Cambio de Colores (2012 : 11th : Columbia, Mo.)
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Latinos in the Heartland : At the Crossroads : ¿Incorporation or Marginalization? Proceedings of the 11th Annual Conference: Columbia, Missouri, June 13-15, 2012 Columbia, Mo. : University of Missouri.
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Item Of possibilities and limitations: maternal self-perceptions of agency in children's Spanish/English bilingual development(Cambio Center, 2013) Velázauez, Isabel; Cambio de Colores (11th : 2012 : Columbia, Mo.)This paper presents preliminary results of an ongoing study of the sociolinguistic experiences of a group of first-generation Latino families attempting to raise their children as Spanish/English bilinguals in the city of Lincoln, Nebraska. Each mother's self-perception of agency in her child's linguistic and academic development was examined, as well as her perceptions of the challenges involved in having her children use Spanish in private and public spaces. Previous studies (Velázauez, 2009; Potowski, 2008; Okita, 2002; Schecter & Bailey, 2002) have pointed to the work of mothers as a key factor in the process of intergenerational transmission or loss of a heritage language. Understanding the motivations and beliefs about this work, held by a group of mothers who are in the process of acquiring English, provides us with insight into one of the main foundations of home language policies and practices. These policies and practices set the basis for Spanish transmission or non-transmission to the children in these households.Item Chicanos: beyond the border; the creation of a university class(Cambio Center, 2013) Stephenson, M. Mercedes; Cambio de Colores (11th : 2012 : Columbia, Mo.)This presentation focuses on the creation of a class on Chicanos at Webster University in St. Louis, MO. Participants will learn about the topics covered during the 2012 Spring Semester, materials used and class content. Learning objectives discussed will include: To expose students to multiple cultural perspectives based on original materials; To communicate critically and sensitively with people from another culture through an understanding of one's own culture; To reflect on one's own time, culture and place in the world; To reflect on authentic materials such as songs, films and virtual interviews with authors; To express values and complex thoughts in writing; To question cultural stereotypes; To read critically and analytically. Learning outcomes to be discussed will include: Discuss and analyze the syndrome of physical and spiritual destierro (alienation) that the Mexican and Mexican-American populations experience as depicted in the novel Peregrinos de Aztlan; Compare and contrast the search for meaning and identity in the Mexican and Mexican-American cultures; Develop and design individual presentations on biculturalism, its sociolinguistic implications and man's origin and destiny; Evaluate the sociocultural impact of the Mexican migration through the use of authentic materials; Compose and write critical papers on the Chicano experience; Examine and question cultural stereotypes; Evaluate readings on the Chicano quest for meaning and identity. The presenter will examine the historical and geographical development of the multicultural Latino community, investigating mostly its Mexican roots; Share the plight of the Latino immigrants in the last thirty years-Analyze the Chicano/a history, culture and socioeconomic status; Deepen the understanding of a body of literary works by Chicano/a writers; Generate new knowledge and perspectives on the topic of social oppression and human rights; and Develop an appreciation for all art forms generated by the Chicano communities in this country. Furthermore, the participants will learn how to create learning communities in which students and instructors learn together, and share and reflect on universal themes.Item Crossing educational borders : the impact of international experiences on teachers(Cambio Center, 2013) Stacy, Jennifer; Cambio de Colores (11th : 2012 : Columbia, Mo.)Schools serve as a site for the development of complex social, cultural, and linguistic identities; the permeability of borders is not only evident in students, but also in teachers. As an effort to promote the learning of various world languages, the visiting teacher program offered by The Nebraska Department of Education has intentionally crossed borders and brought several teachers from China, Spain, Mexico, and elsewhere to Nebraska to the United States. These teachers not only diversify these American schools, but also try to teach students the linguistic and cultural skills needed to be successful in an interconnected world. This paper describes the visiting teacher program offered by The Nebraska Department of Education and focuses on the perspectives of the administrators involved in bringing Spanish language teachers from Spain and Mexico to meet the needs of Nebraska schools. Specifically, this paper explores the factors that have motivated the creation of the program and the benefits that the department expects teachers and their respective countries to gain from their experience teaching in the US. The implications of this study suggest how the concepts of border crossing and immigration can influence the promotion of a cosmopolitan education in state policies and programs with emphasis on the roles and experiences of the teacher.Item Volunteer study involving the Latino community(Cambio Center, 2013) Morales O., Sonia G.; Cambio de Colores (11th : 2012 : Columbia, Mo.)Hispanics represent the fastest growing population with cultural, demographic, and geographic diversity. This makes it difficult to successfully deliver homogeneous programs. Therefore, it is essential to better understand and have awareness of Hispanic American community needs. Such an understanding will allow 4-H Youth Development educators to deliver programs that engage Latinos as volunteers to benefit their community. This study surveyed 85 Hispanics to describe their participation in volunteerism and activities they would like to be involved in. The results provided information and recommendations that enabled 4-H Youth Development professionals to develop strategies for programs focused on recruiting Hispanics as volunteers.Item Trauma exposure during immigration: important considerations for professionals working with Latina immigrant populations(Cambio Center, 2013) May, Sarah F.; Quintero, Danielle; Cambio de Colores (11th : 2012 : Columbia, Mo.)Latina immigrants represent a population that has been historically under-served an exploited (Ojeda, Flores, Meza & Morales, 2011). Therefore, it is the responsibility of professionals that work with this vulnerable group to not further victimize or misuse research participants. This exploratory paper summarizes available literature relating to trauma experienced by Latina immigrants during migration and provides guidance for researchers and other professionals who work with Latina immigrant populations. It is important to note here, however, that the authors of this paper are not suggesting that severe trauma is necessarily a part of all Latina immigrant migration experiences. Rather, that they emphasize the point that this population is especially vulnerable. It is important that researchers and professionals working with Latina immigrants consider this topic.