Latino teens happier, healthier if families embrace biculturalism

Parents of adolescents know that it can be challenging to make sure their teens are making healthy choices.  Latino parents who have immigrated to the United States face an additional and unique challenge:  raising adolescents in a new country and culture.

Latino teens face challenges too. Adolescents who are trying to adjust to life in the U.S. themselves, or who are first-generation U.S. citizens with parents of a different culture, can be at greater risk for health problems and risky behavior associated with acculturation.  Acculturation is defined as how much and how quickly a person adjusts to a new
culture.

A study funded by the Centers for Disease Control and Prevention (CDC) and conducted by researchers at the University of North Carolina - Chapel Hill, shows that Latino adolescents in the U.S. who maintain ties to their culture of origin are
more likely to develop healthy behaviors than their peers who do not. Latino adolescents with strong awareness of their family’s culture reported higher self esteem, fewer social problems and less hopelessness, aggression and substance abuse.

“Teens adjusting to a new culture can encounter stressful situations like racial discrimination,” said CDC scientist Corinne Ferdon. “These situations are associated with adolescents engaging in risky behavior such as youth violence and substance abuse.”  The good news is that there are steps you can take as a parent with your teen to overcome these health risks. As a Latino parent who has immigrated to the U.S., you can honor your culture of origin and also weave in parts of the U.S. culture to help your teen adjust and live a healthy, balanced life. Your teen will not have to choose between their heritage and the American culture; you can help them be proud of both.

Here are some steps Latino parents can take to help keep teens stay safe and healthy:

1. Find the balance. Work to help your child understand which parts of the U.S. culture are helpful, and which parts conflict with your personal family values to help adolescents make healthy decisions.

2. Make time for family. Work schedules and a lack of extended family support often make family time difficult.  It’s very important that you spend time together as a family during times of cultural adjustment. Take a walk, eat meals
together, or engage in other activities your whole family enjoys.

3. Talk to your children. Talk with your adolescent children as you are getting used to life in the United States, and communicate about making good choices about their health and safety.

4. Listen to your children. When differences of opinion arise, try to listen and be flexible enough to hear what your teen is saying about how things are done in this new culture and about how they may be struggling or thriving.

For more information:
Call 1-800-CDC-INFO or visit
http://www.cdc.gov/healthyYouth/az/

Summer School Gives Esl Students Jump Start

When Jeannette Sgambellone found out there was money available for Lakewood Schools to hold an ESL summer school session for the first time, she and her fellow district English as a Second Language teachers rallied into action.

Because the district didn’t know for sure that federal Title 1 funds were available for the program until after school let out in June, the teachers had to go the extra mile to notify families of the opportunity.

Read full story via The Lakewood Observer

Consultant/Technical Assistance Provider for the Mid-Atlantic Equity Assistance Center

POSITION DESCRIPTION

TITLE:
Consultant/Technical Assistance Provider for the Mid-Atlantic Equity Assistance Center (MAEC), a project of The George Washington University’s Center for Equity and Excellence in Education (GW-CEEE)

REPORTS TO:
Director, Mid-Atlantic Equity Center (MAEC)

ROLE:
Plan, coordinate, and provide technical assistance, training, and professional development on a variety of educational equity issues to educators/clients in West Virginia.  Anticipated work level is 20%-40%.
Provide technical assistance and training to school districts, schools, state education agencies and other clients in on issues related to equity, access to high quality curriculum, and academic rigor.
Conduct needs assessments of districts, schools, and programs; develop technical assistance plans outlining goals, objectives, and strategies for technical assistance based on needs assessment; create training materials tailored to client needs.
Provide information, technical assistance, and training to clients based on current research.
Complete data tracking template and other administrative records detailing services provided.
Maintain contact with clients to provide follow-up assistance as needed.
Communicate and collaborate with the West Virginia State Department of Education about resources and services from the MAEC to LEAs in the state.
Collect data on the status of equity issues in West Virginia for MAEC needs assessment.
Share knowledge in areas of expertise with staff and clients as needed.
Present information on current equity issues and Center programs at state, regional, and national conferences.
Implement other related tasks as assigned by the project director.
Travel Requirements
Ability to travel by air and/or car for meetings, conferences, and client service delivery.

Qualifications
Demonstrated experience in assessing the educational needs of school districts and in providing technical assistance to administrators, educators, parents, and community members. Knowledge of educational equity issues and current research, including dropout prevention and reentry, the equitable distribution of highly qualified teachers, access to high quality curriculum for English language learners, and the disproportional representation of minorities in special education and gifted programs, school violence/harassment, and gender equity.  Ability to assess educational issues within an equity framework. Excellent written and oral communication skills; ability to work effectively with educators, administrators, parents, and community members; ability to work effectively with minimal supervision, and to work as an effective, collegial, and contributing member of the project  team.  Experience using basic software applications/procedures in a local area network and the Internet.  Advanced degree in an appropriate discipline and experience working in K-12 education in West Virginia preferred.

Compensation
Based on educational qualifications and experience.

Note
Send resume, cover letter, references, and a writing sample to Alex Payne at apayne@ceee.gwu.edu.

GW-CEEE
The George Washington University Center for Equity and Excellence in Education
1555 Wilson Boulevard #515
Arlington, VA 22209
703-528-5973

The University is an EEO Employer