly

ing

caus

e of

this

gap

be-

twee

n th

e lo

wer

ele

men

tary

gra

des

and

the

uppe

r el

emen

tary

gra

des

has

not b

een

foun

d,al

thou

gh it

has

bee

n at

trib

uted

to a

lack

of

cont

inui

ty in

lang

uage

dev

elop

men

t fro

m g

rade

to g

rade

.E

vide

nce

has

been

poi

nted

out

tim

e an

d ag

ain

to s

how

that

in th

e pr

imar

y gr

ades

non

-Eng

lish-

spea

king

chi

ldre

n ar

e w

ithin

the

norm

in th

eir

clas

sroo

m a

ctiv

ities

. The

re is

evi

denc

e, a

lso,

that

thes

e sa

me

pupi

ls d

o no

t hol

d up

to th

e no

rmin

the

uppe

r el

emen

tary

gra

des.

The

cau

se is

thei

r di

ffic

ulty

in le

arni

ng to

rea

d by

con

ven-

tiona

l met

hods

.

Pres

ent r

eadi

ng p

rogr

ams

for

non-

Eng

lish-

spea

king

chi

ldre

n ar

e in

adeq

uate

for

the

follo

w-

ing

reas

ons:

Rea

ding

mat

eria

ls a

re to

o di

ffic

ult.

The

ski

lls d

evel

opm

ent p

rogr

am f

rom

the

firs

t thr

ough

the

sixt

h gr

ade

is n

ot s

yste

-m

atic

.Sk

ills

lear

ned

in th

e pr

imar

y gr

ades

are

not

mai

ntai

ned

thro

ugh

the

uppe

r el

emen

tary

grad

es.

The

re is

no

follo

w-u

p. S

ince

not

all

read

ing

skill

s ca

n be

taug

ht in

the

firs

t, se

cond

, and

thir

d gr

ades

, a f

ollo

w-u

p is

nec

essa

ry f

orne

w s

kills

that

sho

uld

be d

evel

oped

inth

efo

urth

, fif

th, a

nd s

ixth

gra

des.

TH

E P

RO

GR

AM

A r

eadi

ng p

rogr

am f

or n

on-E

nglis

h-sp

eaki

ngpu

pils

sho

uld

not b

e a

rem

edia

l pro

gram

; it

shou

ld b

e ap

plic

able

to a

ll pu

pils

both

poo

ran

d go

od r

eade

rs. I

t sho

uld

be a

dir

ecte

d ba

sal

read

ing

prog

ram

. The

teac

her

shou

ld k

now

at

all t

imes

whe

re th

e in

divi

dual

chi

ld s

tand

s in

his

skill

s de

velo

pmen

t cha

rt. S

kills

bui

lt a+

eac

hgr

ade

leve

l sho

uld

be m

aint

aine

d in

eac

h su

c-ce

edin

g le

vel,

and

new

ski

lls s

houl

d be

intr

o-du

ced

on th

e ba

sis

of th

e ol

d. T

here

sho

uld

bea

clos

e co

ordi

natio

n an

d in

terr

elat

ion

from

one

grad

e to

the

othe

r. U

ltim

atel

y, th

e re

adin

g pr

o-gr

am s

houl

d pr

ovid

e a

cont

inuo

us a

ndor

derl

ym

aste

ry o

f ba

Fie

ski

lls s

uita

ble

to th

e ne

eds

ofth

e ch

ild a

t any

mat

urity

leve

l. In

ord

er to

ac-

com

plis

h th

is g

oal,

how

ever

, con

tinui

ty, f

ollo

w-

up, a

nd s

uper

vise

d de

velo

pmen

t are

nec

essa

ry.

The

ulti

mat

e ob

ject

ive

of a

rea

ding

pro

gram

for

non-

Eng

lish-

spea

king

pup

ils is

to te

ach

read

-in

gno

t jus

t so

man

y w

ords

, but

rea

ding

for

info

rmat

ion,

for

ass

ocia

tion

of c

once

pts,

for

de-

velo

pmen

t of

a br

oade

r vo

cabu

lary

, for

an

awar

enes

s of

pho

nics

, and

for

an

appr

ecia

tion

and

unde

rsta

ndin

g of

the

lang

uage

.T

he f

ollo

win

g ge

nera

l obj

ectiv

es s

houl

d gu

ide

teac

hers

of

non-

Eng

lish-

spea

king

chi

ldre

n in

for

-m

ulat

ing

met

hods

and

pra

ctic

es to

be

used

:T

o de

velo

p pr

ofic

ienc

y in

Eng

lish.

To

lear

n ab

out t

he c

ultu

re o

f th

e pe

ople

who

se la

ngua

ge th

ese

child

ren

firs

t spe

ak,

mak

ing

them

pro

ud o

f th

eir

back

grou

nd a

ndm

ore

pron

e to

acc

ept t

he A

mer

ican

way

of

livin

g.T

o en

cour

age

"thi

nkin

g in

Eng

lish"

aft

er th

eap

prop

riat

e E

nglis

h ex

pres

sion

s ha

ve b

een

lear

ned.

The

aim

s in

the

teac

hing

of

Eng

lish

to n

on-

Eng

lish-

spea

king

chi

ldre

n sh

ould

be

carr

ied

out

thor

ough

ly w

ithou

t con

fusi

on o

n th

e pa

rt o

f th

ele

arne

r or

the

teac

her.

The

se a

ims

incl

ude:

Tea

chin

g a

voca

bula

ry o

f pr

actic

al v

alue

, as

wel

l as

prov

idin

g re

adin

ess

and

pres

entin

gan

d te

achi

ng v

ocab

ular

ies

in a

ctiv

ities

and

units

rel

ated

to s

peci

fic

grad

e le

vels

and

tole

vels

of

inte

rest

.Pr

ovid

ing

revi

ews

and

prac

tice

peri

ods

for

voca

bula

ry le

arne

d pr

evio

usly

and

for

add

-in

g to

voc

abul

arie

s.D

evel

opin

g se

nten

ces

from

lear

ned

voca

bu-

lari

es f

rom

the

very

beg

inni

ng.

Con

vers

ing

in E

nglis

h at

all

times

exc

ept i

nem

erge

ncie

s, w

here

com

fort

and

sec

urity

may

be

give

n in

the

lang

uage

of

the

child

ren.

Dev

elop

ing

"thi

nkin

g in

Eng

lish"

by

con-

vers

ing

and

pres

entin

g m

ater

ials

in E

nglis

h.T

hese

gen

eral

obj

ectiv

es a

nd s

peci

fic

aim

sha

ve p

rove

d us

eful

and

are

nec

essa

ry in

any

teac

hing

situ

atio

n in

ord

er to

gui

de th

e te

ache

rof

bili

ngua

l stu

dent

s to

war

ds th

at d

esir

ed g

oal:

to te

ach

Eng

lish

to n

on-E

nglis

h sp

eaki

ng p

upils

.

TH

E S

PAN

ISH

-SPE

AK

ING

CH

ILD

The

Spa

nish

-spe

akin

g ch

ild u

sual

ly h

as a

n en

-tir

ely

diff

eren

t cul

tura

l bac

kgro

und

from

that

of

the

Eng

lish-

spea

king

chi

ld; t

his

is d

ue to

the

phys

ical

, cul

tura

l, an

d en

viro

nmen

tal i

nflu

ence

san

d to

the

lang

uage

. The

infl

uenc

es, w

hich

are

com

mon

to th

e Sp

anis

h-sp

eaki

ng g

roup

, pro

veto

be

a di

sadv

anta

ge w

hen

the

child

fir

st c

omes

in c

onta

ct w

ith a

new

lang

uage

and

a n

ew e

n-vi

ronm

ent.

The

Spa

nish

-spe

akin

g ch

ild is

usu

ally

sen

sitiv

ebe

caus

e he

fee

lsor

, rat

her,

is m

ade

to f

eel

that

thes

e di

ffer

ence

s m

ake

him

una

ccep

tabl

e.W

ith a

new

lang

uage

to c

ope

with

and

a n

ewsc

hool

room

atm

osph

ere

to w

hich

he

is n

ot a

c-cu

stom

ed, h

e ha

s to

mak

e ce

rtai

n ad

just

men

tsbe

fore

he

can

even

beg

in to

lear

n th

e la

ngua

ge.

He

is u

sual

ly ti

mid

but

may

bec

ome

aggr

essi

veto

bui

ld u

p hi

s ow

n co

nfid

ence

. His

des

ire

tole

arn

the

lang

uage

is k

een,

bec

ause

he

wan

ts to

feel

that

he

will

be

acce

pted

and

wan

ted

by th

egr

oup

or g

roup

s in

the

clas

sroo

m. A

bove

all,

he

is lo

okin

g fo

r se

curi

ty. T

his

secu

rity

is f

ound

only

with

a te

ache

r w

ho h

as th

e pa

tienc

e an

d th

ete

chni

ques

nee

ded

to m

ake

the

child

fee

l tha

t he

is "

wan

ted"

and

that

he

belo

ngs

to th

e gr

oup.

It m

ust b

e re

mem

bere

d th

at th

e ch

ild h

as a

com

plex

fro

m th

e st

art:

poss

ibly

he

has

been

rear

ed in

a h

ome

whe

re r

acia

l dis

crim

inat

ion

and

raci

al p

reju

dice

s ar

e fr

eque

nt to

pics

of

con-

vers

atio

n. Y

et, h

e co

mes

to th

e cl

assr

oom

whe

reth

e pr

inci

ples

of

dem

ocra

cy a

re, a

nd s

houl

d be

,pr

actic

ed. H

e ca

nnot

qui

te u

nder

stan

d th

e pa

ra-

dox

exis

ting

betw

een

his

hom

e an

d th

e sc

hool

-ro

om; t

his

soci

al a

djus

tmen

t has

to b

e m

ade

inth

e cl

assr

oom

.T

he "

thea

ter

of li

ving

" of

the

begi

nnin

g Sp

an-

ish-

spea

king

chi

ld, b

ecau

se o

f hi

s ho

me

and

fam

-ily

bac

kgro

und,

is n

arro

w a

nd li

mite

d. H

is im

-m

edia

te e

xper

ienc

es g

over

n hi

s be

havi

or p

atte

rn.

How

ever

, as

new

exp

erie

nces

are

gai

ned

in th

ecl

assr

oom

, his

thea

ter

of li

ving

gro

ws

to in

clud

eth

e cl

assr

oom

, his

teac

her,

his

cla

ssm

ates

, and

his

scho

ol. H

is th

eate

r of

livi

ng e

xten

ds b

eyon

dth

e ho

me

and

the

scho

ol to

incl

ude

his

com

-m

unity

, his

sta

te, a

nd th

e na

tion.

Any

teac

her

who

fai

ls to

hel

p fi

rst g

rade

Spa

nish

-spe

akin

gch

ildre

n fi

ll th

e ga

p be

twee

n th

e ho

me

and

the

scho

ol in

the

earl

y st

ages

of

deve

lopm

ent a

ndgr

owth

fai

ls in

his

dut

y to

mak

e go

od A

mer

ican

citiz

ens

of h

is f

irst

gra

de s

tude

nts.

The

und

er-

lyin

g di

ffer

ence

, if

any,

bet

wee

n th

e Sp

anis

h-sp

eaki

ng c

hild

and

the

Eng

lish-

spea

king

chi

ldis

one

of

phys

ical

and

cul

tura

l env

iron

men

t. T

hefa

ct is

acc

epte

d th

at, i

n ge

nera

l, th

e la

ws

ofle

arni

ng o

pera

te th

e sa

me

as f

or th

e E

nglis

h-sp

eaki

ng c

hild

. Bot

h le

arn

and

forg

et in

muc

hth

e sa

me

way

; the

re a

re n

o la

ws

of le

arni

ngpe

culia

r to

eith

er c

hild

. But

, bec

ause

of

cert

ain

adju

stm

ents

that

the

Span

ish-

spea

king

child

mus

t mak

e in

sch

ool,

the

rate

at

whi

ch h

e is

tole

arn

read

ing

is m

uch

slow

er. H

is r

eten

tion

ofE

nglis

h is

less

ened

bec

ause

of

his

hand

icap

:he

reve

rts

to S

pani

sh in

the

hom

ean

d m

ay h

ear

Eng

lish

spok

en o

nly

inth

ecl

assr

oom

. To

coun

terb

alan

ce th

islo

ss, m

ore

drill

sar

e re

-qu

ired

in a

cla

ss o

f Sp

anis

h-sp

eaki

ngch

ildre

n.T

he la

ck o

f va

ried

exp

erie

nce

in th

eir

lives

mak

es th

e te

achi

ng o

f Sp

anis

h-sp

eaki

ngch

ildre

na

spec

ializ

ed jo

bfo

r th

e te

ache

r w

ho m

ust p

ro-

vide

not

onl

y th

e la

ngua

ge e

xper

ienc

esbu

t the

prac

tical

voc

abul

ary

to e

xpre

ss th

eman

d th

edr

ill th

at f

ollo

ws

with

eve

ry n

ew e

xper

ienc

e.If

Spa

nish

-spe

akin

g ch

ildre

n ar

e to

gro

win

-te

llect

ually

, the

teac

her

mus

t pro

vide

opp

ortu

ni-

ties

to in

crea

se th

eir

expe

rien

ces.

The

ir m

enta

lgr

owth

is d

epen

dent

upo

n co

ncep

ts,

and

con-

cept

s ar

e de

pend

ent u

pon

expe

rien

ce.

A c

ompa

riso

n of

six

-yea

r-ol

dSp

anis

h-sp

eaki

ngch

ildre

n w

ith o

ther

chi

ldre

n of

the

sam

e ag

ere

veal

s no

dis

para

ging

dif

fere

nces

in th

eir

phys

-ic

al a

nd p

sych

olog

ical

dev

elop

men

ts. T

heir

phys

-ic

al d

evel

opm

ent i

s th

at c

hara

cter

istic

of n

orm

alsi

x-ye

ar-o

ld c

hild

ren:

larg

e m

uscl

es a

rem

uch

mor

e fu

llyde

velo

ped

than

sm

all o

nes;

eye

s ar

eno

t yet

ful

ly m

atur

e; p

erm

anen

tte

eth

are

begi

n-ni

ng to

app

ear;

sus

cept

ibili

ty to

'di

seas

esis

grea

t. T

here

is a

lso

am

arke

d in

crea

se in

fea

rs,

a un

iver

sal t

rait

with

chi

ldre

n of

this

age

gro

up:

fear

of

the

supe

rnat

ural

and

of

larg

ean

imal

s an

ddo

gs; f

ear

of th

e el

emen

ts, a

ndes

peci

ally

of

soun

d; f

ear

of th

e lo

ss o

f de

ar o

nes;

fear

of

get-

ting

hurt

by

falli

ng; a

nd s

om

uch

fear

of

bein

gla

te to

sch

ool t

hat m

any

pare

nts

have

repo

rted

that

thei

r ch

ildre

n ge

t up

with

them

at s

ixo'

cloc

k in

the

mor

ning

and

are

rea

dy to

go

tosc

hool

eve

n be

fore

the

fath

ers

leav

eho

me

to g

oto

wor

k at

sev

eno'

cloc

k.O

ne v

ery

stim

ulat

ing

char

acte

rist

icpr

eval

ent

in a

ll ch

ildre

n, b

ut m

ore

so in

the

Span

ish-

spea

k-in

g ch

ild, i

s a

high

sen

se o

fpe

rson

al a

chie

ve-

men

t. O

nce

he u

nder

stan

dsw

hat i

s ex

pect

ed o

fhi

m, h

e w

ill d

o it

not o

nly

tosa

tisfy

him

self

but

mor

e to

sat

isfy

his

teac

her.

Alo

ng w

ithth

isqu

ality

, whi

ch m

ust b

e de

velo

ped

and

enco

ur-

aged

, he

enjo

ys c

ompl

imen

tsan

d w

ill w

ork

twic

e

as h

ard

for

the

sake

of a

wor

d of

app

reci

atio

nor

lavi

sh p

rais

e fr

om h

iste

ache

r. O

ne m

ust n

otfo

rget

that

the

Span

ish-

spea

king

chi

ld c

omes

from

a g

roup

of

peop

le w

ho la

vish

atte

ntio

n an

dpr

aise

.

TH

E T

EA

CH

ER

OF

TH

EB

ILIN

GU

AL

CH

ILD

Just

as

one

can

read

ily p

oint

out

the

char

acte

r-is

tics

of a

Spa

nish

-spe

akin

g ch

ild, s

o ca

n on

epo

int o

ut th

e qu

aliti

es th

at m

ake

upth

e pe

r-so

nalit

y of

the

teac

her

who

love

s hi

s pr

ofes

sion

,bu

t the

pre

senc

e or

lack

of

whi

ch a

re m

ore

notic

eabl

e in

the

teac

her

of S

pani

sh-s

peak

ing

child

ren.

The

fun

dam

enta

l qua

lity

is lo

vefo

rth

e ch

ildre

n. T

his

love

has

to b

e si

ncer

ean

dge

nuin

e. T

he te

ache

r m

ust b

e in

tere

sted

inin

-si

gnif

ican

t inc

iden

ts w

hich

occ

ur in

the

clas

s-ro

om a

nd w

hich

are

mag

nifi

ed to

'tre

at p

ropo

r-tio

ns in

the

min

d of

the

little

chi

p1.

Bec

ause

of h

is g

reat

love

for

chi

ldre

n, th

e te

ache

rkn

ows

the

grea

t res

pons

ibili

ty o

f hi

s ch

arge

, for

this

firs

t con

tact

on

the

part

of

the

child

ren

with

the

outs

ide

wor

ld w

ill le

ave

a gr

eat i

mpr

essi

onin

thei

r liv

es. T

hrou

gh h

is lo

ve,

then

, he

puts

his

faith

in th

e ch

ild's

abi

lity

to le

arn.

Any

er-

ror

mad

e sh

ould

not

be c

orre

cted

abr

uptly

, nor

shou

ld th

e at

tent

ion

of a

ll th

e cl

ass

befo

cuse

don

the

child

. Whe

n a

child

atte

mpt

s to

say

anyt

hing

in E

nglis

h, th

e te

ache

r gi

ves

him

his

atte

ntio

n an

d le

ts h

im ta

lk, r

egar

dles

sof

how

inco

rrec

tly. H

e th

en s

uppl

ies

the

corr

ect

form

and

has

the

child

rep

eat i

t with

him

. He

prai

ses

him

in h

is a

ttem

pt. I

t is

far

bette

r to

let t

hech

ild ta

lk in

corr

ectly

than

to h

ush

him

up

per-

haps

for

life

! R

emem

ber

that

mos

t of

the

time

he is

gue

ssin

g as

to w

hat t

he te

ache

r ex

pect

sof

him

. Sho

uld

he a

sk a

fav

or in

Spa

nish

,he

sho

uld

be g

iven

the

Eng

lish

equi

vale

nt to

rep

eat

afte

rth

e te

ache

r. T

his

prac

tice

requ

ires

patie

nce

an u

nlim

ited

patie

nce

so n

eces

sary

for

the

firs

tgr

ade

teac

her.

Tea

cher

s w

ho d

o no

t rec

ogni

ze o

r ac

cept

the

prob

lem

s in

teac

hing

Eng

lish

toSp

anis

h-sp

eak-

ing

child

ren

ofte

n fa

il to

do

sobe

caus

e th

ey d

ono

t put

them

selv

es in

the

child

ren'

s pl

aces

. If

for

this

rea

son

alon

e, a

t lea

st a

yea

r's c

ours

e in

conv

ersa

tiona

l Spa

nish

wou

ld h

elp

any

teac

her

to u

nder

stan

d ho

w it

fee

ls n

ot to

know

the

lang

uage

. His

kno

wle

dge

of S

pani

sh w

ould

aid

in f

urth

erin

g hi

s re

latio

nshi

p w

ithSp

anis

h-sp

eak-

ing

child

ren

who

are

see

min

gly

lost

in th

e ne

wE

nglis

h la

ngua

ge. T

each

ers

mus

t rem

embe

rth

atth

ese

Span

ish-

spea

king

chi

ldre

n kn

ow n

oot

her

lang

uage

, tha

t it i

s th

eir

nativ

e to

ngue

,an

d is

the

one

in w

hich

they

thin

k fi

rst.

The

y ar

ele

arn-

ing

a fo

reig

n la

ngua

ge. T

he w

ise

teac

her,

then

,w

ill c

reat

e si

tuat

ions

whi

ch w

ill r

equi

reth

e us

eof

Eng

lish

inst

ead

of "

hush

ing"

the

child

who

spea

ks S

pani

sh. T

he r

esou

rcef

ul te

ache

rw

ill r

e-la

te E

nglis

h to

all

the

clas

sroo

mac

tiviti

esm

usic

, dan

cing

, rhy

thm

s, f

inge

ran

d ha

nd g

ames

,an

d w

here

ver

else

pos

sibl

e. H

e is

act

ually

teac

h-in

g a

fore

ign

lang

uage

.A

kno

wle

dge

of S

pani

sh w

ill a

lso

prov

e m

ost

valu

able

to th

e te

ache

r of

Spa

nish

-spe

akin

gch

il-dr

en in

his

con

tact

s w

ith th

e ho

me.

Afo

reig

nw

ord

in th

e m

othe

r to

ngue

of

the

child

'sho

me

may

ope

n m

any

ado

or to

a te

ache

r. P

aren

tsco

nfid

e in

him

and

acc

ept h

im a

s a

frie

nd; t

hey

do n

ot f

eel t

hat h

e is

a s

tran

ger.

The

lang

uage

barr

ier

crea

tes

man

y a

situ

atio

n w

hich

resu

ltsin

app

aren

t apa

thy

on th

e pa

rtof

par

ents

of

Span

ish-

spea

king

chi

ldre

n; b

ut in

rea

lity,

it is

that

lack

of

know

ledg

e of

the

lang

uage

on

the

part

of

the

teac

her

that

brin

gs a

bout

suc

h a

deci

ded

indi

ffer

ence

. Onc

e pa

rent

s ac

cept

the

teac

her

in th

e ho

me,

how

ever

, the

y ar

e m

ost

coop

erat

ive.

TH

E B

EG

INN

ING

VO

CA

BU

LA

RY

Abo

ve a

ll, th

e te

ache

r w

ho h

as s

peci

fic

aim

sto

fol

low

in th

e te

achi

ngof

Eng

lish

to n

on-

Eng

lish-

spea

king

chi

ldre

n w

ill d

evis

e te

chni

ques

that

will

pro

ve m

ost a

dvan

tage

ous

inde

velo

ping

not o

nly

Eng

lish

habi

ts o

fsp

eech

, but

ski

lls, a

sw

ell.

For

this

rea

son,

sea

twor

k sh

ould

be a

follo

w-u

p of

ora

l Eng

lish.

Any

new

voca

bula

ryat

the

begi

nnin

gsh

ould

be

rela

ted

to c

lass

room

situ

atio

ns s

o th

at c

hild

ren

will

unde

rsta

nd d

i-re

ctio

ns. W

ords

suc

h as

doo

r,ch

air,

des

k, w

ater

,ta

lk, s

it, a

nd p

lay

shou

ld b

e po

inte

d ou

tw

here

-

ever

pos

sibl

ean

d us

ed in

sho

rt u

sefu

l sen

tenc

esw

hich

will

be

sim

ple

to r

epea

t and

whi

ch w

ill

conv

eyth

e m

eani

ng o

f th

e te

ache

r's p

anto

mim

-in

g, a

ctin

g, o

r dr

amat

izin

g.L

imit

this

voc

abul

ary

to n

eede

d w

ords

and

phr

ases

, as:

"M

ayI

get a

drin

k of

wat

er?"

or

"May

I g

o to

the

bath

room

?"or

"M

ay I

pla

y?"

A g

ood

prac

tice

to f

ollo

w in

the

clas

sroo

m to

enc

oura

ge u

se o

f E

nglis

his

the

gran

ting

of r

eque

sts

whe

n E

nglis

h is

use

d. I

f a

child

ask

s in

Spa

nish

to g

o to

the

bath

room

,im

-

med

iate

ly s

upi.

the

Eng

lish

equi

vale

nt; n

ext

time,

he

will

as

in E

nglis

h.W

ithin

thre

e da

ys, t

he S

pani

sh-s

peak

ing

chil-

dren

in a

n av

erag

e cl

assr

oom

ton

use

Eng

lish

toas

k fa

vors

and

req

uest

s. T

hey

lear

nvo

cabu

lari

esw

hich

are

nee

ded

in w

ork

or in

pla

y,su

ch a

scr

ayon

s, p

enci

ls,

scis

sors

,do

lls, c

ars,

wcg

ons.

The

y le

arn

wor

ds, a

redr

illed

by

dram

atiz

ing,

and

can

follo

w c

omm

ands

suc

h as

Run

! D

rop

the

hand

kerc

hief

! Si

t up

stra

ight

!G

o to

sle

ep!

Res

t! W

ake

up!

Let

's s

ing!

and

man

y m

ore.

But

only

by

conf

inin

gth

e vo

cabu

lary

to p

ract

ical

need

s in

the

clas

sroo

m w

ill th

ech

ild le

arn

to u

seit

corr

ectly

.A

long

with

the

prac

tical

voc

abul

ary,

the

teac

her

of n

on-E

nglis

h-sp

eaki

ngch

ildre

n sh

ould

antic

ipat

e a

read

ing

read

ines

s pr

ogra

m. T

heSp

anis

h-sp

eaki

ng c

hild

has

to le

arn

a ne

w la

n-gu

age

befo

re h

e ca

n be

gin

a pr

ogra

mof

rea

di-

ness

for

lear

ning

rea

ding

.H

owev

er, w

hile

he

isac

quir

ing

the

Eng

lish

voca

bula

ry n

eede

dfo

rth

e cl

assr

oom

env

iron

men

t,he

is u

nder

goin

g a

prog

ram

of r

eadi

ness

in r

eadi

ng. I

nth

is r

eadi

-ne

ss p

erio

d,se

atw

ork

play

s an

impo

rtan

t par

tin

the

trei

ning

of

the

Span

ish-

spea

king

child

to"t

hink

in E

nglis

h."

If s

eatw

ork

is to

be a

pur

-po

sefu

l tas

k th

at th

ech

ild c

an d

o w

ithou

t sup

er-

visi

on, i

t mus

t be

base

d on

use

ful m

ater

ial t

hat

will

ser

ve th

e du

al p

urpo

seof

an

Eng

lish

drill

and

skill

dev

elop

men

t. It

mus

tha

ve a

pur

pose

;sp

ecif

ical

ly, i

t is

tofo

llow

up

read

ing

voca

bula

ryle

arne

d pr

evio

usly

. It i

s no

t to

be u

sed

as a

mea

ns to

kee

pth

e ch

ildre

n bu

sy w

hile

the

teac

her

liste

ns a

nd w

orks

with

anot

her

grou

p.Se

atw

ork

shou

ld b

e co

nstr

uctiv

ean

d le

ad to

furt

her

lear

ning

in v

ocab

ular

y as

wel

l as

inm

anua

l ski

lls

Span

ish-

spea

king

chi

ldre

n ha

ve a

sen

seof

per

-so

nal a

chie

vem

ent.

The

sea

twor

k, th

en, t

o ca

rry

out i

ts p

urpo

se, m

ust b

ew

ithin

the

abili

ty o

fth

e fi

rst-

grad

er; i

t sho

uld

be o

n an

asc

endi

ngsc

ale

of d

iffi

culty

to in

sure

gro

wth

; it

shou

ldbe

sel

f-ai

ding

to e

ncou

rage

the

child

in h

is f

eel-

ing

of h

avin

g ac

com

plis

hed

the

requ

ired

wor

k.T

his

feel

ing

furt

her

com

es f

rom

the

teac

her's

chec

king

the

seat

wor

kan

d pr

aisi

ng it

. It i

s de

-ve

lope

d by

the

teac

her's

atte

ntio

n an

d ai

d to

indi

vidu

al c

hild

ren

who

do

not

unde

rsta

nd w

hat

is e

xpec

ted

of th

em. I

n th

e bi

lingu

alcl

ass,

sea

t-w

ork

shou

ld b

e fo

llow

ed u

p by

a p

erio

dof

cla

ssdi

scus

sion

in o

rder

to in

sure

ret

entio

nof

voc

ab-

ular

y an

d to

ser

ve a

s a

chec

k fo

r th

e te

ache

rbe

fore

atte

mpt

ing

new

voc

abul

ary.

TH

E U

SE O

F PH

ON

ET

ICE

LE

ME

NT

ST

he p

robl

ems

pecu

liar

to a

chie

vem

ent i

nE

nglis

hor

al, w

ritte

n, a

nd o

ther

wis

eby

the

child

who

se m

othe

r to

ngue

is S

pani

sh a

re a

sin

-

fini

tely

var

ied

and

chal

leng

ing

asth

e ch

ildre

nto

be

taug

ht a

ndte

ache

rs w

ho te

ach

them

.A

mbi

tious

ly d

etai

led

liter

atur

e m

ay b

e fo

und

by th

e te

ache

r in

sear

ch o

f an

ans

wer

to s

ome

spec

ific

pro

blem

of c

urri

cula

r di

rect

ion

orfo

ran

insi

ght t

o a

philo

soph

ical

appr

oach

in th

isfi

eld.

Unf

ortu

nate

ly, t

here

see

ms

tobe

a p

auci

tyof

lite

ratu

re d

ealin

g w

ithw

orka

ble

and

usab

lete

chni

ques

that

gua

rant

ee s

ome

mea

sure

of s

uc-

cess

fro

mth

e te

ache

r's a

nd th

e pu

pil's

ende

avor

.

The

fol

low

ing

mat

eria

l is

pres

ente

din

ord

erth

at te

ache

rs m

ay b

ette

r un

ders

tand

Spa

nish

-sp

eaki

ng c

hild

ren

and

incl

ude

prac

tical

app

lica-

tions

of

phon

etic

ele

men

ts in

thei

r te

achi

ngpr

actic

es.

Dur

atio

n of

Vow

el S

ound

sSp

anis

h-sp

eaki

ng p

eopl

e ut

ter

the

stre

ssed

vow

els

in E

nglis

h so

qui

ckly

that

the

vow

elqu

ality

can

not b

eid

entif

ied.

Thi

s fa

st u

ttera

nce

give

s a

clip

pyef

fect

to th

e sp

eech

and

res

ults

in in

dist

inct

ness

for

the

ear

habi

tuat

ed to

list

ento

the

Eng

lish

vow

els.

Acc

ordi

ngly

,on

e of

the

firs

t tas

ks c

onfr

ontin

g th

e te

ache

rw

ho w

ould

1111

1111

1111

1111

111.

1111

1111

1111

1111

1111

1111

.11.

11m

mim

iiiiii

iimm

ioni

om_

wan

t Spa

nish

-spe

akin

g pu

pils

toex

cel i

n th

eem

ploy

men

t of

Eng

lish

is to

slow

dow

n th

eir

spee

ch r

ate.

A g

reat

deal

of

resi

stan

ce w

ill b

een

coun

tere

d in

the

begi

nnin

g.Pe

rsis

tenc

e at

firs

t will

pay

off

han

dsom

ely

late

r.

Vow

el S

ubst

itutio

nsSe

vera

l Eng

lish

vow

el s

ound

s ar

e la

ckin

gin

Span

ish.

Subs

titut

ions

com

mon

ly u

ttere

din

-

clud

e:

VO

WE

L S

OU

ND

SSU

BST

ITU

TIO

NS

LA

CK

ING

a as

in m

an o

r fa

te

as in

men

, or

a as

in f

athe

r

i as

in a

le

as in

eel

a as

in f

all

a as

in f

athe

r

u as

in c

upo

as in

cop

ou a

s in

out

o as

in o

h

Vow

el D

rills

Prac

tice

in s

ayin

g gr

oups

of

Eng

lish

wor

dsw

ith v

owel

sou

nds

that

are

trou

bles

ome

for

Span

ish-

spea

king

per

sons

can

be h

elpf

ul. S

ug-

gest

ions

incl

ude:

feet

illca

nas

kne

atw

illm

anla

stm

eat

pill

bad

clas

sse

atfi

tra

ngcl

asp

seal

sit

dran

kda

nce

deal

pit

wag

onla

ugh

peal

knit

cabb

age

answ

erke

enm

itten

fran

ticex

ampl

e

food

good

call

car

moo

dw

ould

baw

lba

rnm

oon

coul

dfa

llar

mfo

olfu

llin

stal

lda

rkst

ewbu

llfo

rtye

arsh

oefo

otqu

art

guar

dro

ofw

olf

daug

hter

hear

tpr

une

wom

anna

ught

yfa

rthe

r

Con

sona

nt S

ubst

itutio

ns

Whe

n E

nglis

h so

unds

are

mis

sing

fro

m S

pan-

ish,

sub

stitu

tions

incl

udin

g th

eon

es b

elow

are

utte

red:

CO

NSO

NA

NT

SOU

ND

SL

AC

KIN

G

th a

s in

then

SUB

STIT

UT

ION

S

d as

in d

en, t

has

inth

in, o

r s

as in

sen

d

z as

in z

oos

as in

Sue

ng a

s in

win

gn

as in

win

or

ng p

lus

g as

win

g-g

j as

in jo

ke

v as

in v

ery

x as

in e

xact

ch a

s in

cho

ke

b as

in b

erry

x as

in a

xe o

r ax

is

Con

sona

nt V

aria

tions

Initi

al t

and

d: W

hile

cau

sing

littl

edi

ffic

ulty

at

the

reco

gniti

on le

vel,

wor

ds b

egin

ning

with

tor

d a

re o

ften

rel

ease

d w

ith m

ore

ener

gy a

ndsp

eed

by th

e Sp

anis

h-sp

eaki

ngpe

rson

bec

ause

the

tip o

f th

e to

ngue

is p

lace

dag

ains

t the

back

of

the

uppe

r te

eth.

Fina

l t a

nd d

: Thi

s so

und

may

be

rele

ased

with

too

muc

h en

ergy

, it m

ay n

ot b

e so

unde

dat

all,

or it

may

be

too

fain

t to

be d

istin

guis

hed.

Fina

l and

med

ial d

: The

fin

al d

sou

ndis

pra

c-tic

ally

dev

oice

d so

that

a t s

ound

may

res

ult.

The

med

ial d

sou

nd is

oft

enom

itted

, as

inca

ndy.

Initi

al r

: A tr

illed

r is

som

etim

es s

ubst

itute

dfo

ra

fric

ativ

e or

glid

e r;

r b

efor

e an

othe

rco

n-so

nant

may

be

inve

rted

.

Initi

al, m

edia

l, an

d fi

nal 1

: The

Spa

nish

soun

dha

s a

dark

er q

ualit

y th

anits

Eng

lish

coun

ter-

part

. The

tip

of th

e to

ngue

is p

lace

dag

ains

t

the

back

s of

the

teet

h, in

stea

d of

on th

e ri

dge,

and

the

back

of

the

tong

ue is

rai

sed.

Poss

essi

ve F

orm

s of

Nou

nsA

for

m s

uch

as th

e bi

rd's

nes

t is

not f

ound

inSp

anis

h. A

res

ult m

ight

be

the

nest

of

the

bird

,a

liter

al tr

ansl

atio

n of

el n

ido

del p

ajar

o.

Pron

ouns

Eng

lish

pron

ouns

, esp

ecia

lly th

e ob

ject

ive

and

poss

essi

ve f

orm

s ar

e di

ffic

ult f

or S

pani

sh-s

peak

-in

g ch

ildre

n.

Obj

ectiv

e Pr

onou

ns:

me,

us,

him

, her

, the

mPo

sses

sive

Pro

noun

s: m

y, m

ine,

our,

our

s, y

our,

your

s, h

is, h

er, h

ers,

its,

thei

r, th

eirs

, who

se

Ver

b Fo

rms

Bot

h te

nse

and

num

ber

caus

e pr

oble

ms.

Sin

ceE

nglis

h ve

rbs

are

high

ly ir

regu

lar

mos

t dif

fi-

culti

es c

ome

abou

t whe

n Sp

anis

h-sp

eaki

ngch

il-dr

en tr

y to

con

juga

te th

em.

Form

s su

ch a

skn

owed

, run

ned,

and

sw

imm

edar

e fr

eque

ntly

utte

red.

Dou

ble

Neg

ativ

esIn

Spa

nish

no

teng

o na

da is

dec

ided

lyco

rrec

t.T

hus,

I d

on't

have

not

hing

is u

sed.

Com

para

tive

Form

sB

ecau

se m

as m

ejor

is c

orre

ct in

Spa

nish

,m

ore

bette

r is

som

etim

es s

poke

n. K

now

ing

whi

ch f

orm

to u

se is

trou

bles

ome,

as

tall,

talle

r, ta

llest

orm

ore

beau

tiful

rat

her

than

bea

utif

uler

.

Wor

d O

rder

in Q

uest

ions

Span

ish

diff

ers

from

Eng

lish

so th

at w

here

Iam

? m

ay b

e su

bstit

uted

for

whe

ream

I?

Wor

d In

terc

hang

esT

he f

ollo

win

g w

ords

are

ofte

n er

rone

ousl

yin

terc

hang

ed: s

ome,

any

; muc

h,m

any;

like

,w

ant;

say,

tell;

eac

h, e

very

, all;

mak

e, d

o. T

hus,

a ch

ild m

ay s

ay m

any

mon

ey o

r m

y br

othe

r, h

esa

y to

tell

you

to te

ll hi

m w

hy I

am

not

hom

efr

om s

choo

l.

Tra

nsla

tion

of I

diom

sD

irec

t tra

nsla

tion

ofso

me

Span

ish

idio

ms

isno

t mea

ning

ful.

For

exam

ple

mal

o de

l ojo

and

enfe

rmo

del p

ie r

esul

t in

sick

of

the

eye

and

sick

of

the

foot

.

Obs

erve

the

spee

ch p

atte

rns

ofm

igra

nt c

hil-

dren

in y

our

clas

ses

to id

entif

yco

nstr

uctio

ns th

atsh

ould

be

mad

e cl

ear

and

prac

ticed

man

y tim

es.

Goo

d us

age

exer

cise

s fo

und

in la

ngua

gete

xts

are

suita

ble,

pro

vide

d th

ey a

re u

sed

oral

ly, n

otw

ritte

n. C

orre

ct f

orm

s w

ill h

ave

to b

e pr

actic

edre

peat

edly

with

var

iatio

ns if

con

cept

sar

e to

re-

mai

n fi

xed

perm

anen

tly.

MY

RT

LE

R. R

EU

L

Prof

esso

rSc

hool

of

Soci

al W

ork

Uni

vers

ity o

f G

eorg

ia

The

Mig

rant

Chi

ldM

yrtle

R. R

eul

In o

rder

for

the

scho

ols

to w

ork

effe

ctiv

ely

with

the

mig

rant

chi

ld a

nd h

is f

amily

, it i

s ne

ces-

sary

for

sch

ool p

erso

nnel

to k

now

som

ethi

ng o

fth

e lif

e st

yle

and

expe

rien

ces

of th

e m

igra

nt.

In o

rder

for

the

scho

ol to

beg

in w

ith th

e ne

eds

ofth

e ch

ild, w

here

the

child

is, i

t is

nece

ssar

y to

unde

rsta

nd s

omet

hing

of

the

real

ity o

f th

e ch

ild's

expe

rien

ce a

s se

en a

gain

st th

e ba

ckgr

ound

of

his

raci

al o

r et

hnic

cul

ture

. It i

s ne

cess

ary

to u

nder

-st

and

not o

nly

the

need

s of

the

child

but

how

his

expe

rien

ces

effe

ct h

is m

otiv

atio

n fo

r an

edu

-ca

tion,

or

even

his

abi

lity

to le

arn;

and

cer

tain

lyho

w a

ll of

this

aff

ects

his

atti

tude

tow

ard

scho

ol.

Whi

le th

e ne

eds

of th

e m

igra

nt c

hild

may

be

sim

ilar

to th

ose

of th

e di

sadv

anta

ged

child

inth

e ur

ban

ghet

to, t

here

are

cer

tain

dif

fere

nces

.T

he m

igra

nt c

hild

's p

aren

t is

so p

reoc

cupi

edw

ith e

cono

mic

pro

blem

s, w

ith th

e ca

re a

nd p

ro-

tect

ion

of a

larg

e fa

mily

, with

trav

el f

rom

one

part

of

the

coun

try

to a

noth

er, w

ith th

e ph

ysic

alen

ergy

of

harv

estin

g a

crop

plu

s m

eetin

g th

ede

man

ds o

f a

crew

lead

er a

nd/o

r a

grow

er th

atth

ere

may

be

little

tim

e, o

r ph

ysic

al a

nd p

sych

icen

ergy

left

, to

be c

once

rned

with

the

emot

iona

lw

elfa

re o

f hi

s ch

ild. T

he c

hild

's f

eelin

gs m

ay b

eig

nore

d, o

r re

sist

ed, d

epen

ding

upo

n th

e cu

lture

and

expe

rien

ce o

f th

e pa

rent

. The

par

ent m

ayha

ve b

een

so e

mot

iona

lly d

epri

ved

him

self

, in

his

own

child

hood

, tha

t his

ow

n ne

eds

mus

t be

met

fir

st w

ithou

t too

muc

'a c

onsi

dera

tion

for

the

need

s of

oth

ers.

It is

impo

ssib

le to

und

erst

and

the

educ

atio

nal

need

s of

mig

rant

chi

ldre

n w

ithou

t som

e ap

-pr

ecia

tion

for

the

cultu

res

they

rep

rese

nt.

FAM

ILY

CU

LT

UR

ET

he m

igra

nt c

hild

whe

ther

Mex

ican

- A

mer

ican

,bl

ack,

or

whi

te u

sual

ly c

omes

fro

m a

larg

e fa

mily

of m

ore

than

fiv

e ch

ildre

n an

d ha

s liv

ed u

nder

crow

ded

cond

ition

s in

a h

ouse

hold

that

cha

nges

with

an

infl

ux o

f re

lativ

es in

and

out

. The

mi-

gran

t chi

ld f

requ

ently

has

aun

ts a

nd u

ncle

s w

ho

are

youn

ger

than

he

is w

ho m

ay b

ea

perm

anen

tpa

rt o

f hi

s ho

useh

old.

The

Spa

nish

-spe

akin

g ch

ild w

ill u

sual

ly k

now

a ho

me

in w

hich

bot

h fa

ther

and

mot

her

are

pres

ent.

The

fam

ilyin

add

ition

to p

aren

ts a

ndsi

blin

gw

ill c

onsi

st o

f gr

andp

aren

ts, u

ncle

s,au

nts,

cou

sins

, and

god

pare

nts

and

thei

r ch

il-dr

en. I

n th

e Sp

anis

h cu

lture

, the

stro

nges

t fee

l-in

gs o

f be

long

ing

are

in th

e fa

mily

and

a, c

hild

may

nev

er h

ave

play

ed w

ith a

chi

ld w

ho is

not

a re

lativ

e. A

mon

g th

e M

exic

an-A

mer

ican

mi-

gran

ts, t

he w

ork

crew

s ar

e of

ten

mad

eup

en-

tirel

y of

fam

ily m

embe

rs. I

n th

e tr

aditi

onal

Span

ish-

Am

eric

an h

ome

whe

ther

Mex

ican

,Pu

erto

-Ric

an, o

r C

uban

the

man

is th

e he

adof

the

hous

ehol

d. H

e is

the

one

who

mak

es m

ost

deci

sion

s an

d is

alw

ays

the

spok

esm

an f

or h

isfa

mily

. He

is th

e on

e w

ho d

eter

min

es w

heth

erhi

s ch

ildre

n go

to s

choo

l, if

they

are

ill e

noug

hto

go

to th

e do

ctor

, or

if th

ey ta

ke p

art i

n ac

tivi-

ties

outs

ide

the

hom

e w

ithou

t a c

hape

ron.

The

wom

an in

the

Span

ish-

spea

king

hom

eal

so h

as a

cle

arly

def

ined

rol

e. "

In a

dditi

onto

bein

g th

e m

othe

r, th

e ho

mem

aker

, the

cen

ter

orhe

art o

f th

e ho

me,

it is

her

dut

y to

hel

p he

rhu

sban

d fu

lfill

his

rol

e as

hea

d of

the

fam

ily,

tohe

lp h

im w

ork

in th

e fi

elds

if th

at is

his

wor

k.H

er m

issi

on in

life

is to

giv

e he

r hu

sban

dre

spec

t,fr

om h

erse

lf a

nd h

er c

hild

ren,

whi

ch in

turn

en-

hanc

es h

is m

anlin

ess

..

.

"Reg

ardl

ess

of th

e si

ze o

f fa

mily

, bab

ies

are

wel

com

ed a

nd w

ante

d. T

here

ason

for

Spa

nish

-A

mer

ican

mig

rant

par

ents

taki

ng th

eir

child

ren

into

the

fiel

ds is

to k

eep

the

fam

ily to

geth

er.

The

y fe

el it

is im

port

ant f

orev

ery

mem

ber

tow

ork

tow

ard

som

ethi

ng f

or th

e fa

mily

. The

chi

l-dr

en a

re p

art o

f th

e fa

mily

and

ther

efor

e th

eyco

ntri

bute

to it

s in

com

e.

..

"At a

n ea

rly

age

a ch

ild le

arns

res

pect

for

his

elde

rs. A

bove

all

else

, be

is ta

ught

to h

onor

and

defe

nd h

is f

amily

. He

is a

lso

taug

ht to

def

end

him

self

in a

hos

tile

wor

ld s

o he

can

mai

ntai

nhi

s di

gnity

as

an a

dult.

"1In

whi

te m

igra

nt h

omes

, the

kin

ship

ties

are

'Rea

Myr

tle R

., So

cioc

ultu

ral P

atte

rns

Am

oug

Mic

h-ig

an M

igra

nt F

arm

Wor

kers

, Rur

al M

anpo

wer

Cen

ter,

Mic

higa

n St

ate

Uni

vers

ity, 1

967,

pp.

3-9

.

also

rec

ogni

zed

and

a m

onie

d un

cle

and

his

fain

fly,

or

gran

dpar

ents

,or

a f

ourt

h or

fif

th c

ousi

nm

ay m

ove

in a

nd s

tay

for

vari

ous

leng

ths

of ti

me.

The

re is

ver

y lit

tle c

omm

on-l

aw m

arri

age

or d

i-vo

rce

amon

g w

hite

mig

rant

s. "

Fam

ily m

embe

r-sh

ip is

alo

ng e

xten

ded

fam

ily li

nes

with

the

gran

dmot

her

play

ing

a do

min

ant p

art.

Whi

leth

e m

an is

the

head

of

the

hous

ehol

d, th

ew

oman

is o

ften

the

one

who

act

ually

mak

es d

ecis

ions

."2

"Thi

s is

an

adul

t-ce

nter

ed c

ultu

re. T

he n

eeds

of th

e fa

ther

com

e fi

rst,

the

need

s of

the

child

ren

seco

nd. C

hild

ren

are

expe

cted

to c

onsi

der

the

need

s of

the

pare

nts

for

quie

tor

res

t ..

.B

abie

sar

e pl

ayed

with

by

both

par

ents

. Inf

aats

are

ove

rin

dulg

ed w

hile

ver

y yo

ung

but l

ater

mus

t con

-fo

rm to

the

wis

hes

of th

e pa

rent

s."3

The

Neg

ro in

the

mig

rant

str

eam

sco

mes

fro

ma

back

grou

nd r

oote

d in

the

cotto

n ec

onom

y of

the

Dee

p So

uth.

He

usua

llyco

mes

fro

m a

bac

k-gr

ound

that

stil

l sho

ws

the

dire

ct e

ffec

ts o

fsl

aver

y an

d th

e yo

ke o

f te

nant

far

min

g. "

The

infl

uenc

e of

sla

very

is s

till

seen

in f

amily

pat

-te

rns.

Mar

riag

e fo

r sl

aves

was

for

bidd

en;

il-le

gitim

acy

was

req

uire

d; s

exua

l exp

loita

tior,

was

enco

urag

ed. B

ecau

se th

e N

egro

man

was

not

allo

wed

a r

ole

with

in h

is f

amily

, the

Neg

row

oman

em

erge

d as

the

mos

t res

pons

ible

mem

ber

of th

e fa

mily

."4

"Am

ong

the

Neg

ro m

igra

nts,

the

wom

an, e

s-pe

cial

ly th

e gr

andm

othe

r, s

till p

lays

the

mor

edo

min

ant f

amily

rol

e. D

ivor

ce, s

epar

atio

n,co

m-

mon

-law

mar

riag

es, o

r un

wed

. par

enth

ood

are

the

usua

l rea

sons

for

the

fem

ale

fam

ily h

ead;

alth

ough

ther

e ar

e so

me

mig

rant

fam

ilies

whe

reth

e le

gal h

usba

nd is

pre

sent

, the

wom

an m

akes

all o

f th

e m

ajor

dec

isio

ns. T

here

are

also

man

y`a

dopt

ed' c

hild

ren,

or

rela

tives

bei

ng r

aise

dby

othe

r fa

mily

mem

bers

,or

chi

ldre

n be

ing

rais

edby

non

-fam

ily m

embe

rs."

2,

"If

Reh

abili

tatio

n Se

rvic

es A

re to

Be

Off

ered

to M

igra

nts,

" R

ehab

ilita

tion

Rec

ord,

U. S

. Dep

artm

ent

of H

ealth

, Edu

catio

n, a

nd W

elfa

re, S

umm

er, 1

969.

3,

Soci

ocul

tura

l Pat

tern

s A

mon

g M

ichi

gan

Mi-

gran

t Far

m W

orke

rs, P

ural

Man

pow

er C

ente

r, M

ichi

gan

Stat

e U

nive

rsity

, 196

7. p

. 19.

4ibi

d, p

. 12.

5,

"Cul

ture

of

the

Rur

al D

isad

vant

aged

" D

ivi-

sion

of

Fede

ral A

ssis

tanc

e C

onfe

renc

e, O

hio

Dep

artm

ent

of E

duca

tion,

196

9.

"Mos

t hou

seho

lds

incl

ude

exte

nded

fam

ilies

cons

istin

g of

nuc

lear

fam

ilies

, boa

rder

s, lo

dger

s,an

d ir

npec

ani

ous

rela

tives

, liv

ing

in o

ver-

crow

ded

quar

ters

. Eve

n in

the

Sout

h th

ere

has

alw

ays

been

con

tinu

ous

mov

emen

t in

sear

ch o

f lo

wer

rent

s or

mor

e ad

equa

te a

ccom

mod

atio

ns."

Neg

ro w

igra

nt c

hild

ren,

mor

e so

than

non

-bl

ack

child

ren,

may

be

bew

ilder

ed a

bout

the

char

acte

rolo

gica

l ide

ntity

of

thei

rpa

rent

s an

dot

her

fam

ily m

elith

ers.

The

rem

ay h

ave

been

ase

ries

of

legi

timat

e fi

r ill

egiti

mat

e `d

addy

s' w

hoha

ve c

ome

and

gone

. Som

em

ay h

ave

been

dru

nkan

d vi

olen

t and

sta

yed

on w

hen

the

chile

i wis

hed

they

wou

ld le

ave;

oth

ers

may

hav

e su

dden

lydi

sapp

eare

d ju

st a

s th

e ch

ildw

as f

orm

ing

a re

-la

tions

hip

with

them

. Und

er th

ese

circ

umst

ance

sit

is n

ot u

nusu

al f

or c

hild

ren

in th

esa

me

fam

ilyto

pro

vide

the

scho

ol w

ith d

iffe

rent

fac

tsw

hen

aske

d fo

r ag

es o

rna

mes

of

pare

nts

and

sibl

ing.

Eve

n in

telli

gent

chi

ldre

n be

com

e co

nfus

edas

tow

ho a

ll th

ese

peop

lear

e, w

heth

er th

ey a

re r

e-la

ted

or n

ot, a

nd if

they

are

rela

ted,

to w

hom

they

bel

or

EFF

EC

T O

F C

RO

WD

ED

LIV

ING

The

pat

tern

of

mov

ing

in w

ith r

elat

ives

,fr

iend

s, o

r ac

quai

ntan

ces,

whe

nth

e fa

mily

hea

dis

(in

t of

wor

k, o

r fa

ced

with

a cr

isis

, is

com

mon

to a

ll th

ree

cultu

res

Mex

ican

-Am

eric

an, s

outh

-er

n N

egro

and

App

alac

hian

whi

te. T

he f

athe

rof

the

Neg

ro c

hild

is th

e le

ast

activ

e in

mak

ing

thes

e te

mpo

rary

arr

ange

men

ts,

and

perh

aps

for

that

rea

son,

the

blac

k ch

ildse

ems

to b

e th

ele

ast p

rote

cted

and

the

mos

t exp

loite

d by

adu

lts.

The

mot

her

and

gran

dmot

her

may

be

unite

dby

a c

omm

on h

atre

d fo

rm

en w

hich

mak

es th

eex

peri

ence

s of

a b

lack

mal

e ch

ild r

athe

rne

ga-

tive.

Fur

ther

com

plic

atic

nsm

ay a

rise

whe

n se

v-er

al d

augh

ters

and

thei

r 9f

fspr

ings

mov

e ba

ckin

to th

e ho

me

of th

e m

othe

r.A

gro

wn

son,

mar

ried

or

a ba

chel

or,

may

als

o liv

e in

the

hom

ean

d be

an

activ

e pa

rt o

f th

e fa

mily

inte

ract

ion.

Chi

ldre

n liv

ing

unde

r th

ese

cond

ition

s ar

e of

ten

°Kel

ler,

Suz

anne

, The

Am

eric

anL

ower

Cas

s Fa

mily

,A

lban

y, N

ew Y

ork,

New

Yor

k St

ate

Div

isio

n fo

i You

th,

1968

, p. 1

1.

alte

rnat

ely

over

-pro

tect

ed a

nd n

egle

cted

. The

gran

dmot

her

ofte

n ta

kes

over

and

pus

hes

the

mot

her

out a

s fa

r as

the

deci

sion

mak

ing

is c

on-

cern

ed. T

here

see

ms

to b

e a

stro

ng p

sych

olog

ical

gree

d fo

r ba

bies

on

the

part

of

such

gra

nd-

mot

hers

. The

chi

ld m

ay le

arn

at a

n ea

rly

age

to p

lay

one

adul

t aga

inst

ano

ther

.H

erth

a R

iese

in h

er w

ork

with

ext

rem

ely

de-

priv

ed c

hild

ren

foun

d "t

hat t

he o

vers

timul

atio

nof

cro

wdi

ng a

nd th

e ev

er r

epea

ted

depr

ivat

ion

inhe

rent

in c

hang

ing

resi

denc

e le

ad, i

nfi

nal

anal

ysis

, to

men

tal a

nd e

mot

iona

l im

pove

rish

-m

ent."

She

goe

s on

, "D

evel

opm

ent o

f a

self

,w

ell-

defi

ned

agai

nst a

n eq

ually

wel

l-de

fine

d ob

-je

ctiv

e w

orld

, is

impe

ded;

hen

ce, u

nles

s th

e ch

ildis

dul

led

com

plet

ely,

ther

e em

erge

s a

will

-o-w

isp

agita

tion,

an

aim

less

sea

rch,

an

obse

ssio

n to

touc

h an

d re

sour

cele

ssly

rel

ease

eve

ryth

ing;

or

the

child

is u

nder

com

puls

ior

to h

andl

e an

d`e

xper

imen

t' w

ith e

very

thin

g pr

omis

cuou

sly

in th

em

ost i

napp

ropr

iate

and

dan

gero

us m

anne

r .

..

"Obs

essi

on to

touc

h, h

owev

er, m

ay le

ad to

ob

sess

ion

to ta

ke. G

ratif

icat

ion

of u

nsat

iate

d ta

ctile

need

s ha

s to

be

secu

red.

A s

ense

of

mas

tery

has

to b

e ga

ined

by

the

free

dom

to to

uch,

to d

o w

hat

is w

ante

d, w

hene

ver

it is

vita

lly w

ante

d. T

hech

ild w

ho h

as r

easo

n to

dou

bt th

at h

e ow

ns th

atfr

eedo

m, n

eeds

to v

erif

y it,

and

to a

scer

tain

itco

ntin

uous

ly.

..

"The

lega

l con

cept

of

owne

rshi

p is

not

eas

ilyim

part

ed to

a c

hild

who

bec

ause

of

abse

nce

ofm

ater

ial t

hing

s ha

s no

t bee

n co

nfro

nted

with

the

priv

ilege

of

owni

ng o

bjec

ts a

t hom

e. H

e is

fac

edw

ith th

e ne

cess

ity f

or c

olle

ctiv

e or

con

secu

tive

use

of th

e ve

ry f

ew o

bjec

ts in

the

fam

ily, e

ven

clot

hing

..

.

"If

a ch

ild h

as b

een

rais

ed w

ith th

e id

ea th

athe

pos

sess

es n

othi

ng a

nd o

wns

an

obje

ct o

nly

aslo

ng a

s he

hol

ds it

, he

has

diff

icul

ties

in d

evel

op-

ing

resp

ect f

or o

ther

peo

ple'

s pr

oper

ty. P

er-

man

ently

, und

er th

e st

ress

of

anxi

ety,

he

can-

not e

ven

conc

eive

the

idea

of

prop

erty

; the

re-

fore

the

idea

of

shar

ing

cann

ot ta

ke p

rope

rsh

ape

..."

Min

e, H

erth

a, H

eal t

he H

urt C

had,

Chi

cago

, Uni

-ve

rsity

of

Chi

cago

Pre

ss, 1

966,

pp.

71-

74.

IMPO

VE

RIS

HM

EN

T O

FV

OC

AB

UL

AR

Y

As

with

mos

t chi

ldre

n fr

om lo

wer

-cla

ss h

omes

,th

e m

igra

nt c

hild

enc

ount

ers

grea

ter

hand

icap

sin

lear

ning

how

to e

xpre

ss h

imse

lf v

erba

lly th

ando

es th

e m

iddl

e cl

ass

child

. He

hear

s le

ss s

peec

hin

term

s of

com

plet

e se

nten

ces

and

abou

t top

ics

of in

tere

st o

utsi

de o

f th

e pe

rson

al e

xper

ienc

esof

his

fam

ily a

nd r

elat

ives

. He

is a

lso

usua

llyex

pose

d to

inco

rrec

t gra

mm

ar, i

nacc

urat

e pr

o-nu

ncia

tion,

and

poo

r ar

ticul

atio

n.

The

re m

ay b

e a

good

dea

l of

dial

ogue

bet

wee

nth

e m

othe

r an

d th

e yo

ung

infa

nt a

nd s

he m

ayen

cour

age

his

begi

nnin

g ef

fort

s to

for

m w

ords

and

soun

ds b

y sm

iles

and

baby

talk

. Thi

s m

ayno

t be

as m

uch

of a

n ef

fort

on

her

part

to te

ach

the

child

to s

ay s

omet

hing

as

it is

a n

eed

on h

erpa

rt to

vie

w th

e in

fant

as

a liv

ing

toy

for

the

ente

rtai

nmen

t of

adul

ts. I

n m

any

mig

rant

fam

-ili

es, t

he b

aby

or v

ery

youn

g ch

ild is

the

chie

fen

tert

ainm

ent f

or th

e fa

mily

. Par

ents

and

old

ersi

blin

g m

ay s

pend

long

hou

rs p

layi

ng w

ith th

eba

by. T

his

may

end

abr

uptly

with

the

adve

ntof

the

next

chi

ld w

ho th

en b

ecom

es th

e ce

nter

of a

ttent

ion

whi

le th

e ol

der

child

is e

xpec

ted

tohe

lp a

ssum

e re

spon

sibi

lity

for

the

youn

ger

child

.

The

se a

brup

t shi

fts

in a

ttent

ion

and

acco

m-

pany

ing

feel

ings

of

dese

rtio

n he

lp to

acc

ount

for

the

unde

rdev

elop

ed a

bilit

y to

com

preh

end

lan-

guag

e. B

erns

tein

dis

cuss

es a

noth

er a

spec

t of

de-

velo

pmen

t whi

ch w

ould

app

ly to

the

mig

rant

child

, nam

ely

the

tend

ency

for

adu

lts to

exe

rcis

ear

bitr

ary

auth

ority

in r

elat

ion

to th

e ch

ild, s

uch

as "

Do

it 'c

ause

I to

ld y

ou to

, or

I'm y

our

boss

."T

he m

igra

nt c

hild

hea

rs th

is n

ot o

nly

from

his

own

pare

nts

but a

lso

in th

e ad

ult w

orld

aro

und

him

. His

par

ents

are

told

not

to q

uest

ion

the

reas

on f

or w

hy, a

nd h

ow, t

he w

ork

is d

one,

or

whe

re th

ey w

ork.

The

y ar

e to

ld to

do

thei

r jo

bs.

The

chi

ld h

ears

arb

itrar

y st

atem

ents

all

arou

ndhi

m w

hich

car

ry im

plie

d au

thor

ity v

alue

s al

ong

with

the

thre

at o

f pu

nish

men

t. T

he f

requ

ency

of

the

child

's e

xpos

ure

to s

uch

cate

gori

cal s

tate

-m

ents

lim

its th

e ra

nge

of h

is le

arni

ng. I

t mak

esit

diff

icul

t for

him

to q

uest

ion

and

to e

xpre

ss

curi

osity

abo

ut th

ings

he

sees

or

even

task

s in

whi

ch h

e is

invo

lved

.8

DIS

TR

UST

OF

TH

E S

POK

EN

WO

RD

The

mig

rant

s' a

ccep

tanc

e of

con

ditio

ns, e

ither

wor

k co

nditi

ons

or li

ving

con

ditio

ns, w

ith w

hat

has

ofte

n be

en d

escr

ibed

as

"fat

alis

m,"

may

in-

stea

d be

a c

onse

rvat

ion

of p

sych

ic e

nerg

y fo

rth

ings

whi

ch a

re m

ore

imm

edia

te, w

orry

ove

rth

e ba

by's

cou

gh, h

avin

g en

ough

mon

ey to

get

to th

e ne

xt c

rop,

or

to b

uy f

ood

or p

ay a

bill

.T

rave

ling

as m

igra

nt w

orke

rs th

roug

hout

the

coun

try,

my

husb

and

and

I sa

w a

n in

tuiti

ve s

en-

sitiv

ity to

the

feel

ing

leve

l of

othe

rs w

hich

mi-

gran

ts h

ave

deve

lope

d. T

his

aler

t sen

sitiv

ity is

a so

rt o

f "t

unin

g in

" to

wha

t ano

ther

per

son

isth

inki

ng, r

athe

r th

an to

wha

t he

is s

ayin

g. T

hem

igra

nt in

this

pos

ition

is c

onfu

sed

by w

hat h

em

ay s

ense

as

a pa

rado

x. T

he s

poke

n w

ord

does

not r

ing

true

. Wha

t the

mig

rant

sen

ses

the

spea

ker

feel

s, h

e do

es n

ot h

ear

the

spea

ker

say,

and

yet,

the

spea

ker

clai

ms

that

is h

ow h

e fe

els,

or th

inks

.

Mig

rant

s, r

egar

dles

s of

thei

r ra

ce, o

r et

hnic

back

grou

nd, h

ave

know

n to

o fe

w s

ituat

ions

whe

re w

ords

alo

ne c

ould

be

trus

ted.

The

y ar

epr

omis

ed jo

bs w

hich

oft

en d

o no

t mat

eria

lize

be-

caus

e a

grow

er, p

rote

ctiv

e of

his

ow

n in

tere

sts,

adve

rtis

es f

or o

ne h

undr

ed w

orke

rs w

hen

hene

eds

only

fift

y.In

com

mun

ities

whe

re th

eto

uris

t sea

son

coin

cide

s w

ith th

e ha

rves

t, m

i-gr

ants

fin

d fo

od a

nd o

ther

ess

entia

ls in

crea

sing

in p

rice

whe

n th

ey a

rriv

e. T

hey

are

vict

imiz

edby

loan

sha

rks,

hig

h pr

essu

re s

ales

men

, and

som

etim

es e

ven

by th

eir

own

crew

lead

ers,

or

fello

w m

igra

nt w

orke

rs.

The

con

cept

ual c

onst

ruct

of

an in

divi

dual

unde

r th

ese

circ

umst

ance

s is

one

of

basi

c di

s-tr

ust.

The

mig

rant

is c

ondi

tione

d to

be

dece

ived

by w

ords

so

he a

ttem

pts

to u

nder

stan

d th

e in

-te

nt in

bac

k of

the

wor

ds.

8Ber

nste

in, B

., "S

ocia

l Cla

ss a

nd L

ingu

istic

Dev

elop

-m

ent:

A T

heor

y of

Soc

ial L

earn

ing,

" In

Edu

catio

n, E

con-

omy

and

Soci

ety,

A. H

. Hal

sey,

et a

l., e

ds.,

New

Yor

k,Fr

ee P

ress

of

Gle

ncoe

, 196

1.

ISO

LA

TIO

NT

here

hav

e be

en, i

n re

cent

yea

rs, a

num

ber

ofst

udie

s on

the

effe

ct o

f is

olat

ion

on h

uman

be-

ings

both

phy

sica

l and

psy

chol

ogic

al e

ffec

t.W

hile

ther

e ar

e di

ffer

ence

s am

ong

thes

e st

udie

sof

per

cept

ual a

nd m

otor

cha

nges

in is

olat

ion,

diso

rgan

izin

g ef

fect

s ha

ve b

een

dem

onst

rate

d in

all c

ases

.

A m

ajor

que

stio

n w

hich

nee

ds a

nsw

erin

g is

,do

es th

e m

igra

nt's

type

of

isol

atio

n af

fect

his

perc

eptiv

e ab

ility

? D

oes

a ch

ild, m

igra

nt o

r no

n-m

igra

nt, w

hose

fam

ily is

cut

off

fro

m m

eani

ngfu

lco

ntac

ts w

ith o

ther

s pe

rcei

ve h

is w

orld

as

itre

ally

is?

An

exam

inat

ion

of th

e w

ork

expe

rien

ce o

f th

em

igra

nt s

how

s m

any

caus

es o

f is

olat

ion.

"T

hefa

rm w

orke

r m

ay b

e is

olat

ed b

y th

e em

ploy

erfo

r w

hom

he

wor

ks. T

his

is b

oth

a co

nsci

ous

and

an u

ncon

scio

us a

ttem

pt o

n th

e pa

rt o

f th

e em

-pl

oyer

to k

eep

his

wor

kers

fro

m b

eing

tem

pted

by o

ther

off

ers

of e

mpl

oym

ent.

Such

an

empl

oyer

not o

nly

view

s hi

s w

orke

rs a

s hi

s em

ploy

ees,

he

view

s th

em a

s hi

s pe

rson

al p

rope

rty.

Thu

s, h

eco

ntro

ls th

eir

visi

tors

, the

ir tr

ips

to to

wn,

eve

nth

eir

free

tim

e.

..

The

gro

wer

..

. may

en-

cour

age

the

crew

lead

er, w

ho tr

ansp

orte

d th

em

igra

nt w

orke

rs, t

o do

mos

t of

thei

r sh

oppi

ngan

d th

us k

eep

the

wor

kers

isol

ated

in, o

r ne

ar,

the

labo

r ca

mp

until

the

harv

est i

s co

mpl

eted

.T

he g

row

er m

ay s

ay h

e is

doi

ng th

is f

or th

eir

prot

ectio

n, o

r co

nven

ienc

e, b

ut in

the

expe

rien

ceof

the

mig

rant

s, th

ey a

re 'p

riso

ners

.'

"The

re is

als

o, a

sub

tle k

ind

of s

epar

aten

ess

that

is th

e re

sult

of b

eing

isol

ated

by

the

com

-m

unity

itse

lf. V

ery

few

pla

ces

mak

e se

ason

alw

orke

rs f

eel t

hey

are

acce

pted

or

wel

com

ed, o

rth

at th

e co

mm

unity

wou

ld b

e gl

ad f

or th

em to

beco

me

perm

anen

t res

iden

ts.

"Too

oft

en, t

he m

igra

nt w

orke

r an

d hi

s fa

mily

are

mad

e aw

are

they

are

not

wan

ted

beyo

nd th

ew

ork

they

do,

or

the

mon

ey th

ey le

ave

behi

nd.

It is

dif

ficu

lt un

der

thes

e ci

rcum

stan

ces

for

anin

divi

dual

to f

eel h

e is

an

impo

rtan

t par

t of

aco

mm

unity

. It i

s di

ffic

ult f

or h

im to

mai

ntai

n a

sens

e of

sel

f-w

orth

unl

ess

he c

an c

reat

e it

for

him

self

and

his

rel

ativ

es w

ithin

his

ow

n fa

mily

."9

DE

LIM

ITE

D E

NV

IRO

NM

EN

TM

uch

as h

appe

ns in

the

fam

ilies

of

schi

zo-

phre

nic

patie

nts

the

mig

rant

mus

t fit

his

per-

cept

ion

of e

vent

s in

to a

del

imite

d en

viro

nmen

t.T

he m

igra

nt's

con

cept

ualiz

atio

n of

his

sur

roun

d-in

g is

nei

ther

inst

rum

enta

l in

affo

rdin

g co

nsis

tent

unde

rsta

ndin

g an

d m

aste

ry o

f ev

ents

, or

feel

ings

,no

r in

line

with

wha

t the

mig

rant

see

s ha

ppen

ing

to n

on-m

igra

nts.

The

mig

rant

hea

rs o

n on

e ha

ndin

the

"gre

at A

mer

ican

dre

am"

that

if h

e w

orks

hard

, doe

s no

t bec

ome

a pu

blic

cha

rge,

is a

m-

bitio

us, h

ones

t and

sel

f-re

liant

, he

will

be

able

to r

ise

to a

ny h

eigh

t; on

the

othe

r ha

nd h

e kn

ows

from

exp

erie

nce

that

oth

ers

are

cont

empt

uous

of h

is ty

pe o

f la

bor.

He

know

s al

so th

at th

e re

-qu

ired

trav

el f

or h

is jo

b re

mov

es h

is r

ight

s as

aci

tizen

and

den

ies

that

the

frui

ts o

f th

e Pu

rita

nE

thic

, har

d w

ork

and

self

-rel

ianc

e, s

hall

ever

appl

y to

him

. The

acc

epta

nce

of s

uch

"mut

ually

cont

radi

ctor

y ex

peri

ence

s re

quir

es p

aral

ogic

alth

inki

ng."

19 S

uch

an e

nvir

onm

ent c

an a

ffor

dtr

aini

ng o

nly

in ir

ratio

nalit

y. T

he w

orld

whi

chth

e m

igra

nt p

erce

ives

for

oth

ers

need

s to

be

de-

nied

for

him

self

.

SLE

EP

DE

PRIV

AT

ION

Lud

y an

d G

ottli

eb in

an

artic

le o

n sl

eep

de-

priv

atio

n de

scri

be a

con

ditio

n w

hich

may

eff

ect

the

mig

rant

chi

ld's

abi

lity

to c

once

ntra

te in

the

clas

sroo

m. T

he a

utho

rs p

oint

out

that

with

loss

of s

leep

'cog

nitiv

e di

sorg

aniz

atio

n be

gins

with

a ge

nera

l slo

win

g of

thou

ght p

roce

sses

, acc

om-

pani

ed b

y w

ork

sear

chin

g. S

ubje

cts

used

in te

sts

stra

y fr

om to

pic

to to

pic

..

.Sp

eech

tend

s to

beco

me

inco

here

nt w

ith c

onfu

sed

mum

blin

gw

hich

fad

es in

to d

ozin

g si

lenc

e. D

ream

thou

ghts

9Reu

l, M

yrtle

R.,

"Iso

latio

n of

Far

m W

orke

rs,"

The

Mic

higa

n St

ate

Eco

nom

ic R

ecor

d, J

une,

1.9

67, p

p. 3

-7.

19L

idz,

The

odor

e, e

t al.,

Sch

izop

hren

ia a

nd th

e Fa

mily

,N

ew Y

ork,

Int

erna

tiona

l Uni

vers

ities

Pre

ss, I

nc.,

1965

,p.

180

.

are

inte

rspe

rsed

with

sec

onda

ry p

roce

ss th

inki

ngas

thou

gh th

ere

wer

e a

failu

re in

;epr

essi

on.

New

lear

ning

is in

terf

ered

with

bec

ause

the

at-

tent

iona

l or

'mpa

irm

ent w

ill n

ot a

llow

for

the

acqu

isiti

ot n

ew m

emor

ies.

Reg

ulat

ion

and

cont

rol o

f ti.

ict i

s fr

eque

ntly

dis

turb

ed. L

oud

expl

osiv

e la

ught

er, s

omet

imes

inap

prop

riat

eor

at le

ast o

verr

eact

ive

can

be h

eard

."11

It is

the

exce

ptio

n, r

athe

r th

an th

e ru

le, f

orth

e m

igra

nt c

hild

and

his

fam

ily to

hav

e a

com

-fo

rtab

le u

ndis

turb

ed n

ight

of

slee

p. T

hey

may

doze

in a

bus

, car

, or

truc

k in

tran

sit.

The

ym

aycu

rl u

p on

nar

row

cot

s, in

bed

s al

read

y cr

owde

dw

ith o

ther

fam

ily m

embe

rs, o

r on

cha

irs

pulle

dto

geth

er. T

hey

may

str

etch

out

on

the

grou

nd o

na

pile

of

stra

w, o

r on

the

floo

r. T

heir

roo

m m

aybe

infe

sted

with

bed

bugs

, mos

quito

es, o

r "k

ant

sees

." T

he w

all a

bove

thei

r he

ads

may

dri

p w

ithhu

mid

ity, o

r m

ay b

e w

hite

with

fro

st. T

hey

may

shar

e a

room

with

str

ange

rs, o

r sl

eep

in a

bar

nsu

rrou

nded

by

the

soun

ds o

f co

ws

and

hors

es.

The

ir r

est m

ay b

e di

stur

bed

by th

e qu

arre

ls o

fne

ighb

ors,

the

crie

sof

chi

ldre

n,th

eir

own

hung

er, o

r th

eir

anxi

ety.

The

y m

ay b

e so

phy

s-ic

ally

exh

aust

ed th

ey c

anno

t rel

ax in

to s

leep

.W

hile

the

pare

nt w

ill u

sual

ly d

o ev

eryt

hing

poss

ible

to s

ee th

at th

e ch

ild d

oes

have

a go

odni

ght's

sle

ep, t

he c

hild

is e

xpos

ed to

the

sam

esl

eepi

ng c

ondi

tions

as

his

pare

nt. H

e, to

o,ex

-pe

rien

ces

slee

p de

priv

atio

n an

d th

is w

ill e

ffec

thi

s re

spon

se in

the

clas

sroo

m. I

t is

not u

nusu

alfo

r a

mig

rant

chi

ld to

put

his

hea

d on

his

des

kan

d sl

eep

thro

ugh

a le

sson

.

DE

PER

SON

AL

IZA

TIO

NT

here

is m

uch

in th

e ex

peri

ence

of

the

mig

rant

fam

ily w

hich

can

res

ult i

n th

e so

rt o

fan

ex-

peri

ence

kno

wn

as d

eper

sona

lizat

ion

phen

omen

aw

hich

Cat

tell

desc

ribe

s as

"fe

elin

gs o

f un

real

ityin

ref

eren

ce to

the

self

, the

bod

y, th

e ex

tern

alw

orld

, or

the

pass

age

of ti

me;

fee

lings

of

un-

real

ity o

r de

tach

men

t ass

ocia

ted

with

sta

tes

of

1 lL

udyl

Elli

ot D

. and

Jac

ques

S. G

ottli

eb, "

Slee

p D

e-pr

ivat

ion,

Am

eric

an H

andb

ook

of P

sych

iatr

y, V

ol. I

II,

Edi

ted

by S

ilvan

e A

riet

i, N

ew Y

ork,

Bas

ic B

ooks

, Inc

.,19

66, p

p. 4

06-4

18.

elat

ion;

an

'as

if' q

ualit

y; a

rid

loss

of

affe

ctiv

ere

spon

se."

12T

he m

igra

nt's

tota

l exp

erie

nce

ison

e of

con

-st

ant c

hang

e, a

nd it

beg

ins

with

his

trav

el f

rom

one

job

to th

e ne

xt. A

sen

se o

f or

ient

atio

n is

diff

icul

t for

him

to m

aint

ain.

Mig

rant

s fr

eque

ntly

trav

el in

a tr

uck

roof

ed b

y a

canv

as ta

rpau

linw

hich

clo

ses

out a

ny v

iew

of

pass

ing

coun

try-

side

.In

this

sem

i-sh

adow

the

ride

rssi

t on

benc

hes,

boxe

s,an

d th

efl

oor.

"The

y ha

vele

arne

d th

roug

h se

ason

s of

mov

ing

to r

elax

and

to r

est w

hile

the

truc

ks r

olle

d to

war

d th

e ha

r-ve

sts

of to

mor

row

..

.

"Bec

ause

the

truc

k bo

x is

enc

lose

d, th

ere

isno

sens

atio

n of

dis

tanc

e no

r of

nea

rnes

s. T

here

ison

ly th

e se

nsat

ion

of s

amen

ess.

It i

sa

sam

enes

sw

ith a

rol

ling,

jerk

ing,

bum

ping

mot

ion

..

.

The

onl

y re

ality

in a

ll th

at w

orld

of

open

hig

h-w

ays,

of

smal

l gro

cery

sto

res

and

serv

ice

sta-

tions

, the

onl

y re

ality

in a

ll th

at w

orld

is th

efa

mili

ar o

utlin

es o

f th

e tr

ucks

. The

truc

ks b

e-co

me

an is

land

of

secu

rity

. The

truc

ks b

ecom

e a

refu

ge th

at is

fam

iliar

in a

wor

ld o

f st

rang

enes

san

d in

diff

eren

ces.

"13

WH

AT

TH

E M

IGR

AN

T C

HIL

DB

RIN

GS

TO

SC

HO

OL

"By

the

time

a m

igra

nt c

hild

goe

s to

sch

ool h

eha

s be

en ta

ught

his

do'

s an

d do

n'ts

, to

fear

cer

-ta

in o

ther

s, to

get

alo

ng w

ith p

eopl

e in

cer

tain

way

s. I

mpu

lsiv

enes

s, s

elf-

asse

rtio

n, r

ival

rous

ex-

pres

sion

s,an

d en

viou

sfe

elin

gste

ndto

be

stro

ngly

dis

cour

aged

at h

ome,

but

allo

wed

of

child

ren

as g

roup

s, th

at is

, in

conj

unct

ion

with

brot

hers

and

sis

ters

. Thu

s, g

roup

s of

chi

ldre

nca

n fi

ght o

ther

gro

ups,

or

envy

one

ano

ther

open

ly s

o lo

ng a

s th

ey a

ct c

olle

ctiv

ely.

"Mot

hers

sho

w g

reat

war

mth

and

ope

n af

-fe

ctio

n, k

issi

ng a

nd f

ondl

ing

thei

r ch

ildre

n bu

tal

so s

how

qui

ck a

nger

tow

ard

them

and

sev

ere

12C

atte

ll, J

ames

P.,

"Dep

erso

naliz

atio

n Ph

enom

ena,

"A

mer

ican

Han

dboo

k of

Psy

chia

try,

Vol

. III

, Edi

ted

bySi

lvan

a A

riet

i, N

ew Y

ork,

Bas

ic B

ooks

, Inc

., 19

88. p

p.88

-100

.aR

eul,

Myr

tle R

., W

here

Han

niba

l Led

Us,

New

Yor

k, V

anta

ge P

ress

, 196

7, p

p. 2

17-2

18.

puni

shm

ent o

f th

em, m

ost o

ften

sla

ppin

gac

-co

mpa

nied

by

shou

ting.

Rar

ely

ison

e ch

ild p

un-

ishe

d al

one.

Oft

en th

e m

othe

r w

ill r

emin

d th

eot

hers

that

they

, too

, hav

e do

ne s

imila

rw

rong

sin

the

past

, and

will

in th

e fu

ture

. The

re is

anab

senc

e of

gru

dges

in p

aren

ts. A

pun

ishe

d ch

ildw

ill li

kely

as

not b

e em

brac

ed s

econ

dsor

min

-ut

es a

fter

bei

ng p

unis

hed

..

.

"Thi

s m

ay e

xpla

in w

hat

man

y ob

serv

ers

ofm

igra

nts

notic

e, th

eir

capa

city

to c

hang

e m

oods

and

beha

vior

so

rapi

dly;

they

can

be f

earf

ully

,gr

imly

sile

nt e

spec

ially

bef

ore

non-

mig

rant

s an

dth

en q

uick

ly jo

yful

and

talk

ativ

e w

ithon

ean

othe

r.

..

I su

spec

t tha

t the

ir e

arly

trai

ning

sets

the

stag

e fo

r w

hat t

hey

will

late

r ne

ed,

a hi

ghly

dev

elop

ed s

ense

of

flex

ibili

ty in

thei

rpe

rson

ality

, an

abili

ty to

man

age

the

cons

tant

rest

rict

ions

of

the

exte

rnal

wor

ld, b

ut s

till n

otsu

ccum

b to

the

apat

hy a

nd d

espa

ir th

at w

ould

fatig

ue a

nd im

mob

ilize

them

. In

a se

nse

ther

eis

a 'b

ounc

e' to

the

way

thes

e ch

ildre

nar

e pu

n-is

hed

that

teac

hes

them

fas

tre

cove

ry f

rom

a s

lap

as w

ell a

s sp

ecif

ic r

espo

nsiv

e ob

edie

nce

to it

.

"Muc

h of

the

hard

est p

unis

hmen

tgo

es in

toco

nfir

min

g th

e ch

ild's

sen

se o

f su

bmis

sion

to th

eno

n-m

igra

nt w

orld

, or

pass

ivity

bef

ore

it. T

here

is a

str

ikin

g di

ffer

ence

in th

e re

latio

nshi

p be

-tw

een

the

child

and

his

fam

ily 'a

t hom

e'or

intr

avel

, and

the

child

at s

choo

l, in

the

fiel

ds,

even

on

the

stre

et. A

t hom

e th

e ch

ildre

n pl

ayto

geth

er e

asily

and

war

mly

. The

yar

e fr

ee w

ithth

eir

pare

nts,

and

thei

r pa

rent

s w

ith th

em. O

pen

expr

essi

on o

f lo

ve a

nd d

emon

stra

tions

of

itar

ese

en.

..

Yet

in c

ontr

ast t

o su

ch o

penn

ess

offe

elin

g an

d of

ang

er, c

lose

ness

of

rela

tions

hip

betw

een

child

ren,

whe

n m

igra

nt c

hild

ren

mee

tm

any

peop

le o

n th

e 'o

utsi

de' t

hey

ofte

n ap

pear

isol

ated

, gua

rded

, with

draw

n, s

uspi

ciou

s an

dap

athe

tic o

r du

ll."T

hus,

in m

any

resp

ects

mig

rant

chi

ldre

nar

ebr

ough

t up

to h

ave

two

rath

er e

xplic

itw

ays

ofre

spon

ding

to th

e tw

o w

orld

s of

thei

r fa

mily

and

`oth

ers.

' Tho

ugh

of c

ours

e, a

ll ch

ildre

n le

arn

ave

rsio

n of

that

kin

d of

dis

tinct

ion,

ther

e is

ash

arpn

ess

of c

ontr

ast t

o th

e tw

o-fo

ld b

ehav

ior

in m

igra

nt c

hild

ren

that

is a

s if

they

hav

e tw

o

sets

of

attit

udes

, tw

o pe

rson

aliti

es, o

ne f

or th

eir

fam

ily, o

ne f

or th

e re

st o

f th

e w

orld

."14

HO

W M

IGR

AN

T P

AR

EN

TS

VIE

W T

HE

SC

HO

OL

S"I

t is

not g

ener

ally

with

in th

e co

ntro

l of

mi-

gran

t far

m w

orke

rs to

det

erm

ine

how

long

they

will

sta

y in

any

com

mun

ity. T

his

depe

nds

upon

the

avai

labi

lity

of w

ork.

The

fam

ilym

ay a

rriv

ew

hen

ther

e is

onl

y a

wee

k le

ft in

the

scho

olye

ar.

The

y m

ay d

epar

t a w

eek

afte

r sc

hool

has

sta

rted

in th

e fa

ll."T

hey

may

not

enr

oll t

heir

chi

ldre

n be

caus

eth

ey k

now

fro

m p

revi

ous

expe

rien

ce th

at th

eir

child

ren

are

ofte

n m

ore

conf

used

by

this

in a

ndou

t pat

tern

than

they

are

hel

ped.

"Fre

quen

tly, m

igra

nt p

aren

ts d

o no

tco

mpr

e-he

nd th

e am

ount

, or

the

degr

ee, o

f ed

ucat

ion

nece

ssar

y fo

r a

job

outs

ide

of s

toop

labo

r."M

any

of th

ese

pare

nts

knew

a v

ery

irre

gula

rpa

ttern

of

educ

atio

n th

emse

lves

, gea

red

to a

cotto

n ec

onom

y w

here

sch

ool v

acat

ions

coi

n-ci

ded

with

the

harv

est.

Edu

catio

nw

as s

econ

dary

to f

arm

wor

k. I

n su

ch a

sch

ool p

atte

rn a

ll of

the

child

ren

had

the

sam

e pa

ttern

of

irre

gula

r at

-te

ndan

ce a

nd th

eref

ore

wer

e no

t for

ced

toco

m-

pete

with

cla

ssm

ates

who

had

the

adva

ntag

e of

an u

nint

erru

pted

sch

ool e

xper

ienc

e."I

t is

diff

icul

t for

any

par

ent,

rega

rdle

ss o

f ed

-uc

atio

nal b

ackg

roun

d, to

und

erst

and

the

degr

eeof

com

petit

ion

in th

e av

erag

e el

emen

tary

cla

ss-

room

toda

y, o

r th

e am

ount

of

pres

sure

whi

chfa

ces

child

ren

stru

gglin

g w

ithne

w m

ath,

new

read

ing

met

hods

, or

new

soc

ial s

cien

ce, l

earn

ing

conc

epts

and

fac

ts w

hich

fiv

e ye

ars

ago

wer

eta

ught

onl

y in

hig

h sc

hool

."I

t is

alm

ost i

mpo

ssib

le f

or m

igra

ntpa

rent

s,w

ho th

emse

lves

com

plet

ed le

ss th

an s

ixye

ars

offo

rmal

sch

oolin

g, to

gra

sp h

ow m

uch

can

belo

st w

hen

a ch

ild m

isse

sa

few

day

s of

sch

ool.

Irre

gula

r at

tend

ance

may

not

be

proo

f of

lack

14C

oles

, Rob

ert,

M. D

., T

he M

igra

nt F

arm

er: A

Psy

-ch

iatr

icSt

udy,

Atla

nta,

Sout

hern

Reg

iona

lC

ounc

il,Se

ptem

ber,

198

5, p

p. 1

7-18

.

of in

tere

st in

edu

catio

n; it

may

be

that

the

par-

ent i

s no

t aw

are

of th

e sp

eede

d-up

pac

e of

pre

s-en

t edu

catio

n an

d ha

s no

idea

how

muc

h co

n-te

nt is

cov

ered

in o

ne d

ay.

"Sch

ool p

erso

nnel

atte

mpt

ing

to s

ched

ule

par-

ent c

onfe

renc

es h

ave

ofte

n la

bele

d m

igra

nt p

ar-

ents

as

apat

hetic

and

dis

inte

rest

ed in

thei

r ch

il-dr

en's

edu

catio

n. T

he p

aren

ts' l

ack

of c

oope

ra-

tion

may

not

be

apat

hy a

t all.

"It c

an b

e th

at th

e pa

rent

s do

not

hav

e cl

oth-

ing

they

fee

l is

adeq

uate

to w

ear

to s

choo

l. Fr

omth

eir

own

child

hood

edu

catio

n ex

peri

ence

they

may

be

unco

mfo

rtab

le w

ith te

ache

rs, p

rinc

ipal

s,or

sup

erin

tend

ents

. The

y us

ually

do

not u

nder

-st

and

the

purp

ose

of p

aren

t-te

ache

r co

nfer

ence

san

d th

ey a

re a

frai

d th

e on

ly r

easo

n th

e sc

hool

wis

hes

to s

ee th

em is

to r

epor

t som

e di

ffic

ulty

."T

hey

may

fee

l tha

t sch

ools

pic

k on

thei

r ch

il-dr

en b

ecau

se th

ey a

re m

igra

nts.

The

y m

ay n

otsp

eak

the

lang

uage

, esp

ecia

lly if

they

are

Mex

i-ca

n-A

mer

ican

s. T

hey

are

ofte

n co

nfus

ed b

y ed

-uc

atio

nal j

argo

n an

d w

hat t

o th

em is

"do

uble

-ta

lk"

whi

ch le

aves

them

won

deri

ng w

hat t

he c

on-

fere

nce

was

all

abou

t."T

hey

can

be a

sham

ed o

f th

eir

own

limite

ded

ucat

ion

and

fear

ful t

hey

will

say

, or

do, s

ome-

thin

g w

hich

will

em

barr

ass,

or

be d

etri

men

tal

to th

eir

child

ren.

Und

er th

ese

circ

umst

ance

s it

may

see

m w

iser

to th

em to

sta

y aw

ay f

rom

scho

ol.

"Als

o, th

ere

is a

lway

s th

e fa

ctor

of

time

lost

from

wor

k, a

loss

of

pay

they

can

not a

ffor

d. I

nor

der

to e

arn

as m

uch

as p

ossi

ble

whi

le w

ork

isav

aila

ble,

bot

h pa

rent

s ar

e of

ten

in th

e fi

elds

from

ear

ly m

orni

ng u

ntil

long

aft

er th

e ch

ildre

nar

e ho

me

from

sch

ool.

The

y m

ay s

end

thei

rch

ildre

n to

sch

ool,

rath

er th

an b

ring

them

for

the

initi

al' e

nrol

lmen

t, be

caus

e it

wou

ld m

ean

loss

of

wor

k."1

515

Reu

iM

yrtle

R.,

"Mig

rant

Edu

catio

n N

eeds

En-

cour

agem

ent,'

The

Det

roit

New

s M

agaz

ine,

Jun

e 4,

1987

, p. 8

.

A N

AT

ION

AL

AN

D A

CO

MM

UN

ITY

PR

OB

LE

MT

he e

duca

tiona

l nee

ds o

f th

e m

igra

nt c

hild

are

not j

ust p

erso

nal p

robl

ems

rela

ted

to h

isfa

mily

. Nei

ther

can

they

be

shru

gged

off

as th

epr

oble

ms

of th

e gr

ower

who

em

ploy

s hi

spa

r-en

ts. T

he e

duca

tiona

l nee

ds o

f th

e m

igra

nt c

hild

are

prob

lem

s w

hich

eff

ect t

he e

ntir

e na

tion.

In

a Sp

ace

Age

, Am

eric

a ca

nnot

aff

ord

to h

ave

age

nera

tion

of c

hild

ren

(as

did

the

mig

rant

par

-en

ts)

grow

up

half

nou

rish

ed a

nd u

nedu

cate

d.

Mig

rant

par

ents

do

not n

eed

to b

e to

ld th

ere

is n

o fu

ture

in s

toop

labo

r. T

hey

have

see

n th

eco

min

g of

aut

omat

ion

in th

e fi

elds

. The

y kn

owth

eir

child

ren

mus

t hav

e a

skill

ed ti

ade

or p

ro-

fess

ion

to li

ve d

ecen

tly. T

hey

know

als

o th

atas

sim

ilatio

n in

to a

new

com

mun

ity is

ver

y di

f-fi

cult.

The

y ar

e he

ld b

ack

by m

any

fact

ors:

It ta

kes

mon

ey to

set

tle in

any

com

mun

ity,

to p

ay r

ent a

nd b

uy f

ood

until

ther

e is

an

inco

me.

It is

oft

en d

iffi

cult

to f

ind

com

mun

ity r

e-so

urce

s.

Fam

ilies

may

wan

t to

live

in a

cer

tain

com

-m

unity

but

are

afr

aid

they

will

not

be

ac-

cept

ed.

The

pro

blem

s ar

e be

yond

the

mig

rant

fam

ily;

they

are

the

prob

lem

s of

the

com

mun

ity. T

hem

igra

nt c

hild

and

his

par

ents

nee

d en

cour

age-

men

t and

und

erst

andi

ng f

rom

edu

cato

rs a

nd th

ege

nera

l pub

lic if

they

are

eve

r to

bec

ome

part

of th

e m

ains

trea

m o

f A

mer

ican

life

a w

ay o

flif

e th

at s

ays

that

a g

ood

educ

atio

n sh

ould

be

avai

labl

e to

eve

ry c

hild

, reg

ardl

ess

of h

is c

olor

or th

e oc

cupa

tion

of h

is p

aren

ts.

ture

, wou

ld te

nd to

be

"dif

fere

nt"

in m

any

way

sun

know

n to

us.

The

chi

ld o

f M

exic

an a

nces

try

com

es to

our

scho

ols

with

a r

ich

cultu

ral b

ackg

roun

d, a

nd a

will

ingn

ess

to le

arn

as m

uch

as w

e ar

e re

ady

tote

ach.

It b

ehoo

ves

us to

fin

d al

l the

pos

sibl

em

etho

ds b

y w

hich

we

can

mak

e th

is c

hild

's le

arn-

ing

proc

ess

a w

onde

rful

exp

erie

nce,

and

not

an

expe

rim

ent i

n ad

oles

cent

har

dshi

p. W

e ca

n be

tter

unde

rsta

nd th

is c

hild

thro

ugh

a br

ief

stud

y in

low

er c

lass

Mex

ican

cul

tura

l val

ues,

con

tras

ted

with

mid

dle

clas

s A

nglo

-Am

eric

an v

alue

s.

AC

HIE

VE

ME

NT

AN

D S

UC

CE

SSIn

our

soc

iety

we

tend

to g

ive

stat

us to

men

and

wom

en o

n th

e ba

sis

of th

eir

achi

evem

ent

and

succ

ess

rath

er th

an o

n th

eir

fam

ily a

nces

try.

We

atta

ch m

ore

impo

rtan

ce to

a m

an's

pre

sent

and

futu

re v

alue

than

to h

is p

ast,

wha

teve

r it

mig

ht h

ave

been

. Our

s is

a s

ocie

ty n

urtu

red

ort

succ

ess

stor

ies

a la

Hor

atio

Alg

er.

The

Mex

ican

is r

eare

d in

a p

resc

ript

ive

en-

viro

nmen

t: W

here

the

shoe

mak

er's

son

is e

x-pe

cted

to b

e a

shoe

mak

er, a

nd h

e ra

rely

mak

esan

y ef

fort

to b

reak

his

soc

ial m

old.

Whe

re th

e"n

ew m

oney

" ca

nnot

com

pare

or

com

pete

with

the

"old

mon

ey."

Whe

re a

fam

ily n

ame

is m

ore

impo

rtan

t tha

n fi

nanc

ial

stat

us. W

here

goo

dm

anne

rs a

nd th

e ho

nor

of th

e fa

mily

take

pre

-ce

denc

e ov

er a

ny o

ther

con

side

ratio

n.

WO

RK

In o

ur A

nglo

-Am

eric

an s

ocie

ty w

e at

tach

an

inor

dina

te a

mou

nt o

f im

port

ance

to th

e m

eani

ngof

wor

k. W

e th

ink

of W

OR

K in

cap

ital l

ette

rs,

and

as a

n oc

cupa

tion

whi

ch is

bot

h th

e be

gin-

ning

and

the

end

of o

ur e

xist

ence

. The

lazy

are

criti

cize

d as

inte

nsel

y as

the

hard

wor

king

are

prai

sed,

due

to a

dis

tort

ed c

once

pt w

hich

at-

trib

utes

mor

al o

vert

ones

to f

aith

ful a

nd c

on-

tinuo

us w

ork.

The

Mex

ican

see

s w

ork

as a

mea

ns to

an

end

and

not a

s an

end

in it

self

. He

acce

pts

the

mon

-ot

ony

and

the

disc

iplin

e of

wor

k as

a m

eans

toac

quir

e im

med

iate

and

intr

insi

cgr

atif

icat

ion.

Lif

e in

sura

nce,

mut

ual f

unds

, ret

irem

ent p

lans

,an

d sa

ving

s bo

nds

are

part

of

a fu

ture

too

dis-

tant

to c

onte

mpl

ate,

and

ther

efor

e, o

f le

ss im

-

port

ance

than

the

plea

sure

of

livin

g lif

e to

day

and

letti

ng to

mor

row

take

car

e of

itse

lf. B

esid

es,

God

, as

they

und

erst

and

Him

, is

no g

reat

re-

spec

tor

of li

fe in

sura

nce

or r

etir

emen

t pla

ns a

sa

guar

ante

e of

a lo

ng li

fe!

CL

EA

NL

INE

SSIf

for

eign

ers

acce

pt th

e ov

erw

helm

ing

evi-

denc

e of

our

mag

azin

e ad

s an

d te

levi

sion

com

-m

erci

als

as g

ospe

l tru

ths,

then

they

mus

t in-

evita

bly

conc

lude

that

our

s is

the

foul

est s

mel

l-in

g co

untr

y in

the

wor

ld, e

spec

ially

if th

ey a

c-ce

pt th

e fa

ct th

at w

e sp

end

billi

ons

of d

olla

rson

soa

ps a

nd r

elat

ed p

rodu

cts.

Witn

ess

our

ab-

norm

al p

reoc

cupa

tion

with

cle

anlin

ess

in a

ll its

form

s, s

uch

as th

e us

e of

deo

dora

nts

to k

eep

is"d

ry,"

and

sin

ce th

e ar

mpi

ts a

re n

ot m

entio

ned,

due

to th

e "d

elic

ate"

nat

ure

of th

e w

ord,

a f

or-

eign

er m

ust a

ssum

e th

at th

ese

won

der

spra

yske

ep o

ur e

ars

and

toes

equ

ally

"dr

y."

By

way

of B

iblic

al r

einf

orce

men

t we

are

fond

of

quot

ing

the

godl

ines

sof

clea

nlin

ess,

alth

ough

,on

ew

onde

rs if

the

Bib

le w

as n

ot r

efer

ring

to th

ecl

eanl

ines

s of

our

mor

al b

ehav

ior.

The

Mex

ican

rec

ogni

zes

the

prac

tical

app

lica-

tions

of

soap

and

wat

er, y

et h

e ha

s so

meh

owav

oide

d, m

uch

to h

is d

elig

ht, t

urni

ng th

eir

use-

fuln

ess

into

a n

atio

nal f

etis

h. H

e ba

thes

as

ofte

nas

hum

anly

pra

ctic

al, y

et, h

e do

es n

ot c

onsi

der

a sw

eaty

bod

y as

a s

uffi

cien

t mot

ive

to f

eel i

n-se

cure

, unp

opul

ar, o

r em

barr

asse

d. S

ome

wou

ldco

nsid

er h

im u

nfor

tuna

te, f

or it

wou

ld a

ppea

rth

at h

e is

con

dem

ned

to li

ve b

eyon

d th

e be

nefi

tsof

Mad

ison

Ave

nue'

s m

oral

izin

g lig

ht.

EQ

UA

LIT

YT

he e

galit

aria

nsp

irit

perm

eate

s th

e en

tire

fabr

ic o

f ou

r so

cial

val

ues,

and

is a

mpl

y de

mon

-st

rate

d in

the

"all

men

are

equ

al"

doct

rine

of

our

Con

stitu

tion.

It s

houl

d no

t sur

pris

e an

ybod

y th

atw

e re

ally

bel

ieve

that

the

Uni

ted

Stat

es is

infa

ct a

cla

ssle

ss s

ocie

ty, a

bel

ief

that

fee

ds o

n ou

rde

moc

ratic

ego

s an

d m

akes

it q

uite

unn

eces

sary

for

us to

acc

ept t

he f

eelin

g of

infe

rior

ity in

here

ntin

a c

lass

soc

iety

.T

he M

exic

an, b

y w

ay o

f co

ntra

st,

isac

-cu

stom

ed b

y tr

aditi

on a

nd n

atur

e to

acc

ept t

heco

ncep

t of

equa

lity

as a

con

cept

and

not

hing

mor

e. H

e ac

know

ledg

es th

e re

ality

of

soci

alcl

ass

with

adm

irab

le e

quan

imity

and

with

an

alm

ost s

tudi

ed d

etac

hmen

t. D

urin

g pe

riod

s of

extr

eme

and

crue

l opp

ress

ion

he h

as s

hed

his

bloo

d in

num

berl

ess

and

nam

eles

s ba

ttles

, ral

ly-

ing

to th

e ba

ttle

cry

of "

land

and

fre

edom

," k

now

-in

g fu

ll w

ell t

hat h

e fi

ghts

not

for

equ

ality

, but

for

the

priv

ilege

of

bein

g al

low

ed to

live

inpe

ace.

EFF

ICIE

NC

Y A

ND

PR

AC

TIC

AL

ITY

Who

can

den

y th

at w

e ar

e pr

obab

ly th

e m

ost

effi

cien

t cou

ntry

in th

e w

orld

, and

with

Rus

sia

as a

n ex

cept

ion,

the

mos

t pra

ctic

al?

We

also

hav

eth

e du

biou

s ho

nor

of m

aint

aini

ng th

e m

ost

enor

mou

s bu

reau

crac

y of

mod

ern

times

, not

tom

entio

n th

e co

ncom

itant

inef

fici

ency

inhe

rent

inal

l bur

eauc

raci

es. M

ost g

over

nmen

tal s

ub-

divi

sion

s w

ere

orig

inal

ly e

stab

lishe

d to

ove

rsee

and

prom

ote

the

cont

inua

tion

of e

ffic

ienc

y at

all

leve

ls, b

ut e

nded

, unf

ortu

nate

ly, p

rom

otin

g th

eve

ry in

effi

cien

cy th

at th

ey w

ere

supp

osed

toav

oid.

We

have

bec

ome

unw

illin

g pa

wns

of

our

own

prag

mat

ism

, fin

ding

num

berl

ess

excu

ses

for

the

perv

asiv

e la

ck o

f sp

iritu

al f

iber

as

evid

ence

d in

the

revo

lutio

nary

act

iviti

esof

our

Am

eric

anyo

uth,

yet

fai

ling

to r

ecog

nize

that

the

qual

ityof

the

harv

est i

s an

d w

ill b

e de

pend

ent o

n th

equ

ality

of

the

seed

whi

ch w

e ha

ve s

own.

The

Mex

ican

fin

ds it

dif

ficu

lt to

und

erst

and

acu

lture

whe

re p

ract

ical

con

side

ratio

ns ta

ke p

re-

cede

nce

over

the

mos

t com

mon

spi

ritu

al a

spec

tsof

life

. He

cann

ot a

ccep

t, fo

r ex

ampl

e, a

"Pl

ease

send

no

flow

ers"

or

a "P

leas

e se

nd c

ontr

ibut

ions

to th

e de

ceas

ed's

fav

orite

cha

rity

" as

a f

inal

trib

ute

to a

hum

an b

eing

's li

fe. H

e w

ill n

ot a

c-ce

pt n

or c

an h

e co

ncei

ve th

e pl

acin

g of

any

one'

sm

othe

r in

a h

ome

for

the

aged

as

a ju

st r

ewar

dfo

r a

life-

time

of lo

ve a

nd s

acri

fice

. He

is p

er-

plex

ed b

y ou

r no

t too

unc

omm

on p

ract

ice

ofhu

sban

ds a

nd w

ives

taki

ng in

divi

dual

vac

atio

nsfo

r th

e pu

rpos

e of

ren

ewin

g th

e "z

ing"

in s

up-

pose

dly

jade

d m

arri

ages

. He

save

s hi

s m

oney

but

not a

t the

exp

ense

of

doin

g w

ithou

t the

littl

epl

easu

res

of li

fean

unn

eede

d bu

t ple

asur

e-gi

ving

par

ty; a

pre

tty d

ress

for

his

wif

e, e

ven

thou

gh h

is li

ght b

ill is

pas

t due

; a c

omin

g ou

tpa

rty

for

his

daug

hter

..

.an

d a

year

in d

ebt

to p

ay f

or th

e ex

pens

es. A

ple

asur

e se

ekin

gpe

ople

? N

ot r

eally

. You

can

say

that

they

fee

l the

unce

rtai

nty

of li

fe, a

nd m

ake

all p

ossi

ble

allo

w-

ance

s fo

r th

is u

ncer

tain

ty.

IND

IVID

UA

LIS

MFr

om G

eorg

e W

ashi

ngto

n an

d D

anie

l Boo

neto

Ted

dy R

oose

velt

and

Cha

rles

Lin

dber

g, n

otto

men

tion

a ho

st o

f ot

hers

, our

her

o w

orsh

ipkn

ows

no e

nd, n

ot s

o m

uch

for

the

hero

ism

of

thei

r de

eds

as f

or th

e ru

gged

indi

vidu

alis

m w

hich

they

rep

rese

nt. O

urs

is a

cul

ture

ste

eped

in a

d-m

irat

ion

for

the

indi

vidu

al. T

he H

orat

io A

lger

stor

ies

have

thri

lled

mor

e th

an o

ne g

ener

atio

n of

Am

eric

ans,

and

a m

ount

ain

of li

tera

ture

and

mus

ic h

as r

isen

as

our

very

ow

n m

onum

ent t

oth

e gr

eatn

ess

of th

e in

divi

dual

and

wha

t he

stan

ds f

or.

Para

doxi

cal a

s it

mig

ht s

eem

, our

s is

a c

ount

ryw

here

the

indi

vidu

al, i

n th

e fu

llest

sen

se o

f th

ew

ord,

is b

ecom

ing

as e

xtin

ct a

s th

e w

ell k

now

ndo

do. W

e ha

ve r

each

ed a

sta

te in

our

his

tory

,w

here

con

form

ity in

all

its f

orm

s is

pra

ctic

edre

ligio

usly

by

a gr

eat s

egm

ent o

f ou

r po

pula

tion.

We

are

pres

sure

d, b

ut d

o no

t lik

e to

adm

it it,

todr

ess,

spe

ak, a

ct a

nd r

eact

, and

gen

eral

ly li

vein

the

sam

e m

anne

r. O

ur b

ooks

are

cho

sen

by th

eB

ook

of t'

e M

onth

Clu

b ba

sed

on th

e as

sum

p-tio

n, th

ough

uns

poke

n, th

at w

e ar

e la

ckin

g su

f-fi

cien

t lite

rary

tast

e to

cho

ose

our

own

"bes

tse

llers

." O

ur w

omen

dre

ss, s

elf-

cons

ciou

sly,

inri

dicu

lous

sty

les

dict

ated

by

effe

min

ate

dres

sde

sign

ers

from

Par

is. O

ur te

en-a

gers

sic

ken

atth

e si

ght o

f an

othe

r te

en-a

ger's

long

er h

air,

inw

hat o

ne m

ust c

onsi

der

as u

nman

ly a

ttack

s of

jeal

ousy

. Our

chu

rche

s co

mpe

te f

or th

e un

-m

entio

ned

hono

r of

hav

ing

the

bigg

est b

ingo

part

ies,

the

mos

t soc

ial e

vent

s, a

nd th

e m

ost

dyna

mic

min

iste

r or

pri

est.

Our

Kiw

anis

, Lio

ns,

Mas

ons,

etc

., di

ffer

onl

y in

thei

r m

embe

rshi

pfe

es a

nd r

itual

istic

initi

atio

ns. O

ne c

anno

t hel

pbu

t rec

ogni

ze a

n en

dem

ic e

lem

ent o

f sa

men

ess

whi

ch is

ero

ding

one

of

the

mos

t che

rish

ed o

fou

r cu

ltura

l val

ues

..

.in

divi

dual

ism

.

Whi

le w

e pr

aise

the

indi

vidu

al in

son

g an

dst

ory,

the

Mex

ican

pra

ctic

es, a

gain

par

adox

ical

ly,

wha

t is

not r

eally

pre

ache

d in

his

cul

ture

, the

righ

t of

bein

g a

true

indi

vidu

al. F

or m

ore

than

four

hun

dred

yea

rs th

e M

exic

an h

as s

omeh

owm

anag

ed to

sur

vive

a v

arie

ty o

f di

ctat

orsh

ips,

som

e bu

t not

all

bene

vole

nt. H

e ha

s de

vise

dm

any

tact

ics

of a

ctiv

e an

d pa

ssiv

e de

fens

e ag

ains

tal

l unp

opul

ar g

over

nmen

ts.

The

Mex

ican

has

fou

ght h

is o

ppre

ssor

s w

ithar

med

reb

ellio

n w

hen

ever

ythi

ng e

lse

has

faile

d,al

thou

gh h

is m

ost p

oten

t wea

pon

has

been

his

sens

e of

dia

bolic

hum

or. H

is p

oliti

cal c

arto

ons

have

pun

ctur

ed e

gos

kind

des

troy

ed r

eput

atio

ns,

with

the

full

know

ledg

e th

at d

eath

or

exile

mig

htbe

the

pric

e to

pay

. His

pol

itica

l dir

ty jo

kes

have

done

mor

e to

des

troy

ven

al o

ffic

ials

than

a h

un-

dred

pol

itely

wor

ded

petit

ions

.H

is f

olk

song

sha

ve d

one

mor

e fo

r th

e m

oral

e of

the

little

peop

le, i

n tim

es o

f w

ar, t

han

a tr

ainl

oad

oftr

oops

.

Thi

s ch

ild-l

ike

spir

it of

reb

ellio

n ha

s en

gen-

dere

d an

atti

tude

of

indi

ffer

ence

tow

ards

rul

esan

d re

gula

tions

, as

evid

ence

d by

dif

fere

nt a

cts

thro

ugho

ut h

is d

aily

life

: A "

Don

't w

alk

on th

egr

ass"

sig

n is

a r

ed f

lag

not t

o be

igno

red

..

.

he w

alks

on

the

gras

s. A

red

ligh

t tra

ffic

sig

nal

is a

n in

vita

tion

of p

ure

delig

ht.

..

he r

uns

it.H

e fi

nds

it ea

sier

to tr

y an

d ge

t in

fron

t of

any

line,

than

to ta

ke h

is p

lace

in li

ne. H

e w

ill f

ight

to d

efen

d hi

s ho

nor

at th

e sl

ight

est p

rovo

catio

n,ev

en a

t the

ris

k of

his

life

, but

will

do

anyt

hing

to a

void

the

Mex

ican

Dra

ft S

yste

m a

nd it

s im

-pl

ied

disc

iplin

e. H

e w

ill s

toic

ally

acc

ept t

he e

ar-

split

ting

rack

et o

f an

all

nigh

t par

ty n

ext d

oor,

not b

ecau

se h

e lo

ves

his

neig

hbor

, but

sim

ply

beca

use

he f

igur

es th

at n

ext t

ime

it w

ill b

e hi

stu

rn to

rai

se h

ell,

and

he w

ill e

xpec

t nob

ody

tobo

ther

him

.

Thu

s, h

e go

es th

roug

h lif

e w

ith th

e cl

ear

unde

r-st

andi

ng th

at e

very

man

has

the

righ

t to

do w

hat

he p

leas

es, a

nd p

hilo

soph

ical

ly a

ccep

ts th

e w

him

sof

oth

er m

en. H

e is

a tr

ue in

divi

dual

am

ong

in-

divi

dual

s an

d, a

s lo

ng a

s hi

s ho

nor

is n

ot q

ues-

tione

d he

is c

onte

nt to

let o

ther

s be

as

indi

vid-

ualis

tic a

s th

ey p

leas

e.

SCIE

NC

EW

e ha

ve r

each

ed a

sta

ge in

the

deve

lopm

ent

of o

ur c

ultu

re, w

here

we

belie

ve th

at s

cien

ce is

som

ehow

goi

ng to

sav

e us

fro

m a

ny a

nd a

ll ev

il,ph

ysic

al a

s w

ell a

s sp

iritu

al. T

he h

isto

rica

l re-

lianc

e on

God

, whi

ch w

as th

e m

ains

tay

of o

urfo

refa

ther

s, h

as b

een

repl

aced

by

a m

ore

prac

-tic

al, m

ore

phys

ical

rel

ianc

e on

the

supp

osed

in-

falli

bilit

y of

sci

ence

inal

lits

man

ifes

tatio

ns.

Whe

re o

nce

the

min

iste

r, th

e pr

iest

, or

the

rabb

iw

ere

the

rece

ptor

s of

our

mos

t int

imat

e pr

ob-

lem

s, w

e no

w r

ely

alm

ost w

holly

on

the

very

scie

ntif

ic a

nd u

nque

stio

nabl

e w

isdo

m o

f ou

r ps

y-ch

iatr

ist.

Such

is o

ur tr

ust i

n al

l thi

ngs

mec

han-

ical

, tha

t we

have

for

ged

the

very

inst

rum

ents

that

con

trol

and

man

ipul

ate

our

daily

exi

sten

ce,

and

som

ehow

, we

belie

ve, o

ur f

utur

e su

rviv

al.

As

a re

sult

of th

is o

bses

sive

dep

ende

ncy

on s

ci-

ence

, we

are

forc

ed to

pay

wha

t we

mig

ht f

ind

to b

e a

proh

ibiti

ve p

rice

and

an

even

gre

ater

inte

rest

for

the

secu

rity

of

our

futu

re. A

s a

re-

sult

of th

is b

elie

f, w

e fi

nd th

at to

day

we

are

timed

, tab

ulat

ed, d

ocke

d, p

aid,

iden

tifie

d, h

ired

,fi

red,

arr

este

d, a

nd.

.. y

es .

.. e

ven

mat

ed b

yco

mpu

ters

!

The

Mex

ican

, eith

er th

roug

h ig

nora

nce

orfa

ith, d

epen

ding

on

one'

s vi

ewpo

int,

has

kept

inta

ct h

is r

elia

nce

on th

e w

ill o

f G

od. H

is c

on-

cept

of

the

caus

e an

d ef

fect

s of

ger

ms

on th

ehu

man

bod

y is

min

imiz

ed, a

nd o

ften

igno

red,

alth

ough

it b

ears

obs

ervi

ng th

at th

is a

ttitu

de is

char

acte

rist

ic o

f th

e lo

wer

cla

sses

whe

re th

e us

eof

fol

k re

med

ies

isst

ill w

idel

y ac

cept

ed. T

heed

ucat

ed M

exic

an h

as e

ager

ly a

dopt

ed a

ndad

apte

d m

any

of o

ur v

alue

s, f

or m

oder

nity

has

beco

me

syno

nym

ous

with

the

wor

d A

mer

ican

.In

his

eag

erne

ss o

ne f

inds

the

enth

usia

sm f

or a

llth

at is

new

, tem

pere

d w

ith r

espe

ct f

or th

e tr

a-di

tiona

l val

ue o

f al

l tha

t is

old,

and

ther

efor

e,w

ell k

now

n.

The

Mex

ican

acc

epts

the

valid

ity o

f sc

ient

ific

prog

ress

and

its

conc

omita

nt p

rodu

cts,

but

nev

erig

nore

s th

e G

od-g

iven

cau

se w

hich

mak

es a

llth

ese

scie

ntif

ic w

onde

rs p

ossi

ble.

If

he s

tand

s in

awe

of a

ll th

e m

irac

les

of s

cien

ce, t

his

reac

tion

is b

elitt

led

by th

e ev

en g

reat

er a

we

with

whi

ch

he beholds the miracles begotten by the will ofGod. He has seen or heard about the greatnessof nuclear power and its enormous potentialeffect on the future of our world. However, heknows that all the scientific inventions made byman cannot possibly cope with the uncertaintyof a life that is entirely in the hands of God. Heis more than aware of the whimsical nature ofGod, and lives his life entirely within the pat-tern imposed by his beliefs. Call it fatalism orresignation, call it what you will, but the factremains that his way of life has much to beenvied.

A PARTIAL CONCLUSIONIn his brief contrastive study of two cultures,

one young and pragmatic, the other old and tra-ditional, it would be presumptuous and incorrectto say that definite conclusions have beenreached. When dealing with cultures that arethemselves manifestations of human behavior,one must keep in mind the variables inherentin such an endeavor.

We have tried to understand the underlyingelements which are the essence of the mythicalMelting Pot out of which has poured a tor-rent of different ingredients, but somehow "cool-ing" into a unique product known throughoutthe world as an American. The key elements of

his culture are work, activity, achievement andsuccess, and from these elements he has man-aged to forge the mightiest nation in the world,with all the blessings and tribulations that comewith the price of greatness.

I have avoided using the term Mexican-American, because this term applies to an indi-vidual who has acquired a set of bi-cultural val-ues. I have preferred the term Mexican, to keepthe observations made here in their purest cul-tural context. I must add that the Mexican cul-tural values that have been discussed, are ingreat part characteristic of the Mexican lowerclass, and do not (nor are they intended to)illustrate the totality of Mexican cultural values.It is obvious, nevertheless, that the essence of theMexican-American's cultural values is a true re-flection of his Mexican heritage.

There is a tendency, a very human tendency,to see and react to any foreign culture on thebasis of our own culture. We must understandthat every act, attitude, belief, or value judgmentof an individual, in a given society, is a point ofreference within the culture that he represents,and that our awareness of these diverse points,plus our willingness to act in good faith, canspell the difference between conflict or betterunderstanding among all of our people regard-less of cultural origin.

Par

ticip

ant

Invo

lvem

ent

Scho

ol a

dmin

istr

ator

s at

tend

ing

the

conf

er-

ence

wer

e di

vide

d in

to g

roup

s, e

ach

to d

iscu

ssan

ass

igne

d to

pic.

The

dia

logu

esar

e su

mm

ariz

edbe

low

.

STU

DE

NT

RE

CR

UIT

ME

NT

Why

Rec

ruit?

In

man

y in

stan

ces,

mig

rant

chi

l-dr

en a

re n

ot e

nrol

led

in O

hio

scho

ols

unle

ss r

e-cr

uite

d. O

ften

par

ents

are

relu

ctan

t, fo

r on

ere

ason

or

anot

her,

to s

end

thei

r ch

ildre

nto

scho

ol. I

n ot

her

case

s, th

ey s

impl

y do

not

kno

wth

at s

choo

l ser

vice

sar

e av

aila

ble

for

thei

r ch

il-dr

en. D

irec

t com

mun

icat

ion

betw

een

pare

nts

and

scho

ol r

epre

sent

ativ

es a

nda

selli

ng a

ppro

ach

invo

lvin

g pe

rson

al c

onta

cts

are

of p

rim

e im

-po

rtan

ce.

How

to R

ecru

it? R

ecru

itmen

tm

ust b

e co

n-tin

uous

not h

it-or

-mis

s at

the

begi

nnin

g of

the

scho

ol p

rogr

am. P

ract

ical

pro

cedu

res,

such

as

havi

ng e

ach

bus

driv

er ta

lly th

enu

mbe

r of

chi

l-dr

en b

oard

ing

his

bus

at e

ach

cam

p, a

id in

re-

crui

tmen

t fol

low

up. P

aren

tsca

n be

rea

ched

ina

vari

ety

of w

ays

elud

ing:

(1)

pri

nted

fly

ers

wri

tten

in b

oth

Eng

lish

and

Span

ish

that

are

dist

ribu

ted

to c

hurc

hes,

labo

r of

fice

s,an

d ot

her

plac

es w

here

mig

rant

s ga

ther

; (2)

cam

p vi

sita

-tio

ns a

nd p

erso

nal c

onta

cts

betw

een

scho

ol r

ep-

rese

ntat

ives

and

mig

rant

par

ents

; and

(3)

em-

ploy

men

t of

recr

uitm

ent a

ides

.

Wha

t Age

ncie

s C

an A

ssis

t? C

hurc

hes,

labo

rof

fice

s, h

ealth

age

ncie

s, f

arm

pla

cem

ent b

urea

us,

the

new

s m

edia

, Com

mun

ityA

ctio

n C

omm

is-

sion

s, a

nd m

igra

nt m

inis

try

offi

ces

are

amon

g th

eag

enci

es th

at c

an a

ssis

t with

stu

dent

recr

uit-

men

t.

Who

Sho

uld

Rec

ruit?

Tea

cher

s, a

ides

,so

cial

wor

kers

, cou

nty

nurs

es, s

choo

l nur

ses,

bus

dri

v-er

s, m

igra

nt p

aren

ts, f

orm

er m

igra

nts,

and

Vis

tavo

lunt

eers

hav

e al

l bee

n fo

und

to b

e va

luab

lein

rec

ruitm

ent.

A r

ecru

iter,

who

ever

he

may

be,

mus

t be

a de

dica

ted

sale

sman

. Ide

ally

, he

shou

ldsp

eak

Span

ish

as w

ell

as E

nglis

h.

Wha

t App

roac

hes?

Poi

nts

that

may

be

help

ful

to r

ecru

iters

tryi

ng to

con

vinc

epa

rent

s th

at th

eir

child

ren

shou

ld b

e in

sch

ool i

nclu

de:

In f

all a

nd s

prin

g, s

choo

l atte

ndan

ceis

man

-da

tory

.

Scho

ol is

fre

e.

Sum

mer

sch

ool i

s of

a vo

lunt

ary

natu

re,

ther

efor

e th

e fe

ars

ofpa

rent

s th

at th

eysh

ould

sta

y in

one

loca

tion

even

thou

ghit

wou

ld b

e di

sadv

anta

geou

sec

onom

ical

lyca

n be

alla

yed.

The

impo

rtan

ce o

f co

ntin

uing

a ch

ild's

ed-

ucat

ion

with

out u

ndue

inte

irup

tions

sho

uld

be s

tres

sed.

Scho

ol f

rees

the

mot

her

and

olde

rsi

ster

sso

that

they

can

wor

k.

Adv

anta

ges

beyo

nd c

lass

room

inst

ruct

ion

incl

ude

hot l

unch

es, h

ealth

serv

ices

, and

enri

chm

ent a

ctiv

ities

suc

has

fie

ld tr

ips

orsw

imm

ing.

Wha

t Pro

blem

s? F

acto

rsaf

fect

ing

recr

uit-

men

t and

mig

rant

pro

gram

min

g in

clud

e:

Som

e m

igra

nt p

aren

tsqu

estio

n w

hy a

chi

ldne

eds

to g

o to

sch

ool d

urin

gth

e su

mm

erw

hen

he g

oes

all w

inte

r lo

ng.

The

y fe

elth

at s

umm

er is

a tim

e w

hen

a ch

ild c

anhe

lp th

e fa

mily

.

Mig

rant

edu

catio

nal

prog

ram

s ar

e qu

es-

tione

d by

som

e co

mm

unity

resi

dent

s. I

t is

the

resp

onsi

bilit

y of

the

scho

olto

inte

rpre

tth

e go

als

and

obje

ctiv

es o

f th

epr

ogra

m to

the

com

mun

ity.

PUB

LIC

RE

LA

TIO

NS

Var

ious

met

hods

can

be

used

to p

rom

ote

good

publ

ic r

elat

ions

bet

wee

n sc

hool

per

sonn

el,

mi-

gran

t fam

ilies

, and

com

mun

ity r

esid

ents

. Tec

h-ni

ques

incl

ude

the

follo

win

g:

Scho

ol p

erso

nnel

can

be e

ncou

rage

d to

vis

itca

mps

for

var

ious

pur

pose

s an

d to

get

tokn

ow th

e ad

ults

as w

ell a

s th

e ch

ildre

n.A

com

mitt

ee o

r co

unci

lco

mpo

sed

of r

ep-

rese

ntat

ives

fro

m th

e sc

hool

, the

com

mun

ity,

and

the

mig

rant

grou

pco

uld

be f

orm

edto

dis

cuss

mut

ual c

once

rns

and

tose

rve

asan

adv

isor

y gr

oup.

An

open

hou

seca

n be

hel

d to

bri

ng m

igra

nts

and

com

mun

ity r

esid

ents

toge

ther

.

Mig

rant

par

ents

can

be

enco

urag

edto

com

eto

the

scho

ol in

cas

ual c

loth

es. M

any

wor

kla

te a

nd h

ave

no ti

me

to c

hang

e;so

me

feel

they

hav

e no

pro

per

clot

hes

for

scho

olvi

sits

.

A c

omm

unity

fie

sta

can

be s

pons

ored

with

mus

ic a

nd M

exic

an f

ood.

A f

ield

day

, or

othe

r ac

tivity

, inv

olvi

ng c

hil-

dren

, will

attr

act p

aren

ts' a

ttent

ion

and

can

be u

sed

to p

rom

ote

com

mun

ityha

rmon

y.

Fiel

d tr

ips

acqu

aint

mig

rant

chi

ldre

nw

ithth

e co

mm

unity

and

vic

eve

rsa.

Com

mun

ity r

esid

ents

can

be in

volv

ed a

s re

-so

urce

peo

ple

in th

e sc

hool

pro

gram

.

Com

mun

ity r

esid

ents

can

be in

vite

d to

vis

itcl

asse

s an

d le

arn

mor

e ab

out t

he p

rogr

am.

The

y ca

n, in

turn

, rel

ate

wha

t the

yha

vele

arne

d to

fri

ends

and

nei

ghbo

rs.