DOCSLIB.ORG

Hispanic/Latino American Older Adults

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Ethno MEd Health and Health Care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino Course Director and Editor in Chief: VJ Periyakoil, Md Stanford University School of Medicine [email protected] 650-493-5000 x66209 http://geriatrics.stanford.edu Authors: Melissa talamantes, MS University of Texas Health Science Center, San Antonio Sandra Sanchez-Reilly, Md, AGSF GRECC South Texas Veterans Health Care System; University of Texas Health Science Center, San Antonio eCampus Geriatrics IN THE DIVISION OF GENERAL INTERNAL MEDICINE http://geriatrics.stanford.edu © 2010 eCampus Geriatrics eCampus Geriatrics hispanic/latino american older adults | pg 2 CONTENTS Description 3 Culturally Appropriate Geriatric Care: Learning Resources: Learning Objectives 4 Fund of Knowledge 28 Instructional Strategies 49 Topics— Topics— Introduction & Overview 5 Historical Background, Assignments 49 Topics— Mexican American 28 Case Studies— Terminology, Puerto Rican, Communication U.S. Census Definitions 5 Cuban American, & Language, Geographic Distribution 6 Cultural Traditions, Case of Mr. M 50 Population Size and Trends 7 Beliefs & Values 29 Depression, Gender, Marital Status & Acculturation 31 Case of Mrs. R 51 Living Arrangements 11 Culturally Appropriate Geriatric Care: Espiritismo, Language, Literacy Case of Mrs. J 52 & Education 13 Assessment 32 Topics— Ethical Issues, Employment, End-of-Life Communication 33 Case of Mr. B 53 Income & Retirement 16 Background Information, Hospice, Eliciting Patients’ Perception of their Patterns of Health Risk 18 Case of Mrs. D 54 Topics— Condition 34 General Health Status 18 Use of Standardized Instruments, Long Term Care, Case of Mr. JR 55 Mortality and Life Expectancy 19 Translation Methodology 35 Disease-Specific Clinical Assessment 36 Learning Resources: Mortality Rates, Functional Assessment 38 Student Evaluation 56 Morbidity 22 Topics— Cardiovascular Risk Factors, Culturally Appropriate Geriatric Care: Papers, Projects & Reports Dyslipidemias 23 Delivery of Care 39 Objective Questions 56 Topics— Essay Questions 57 Smoking, Health Promotion & Cerebrovascular Disease Disease Prevention 39 References 58 & Stroke, Hypertension 24 Treatment Issues, Malignancies, Complementary and Alternative End-Stage Renal Disease (ESRD) Medicine & Healers 40 25 Working With Families 43 End-of-Life Care, Cognitive & Emotional Status 26 Ethics & End-of-Life Decision Making, Psychological Distress & Hospice, Dying & Death 45 Depression, Functional Status 27 Access & Utilization 47 Topics— Primary & Acute Care, Long-Term Care 47 Copyright/Referencing Information Users are free to download and distribute eCampus Geriatrics modules for educational purposes only. All copyrighted photos and images used in these modules retain the copyright of their original owner. Unauthorized use is prohibited. When using this resource please cite us as follows: Talamantes, M, MS & Sanchez-Reilly, S, MD: Health and health care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino/. In Periyakoil VS, eds. eCampus Geriatrics, Stanford CA, 2010. © 2010 eCampus Geriatrics VJ Periyakoil, MD, Course Director & Editor in Chief [email protected] 650-493-5000 x66209 visit us online: http://geriatrics.stanford.edu eCampus Geriatrics hispanic/latino american older adults | pg 3 DESCRIPTION This module in the Ethnogeriatric Curriculum for Hispanic/Latino older adults is designed to introduce MODULE CHARACTERISTICS health care trainees to important issues in the care of older Americans from Hispanic/Latino backgrounds. Included are: Time to Complete: 2 hrs, 0 Mins • Explanations of the terms used to describe the populations Intended Audience: Doctors, Nurses, Social Workers, Psychologists, Chaplains, • Demographic data and sources of data available Pharmacists, OT, PT, MT, MFT and all other clinicians caring for older adults. • A review of mortality and morbidity data • Background information on: Peer-Reviewed: Yes 1. Historical background on the specific ethnic groups Course Director & Editor-in-Chief of the 2. Cultural traditions, health beliefs and values, Ethnogeriatrics Curriculum & Training including complementary and alternative VJ Periyakoil, MD medicine, palliative and end-of-life care Stanford University School of Medicine • Background and skills needed to provide a culturally competent geriatric assessment Authors • Treatment issues with Hispanic/Latino older adults Melissa Talamantes, MS Department of Family and Community Medicine, • Review of access and utilization of health care University of Texas Health Science Center, San Antonio Information in the content section is based on evidence Sandra Sanchez-Reilly, MD, AGSF GRECC from research, and citations to the published studies South Texas Veterans Health Care System, Division of are included. Geriatrics and Gerontology Department of Internal Medicine, University of Texas Health Science Center, San Antonio, Texas Special thanks to Mary Garza for assistance with the tables. © 2010 eCampus Geriatrics VJ Periyakoil, MD, Course Director & Editor in Chief [email protected] 650-493-5000 x66209 visit us online: http://geriatrics.stanford.edu eCampus Geriatrics hispanic/latino american older adults | pg 4 LEARNING OBJECTIVES After completion of this module, learners will be able to perform the following in relation to Hispanic/Latino older adults: 1. Define the terms Hispanic/Latino as used in 8. Describe strategies for development of its broad form to describe Mexican American, culturally appropriate verbal and nonverbal Puerto Rican, and Cuban older adults; communication skills discuss the use of the terms and describe 9. Identify validated assessment instruments the populations 10. Recognize cultural issues that affect 2. Identify demographics and the major sources treatment plans of information on the growth patterns available for the above ethnic older 11. Describe influences on health care access adult groups and patterns of utilization 3. Identify the major risks of diseases that face 12. Describe health promotion and disease Hispanic/Latino older adults prevention strategies for Hispanic/Latino and their implications older adults 4. Recognize the important role that history 13. Identify types of medication use including plays in the lives of Hispanic/Latino traditional folk remedies for various illnesses older adults 14. Discuss treatment issues, working with 5. Describe culturally based traditions, health families, caregiving and social support issues beliefs, values, attitudes and behaviors characteristic of this population 6. Identify and describe culturally appropriate 15. Present information on access and palliative care and end-of-life health care utilization of services, including decision-making long term care 7. Conduct a culturally appropriate ethnogeriatric health assessment for Hispanic/Latino older adults and their families using methods and strategies recommended in the Culture Med Ethnogeriatrics Overview Curriculum © 2010 eCampus Geriatrics VJ Periyakoil, MD, Course Director & Editor in Chief [email protected] 650-493-5000 x66209 visit us online: http://geriatrics.stanford.edu eCampus Geriatrics hispanic/latino american older adults | pg 5 introduction and overview Terminology N The diverse use of the terms w E Regional Differences in Terms among Hispanic/Latinos S “Hispanic and Latino” in the literature can be attributed to the diversity of the subgroups of Mexican American, Cuban American and Puerto Rican populations within a broader context. State and or regional differences in the use of terms are frequently noted in the Southwest. CALIFORNIA Latino, or Latina See the map to the right. is typically the favored term. The term emphasizes Latin American origin. U.S. Census TEXAS Definitions NEW MEXICO In Texas, where there New Mexicans usually is a large Mexican American The U.S. Bureau of the self-identify as population, the identifiers Census uses the term Hispanic or Hispanos. Hispanic or Mexican American “Hispanic” as an ethnicity are primarily used. category referring to persons who trace their origin or For a discussion on biases in using the various terminologies descent to Mexico, Puerto Rico, Cuba, Central or see Hayes-Bautista & Chapa (1987), Latino Terminology: South America, or Spain. Since 1980, according to Conceptual bases for standardized terminology. the Census Bureau, Hispanics can be of any race. In an order mandated by the Executive Office of the For purposes of this curriculum, when a specific President, revisions were made to the Statistical Policy ethnic subgroup is not identified, Hispanic and Directive No. 15, Race and Ethnic Standards for Federal Latino will be used interchangeably. Statistics and Administrative Reporting by the Office of Management and Budget (OMB) and the Office of Information and Regulatory Affairs. In the 2000 census the term Hispanic was changed to “Spanish, Hispanic or Latino” and “Not Spanish, MORE INFORMATION Hispanic or Latino”. The definition is as follows: “A person of Cuban, Mexican, Puerto Rican, South Statistical Policy Office, Office of Information & Regulatory Affairs, or Central American, or other Spanish Culture or Office of Management origin, regardless of race.” The term, “Spanish origin” & Budget, NEOB, in addition to “Hispanic” or “Latino” can be used. The Room 10201, 725 17th Street, N.W., OMB’s justification for the change was that the regional Washington, D.C. 20503. use of the terms differs, with the eastern region
Recommended publications
  • Global Latin(O) Americanos: Transoceanic Diasporas And

    Global Latin(O) Americanos: Transoceanic Diasporas And

    DEBATES: GLOBAL LATIN(O) AMERICANOS Global Latin(o) Americanos: Transoceanic Diasporas and Regional Migrations by MARK OVERMYER-VELÁZQUEZ | University of Connecticut | [email protected] and ENRIQUE SEPÚLVEDA | University of Saint Joseph, Connecticut | [email protected] Human mobility is a defining characteristic By the end of the first decade of the Our use of the term “Global Latin(o) of our world today. Migrants make up one twenty-first century the contribution of Americanos” places people of Latin billion of the globe’s seven billion people— Latin America and the Caribbean to American and Caribbean origin in with approximately 214 million international migration amounted to over comparative, transnational, and global international migrants and 740 million 32 million people, or 15 percent of the perspectives with particular emphasis on internal migrants. Historic flows from the world’s international migrants. Although migrants moving to and living in non-U.S. Global South to the North have been met most have headed north of the Rio Grande destinations.5 Like its stem words, Global in equal volume by South-to-South or Rio Bravo and Miami, in the past Latin(o) Americanos is an ambiguous term movement.1 Migration directly impacts and decade Latin American and Caribbean with no specific national, ethnic, or racial shapes the lives of individuals, migrants have traveled to new signification. Yet by combining the terms communities, businesses, and local and destinations—both within the hemisphere Latina/o (traditionally, people of Latin national economies, creating systems of and to countries in Europe and Asia—at American and Caribbean origin in the socioeconomic interdependence.
  • Latino Unemployment Rate Remains the Highest at 17.6% Latina Women Are Struggling the Most from the Economic Fallout

    Latino Unemployment Rate Remains the Highest at 17.6% Latina Women Are Struggling the Most from the Economic Fallout

    LATINO JOBS REPORT JUNE 2020 Latino Unemployment Rate Remains the Highest at 17.6% Latina women are struggling the most from the economic fallout LEISURE AND HOSPITALITY EMPLOYMENT LEADS GAINS, ADDING 1.2 MILLION JOBS In April, the industry lost 7.5 million jobs. Twenty-four percent of workers in the leisure and hospitality industry are Latino. INDICATORS National Latinos Employed • Working people over the age of 16, including 137.2 million 23.2 million those temporarily absent from their jobs Unemployed • Those who are available to work, trying to 21 million 5 million find a job, or expect to be called back from a layoff but are not working Civilian Labor Force 158.2 million 28.2 million • The sum of employed and unemployed people Unemployment Rate 13.3% 17.6 % • Share of the labor force that is unemployed Labor Force Participation Rate • Share of the population over the age of 16 60.8% 64.1% that is in the labor force Employment-Population Ratio • Share of the population over the age of 16 52.8% 52.8% that is working Source: U.S. Bureau of Labor Statistics, “Employment Status of the Hispanic or Latino Population by Sex and Age,” Current Population Survey, https://www.bls.gov/news.release/pdf/empsit.pdf (accessed June 5, 2020), Table A and A-3. www.unidosus.org PAGE 1 LATINO JOBS REPORT Employment of Latinos in May 2020 The U.S. Department of Labor (DOL) reported that employers added 2.5 million jobs in May, compared to 20.5 million jobs lost in April.
  • Puerto Ricans at the Dawn of the New Millennium

    Puerto Ricans at the Dawn of the New Millennium

    puerto Ricans at the Dawn of New Millennium The Stories I Read to the Children Selected, Edited and Biographical Introduction by Lisa Sánchez González The Stories I Read to the Children documents, for the very first time, Pura Belpré’s contributions to North Puerto Ricans at American, Caribbean, and Latin American literary and library history. Thoroughly researched but clearly written, this study is scholarship that is also accessible to general readers, students, and teachers. Pura Belpré (1899-1982) is one of the most important public intellectuals in the history of the Puerto Rican diaspora. A children’s librarian, author, folklorist, translator, storyteller, and puppeteer who began her career the Dawn of the during the Harlem Renaissance and the formative decades of The New York Public Library, Belpré is also the earliest known Afro-Caribeña contributor to American literature. Soy Gilberto Gerena Valentín: New Millennium memorias de un puertorriqueño en Nueva York Edición de Carlos Rodríguez Fraticelli Gilberto Gerena Valentín es uno de los personajes claves en el desarrollo de la comunidad puertorriqueña Edwin Meléndez and Carlos Vargas-Ramos, Editors en Nueva York. Gerena Valentín participó activamente en la fundación y desarrollo de las principales organizaciones puertorriqueñas de la postguerra, incluyendo el Congreso de Pueblos, el Desfile Puertorriqueño, la Asociación Nacional Puertorriqueña de Derechos Civiles, la Fiesta Folclórica Puertorriqueña y el Proyecto Puertorriqueño de Desarrollo Comunitario. Durante este periodo también fue líder sindical y comunitario, Comisionado de Derechos Humanos y concejal de la Ciudad de Nueva York. En sus memorias, Gilberto Gerena Valentín nos lleva al centro de las continuas luchas sindicales, políticas, sociales y culturales que los puertorriqueños fraguaron en Nueva York durante el periodo de a Gran Migracíón hasta los años setenta.
  • Dangerously Free: Outlaws and Nation-Making in Literature of the Indian Territory

    Dangerously Free: Outlaws and Nation-Making in Literature of the Indian Territory

    DANGEROUSLY FREE: OUTLAWS AND NATION-MAKING IN LITERATURE OF THE INDIAN TERRITORY by Jenna Hunnef A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of English University of Toronto © Copyright by Jenna Hunnef 2016 Dangerously Free: Outlaws and Nation-Making in Literature of the Indian Territory Jenna Hunnef Doctor of Philosophy Department of English University of Toronto 2016 Abstract In this dissertation, I examine how literary representations of outlaws and outlawry have contributed to the shaping of national identity in the United States. I analyze a series of texts set in the former Indian Territory (now part of the state of Oklahoma) for traces of what I call “outlaw rhetorics,” that is, the political expression in literature of marginalized realities and competing visions of nationhood. Outlaw rhetorics elicit new ways to think the nation differently—to imagine the nation otherwise; as such, I demonstrate that outlaw narratives are as capable of challenging the nation’s claims to territorial or imaginative title as they are of asserting them. Borrowing from Abenaki scholar Lisa Brooks’s definition of “nation” as “the multifaceted, lived experience of families who gather in particular places,” this dissertation draws an analogous relationship between outlaws and domestic spaces wherein they are both considered simultaneously exempt from and constitutive of civic life. In the same way that the outlaw’s alternately celebrated and marginal status endows him or her with the power to support and eschew the stories a nation tells about itself, so the liminality and centrality of domestic life have proven effective as a means of consolidating and dissenting from the status quo of the nation-state.
  • Communicating with Hispanic/Latinos

    Communicating with Hispanic/Latinos

    Building Our Understanding: Culture Insights Communicating with Hispanic/Latinos Culture is a learned system of knowledge, behaviors, attitudes, beliefs, values, and norms that is shared by a group of people (Smith, 1966). In the broadest sense, culture includes how people think, what they do, and how they use things to sustain their lives. Cultural diversity results from the unique nature of each culture. The elements, values, and context of each culture distinguish it from all others (Beebe, Beebe, & Redmond, 2005). Hispanics in the United States includes any person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Latinos are people of “Latin-American” descent (Webster’s 3rd International Dictionary, 2002). Widespread usage of the term “Hispanic” dates back to the 1970s, when the Census asked individuals to self-identify as Mexican, Puerto Rican, Cuban, Central/South American or “other Hispanic.” While the terms Hispanic and Latino are used interchangeably, they do have different connotations. The Latino National Survey (2006) found that 35% of respondents preferred the term “Hispanic,” whereas 13.4% preferred the term “Latino.” More than 32% of respondents said either term was acceptable, and 18.1% indicated they did not care (Fraga et al., 2006). Origin can be viewed as the heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States (U. S. Census Bureau, 2000). People who identify their origin as Spanish, Hispanic, or Latino may be of any race (Black/African-American, White/Caucasian, Asian, and Native American) or mixed race.
  • Los Veteranos—Latinos in WWII

    Los Veteranos—Latinos in WWII

    Los Veteranos—Latinos in WWII Over 500,000 Latinos (including 350,000 Mexican Americans and 53,000 Puerto Ricans) served in WWII. Exact numbers are difficult because, with the exception of the 65th Infantry Regiment from Puerto Rico, Latinos were not segregated into separate units, as African Americans were. When war was declared on December 8, 1941, thousands of Latinos were among those that rushed to enlist. Latinos served with distinction throughout Europe, in the Pacific Theater, North Africa, the Aleutians and the Mediterranean. Among other honors earned, thirteen Medals of Honor were awarded to Latinos for service during WWII. In the Pacific Theater, the 158th Regimental Combat Team, of which a large percentage was Latino and Native American, fought in New Guinea and the Philippines. They so impressed General MacArthur that he called them “the greatest fighting combat team ever deployed in battle.” Latino soldiers were of particular aid in the defense of the Philippines. Their fluency in Spanish was invaluable when serving with Spanish speaking Filipinos. These same soldiers were part of the infamous “Bataan Death March.” On Saipan, Marine PFC Guy Gabaldon, a Mexican-American from East Los Angeles who had learned Japanese in his ethnically diverse neighborhood, captured 1,500 Japanese soldiers, earning him the nickname, the “Pied Piper of Saipan.” In the European Theater, Latino soldiers from the 36th Infantry Division from Texas were among the first soldiers to land on Italian soil and suffered heavy casualties crossing the Rapido River at Cassino. The 88th Infantry Division (with draftees from Southwestern states) was ranked in the top 10 for combat effectiveness.
  • GERMAN IMMIGRANTS, AFRICAN AMERICANS, and the RECONSTRUCTION of CITIZENSHIP, 1865-1877 DISSERTATION Presented In

    GERMAN IMMIGRANTS, AFRICAN AMERICANS, and the RECONSTRUCTION of CITIZENSHIP, 1865-1877 DISSERTATION Presented In

    NEW CITIZENS: GERMAN IMMIGRANTS, AFRICAN AMERICANS, AND THE RECONSTRUCTION OF CITIZENSHIP, 1865-1877 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Alison Clark Efford, M.A. * * * * * The Ohio State University 2008 Doctoral Examination Committee: Professor John L. Brooke, Adviser Approved by Professor Mitchell Snay ____________________________ Adviser Professor Michael L. Benedict Department of History Graduate Program Professor Kevin Boyle ABSTRACT This work explores how German immigrants influenced the reshaping of American citizenship following the Civil War and emancipation. It takes a new approach to old questions: How did African American men achieve citizenship rights under the Fourteenth and Fifteenth Amendments? Why were those rights only inconsistently protected for over a century? German Americans had a distinctive effect on the outcome of Reconstruction because they contributed a significant number of votes to the ruling Republican Party, they remained sensitive to European events, and most of all, they were acutely conscious of their own status as new American citizens. Drawing on the rich yet largely untapped supply of German-language periodicals and correspondence in Missouri, Ohio, and Washington, D.C., I recover the debate over citizenship within the German-American public sphere and evaluate its national ramifications. Partisan, religious, and class differences colored how immigrants approached African American rights. Yet for all the divisions among German Americans, their collective response to the Revolutions of 1848 and the Franco-Prussian War and German unification in 1870 and 1871 left its mark on the opportunities and disappointments of Reconstruction.
  • The State of Latinos in Higher Education in California

    The State of Latinos in Higher Education in California

    The StateLatinos of Higher Educationin in California The economic and social imperative for advancing Latino college achievement NOVEMBER 2013 The economic and social imperative for advancing Latino college achievement he Latino population in California is large, growing dynamics of California today. California needs to get to work. rapidly, and on its way to attaining majority status in It needs to develop a workforce that is prepared and that will Tless than 40 years.1 However, Latino college-degree strengthen our economy. attainment is low, despite a significant increase in college- going rates. But, as the Campaign for College Opportunity has found in this report, which is part of a new series on the State of Great promise, but far from being kept Higher Education in California, we are on track to produce a generation of young people less educated than our older In 2012, seven out of 10 Latino high school graduates in the population. The principal reason is that one of the largest and U.S. enrolled in college, a rate higher than that of their White fastest growing segments of our population—native-born and counterparts, according to a Pew Research Center study.2 immigrant Latinos—has unacceptably low rates of college Research also has consistently confirmed that despite low completion. educational attainment among Latinos, Latino parents have high The state of educational attainment for Latinos in California educational aspirations for their raises questions about equity and fairness in our society, but children and believe that a college on a practical dollars-and-cents level, it also raises concerns education is critical to their future about our collective future and the strength of our economy success.
  • LATINO and LATIN AMERICAN STUDIES SPACE for ENRICHMENT and RESEARCH Laser.Osu.Edu

    LATINO and LATIN AMERICAN STUDIES SPACE for ENRICHMENT and RESEARCH Laser.Osu.Edu

    LATINO AND LATIN AMERICAN STUDIES SPACE FOR ENRICHMENT AND RESEARCH laser.osu.edu AT A GLANCE The Ohio State University Latino and Latin American Space for Enrichment and Research (LASER) is a forum Latino Studies: for Ohio State faculty, undergraduate and graduate Minor Program—Lives in students, and faculty and visiting scholars from around the Spanish and Portuguese the world, to learn from one another about Latino and department; the Latino Studies curriculum has an “Americas” Latin American history, culture, economics, literature, (North, Central, and South geography, and other areas. America) focus. Graduate Scholar in Residence Program: Fosters an intellectual community among Chicano/Latino and Latin Americanist graduate students by creating mentoring opportunities between graduate and undergraduate students. Faculty: Drawn from 1000-2000 scholars doing work in Latino-American William Oxley Thompson studies LASER MENTOR PROGRAM LASER Mentors serve as role models as well as bridge builders between Latinos in high school and Ohio State as well as between undergraduates at Ohio State and graduate and professional school. The goal: to expand the presence of Latinos in higher education as well as to enrich the Ohio State undergraduate research experience and to prepare students for successful transition to advanced professional and graduate school programs. Research and exchange of Latino and Latin American studies. GOALS OF LASER OUR MISSION IS TO PROMOTE 1: ENHANCING RESEARCH, SERVICE, PEDAGOGY STATE-OF-THE-ART RESEARCH AND EXCHANGE IN THE FIELD OF LATINO LASER participants seek to pool their knowledge and interests to create new directions for Latino and Latin AND LATIN AMERICAN STUDIES. American research, teaching, and service.
  • Table of Contents

    Table of Contents

    1 TABLE OF CONTENTS Section I Hispanic Heritage Month Reference and Resources Legislative History of Hispanic Heritage Month Section II List of Local Museums Section III Florida Hispanic Heritage Timeline Section IV Lesson Plans o Hispanic Americans and their Contributions to the United States and the World o Famous First by Hispanic Americans o Analyzing Primary Sources o Early Hispanic Civilizations: Mayan, Aztec Section V Activities o Collaborative/Individual o Hispanic American Ancestors Origin o Art o Study Skills o Famous Hispanic Americans of the Past o Famous Hispanic Americans of Today Section VI Hispanic Heritage Month Suggested Reading List (Florida Department of Education) 3 Hispanic Heritage Month Reference and Resources Secondary September 15 – October 15 5 Hispanic Heritage Month: September 15 – October 15 The following online databases are available through the Broward Enterprise Education Portal (BEEP) located at http://beep.browardschools.com/ssoPortal/index.html. The databases highlighted below contain resources, including primary sources/documents, which provide information on Hispanic heritage, history, and notable Hispanics and Latinos. Along with reference content, some of the online databases listed below include lesson plans, multimedia files (photographs, videos, charts/graphs), activities, worksheets, and answer keys. Contact your library media specialist for username and password. Database Suggested Type of Files Sample Search(es) Search Term(s)* Gale Hispanic Americans, Magazines, newspapers, academic Enter the search term “Hispanic heritage.” Click on the link Audios Latinos, Latin journals, eBooks, podcasts, images, to read the transcript of an interview with Dominican writer Julia maps, charts, graphs America, South Alvarez. Click on the link Chicano Activist Sees Dream Live on America, Spanish in her Sons, to listen to an NPR interview with Mexican-American Rosie Castro, mother of Texas State Representative Joaquin Language, Hispanic Castro and San Antonio Mayor Julian Castro.
  • We the American...Hispanics

    We the American...Hispanics

    WE-2R e the American... Hispanics Issued September 1993 U.S. Department of Commerce Economics and Statistics Administration BUREAU OF THE CENSUS Acknowledgments This report was prepared by staff of the Ethnic and Hispanic Statistics Branch under the supervisionJorge ofdel Pinal. General direction was providedSusan by J. Lapham, Population Division. The contents of the report were reviewed byJanice Valdisera andMichael Levin, Population Division, and Paula Coupe andDwight Johnson, Public Information Office. Marie Pees, Population Division, provided computer programming support. Debra Niner andMary Kennedy, Population Division, provided review assistance. Alfredo Navarro, Decennial Statistical Studies Division provided sampling review. The staff of Administrative and Publications Services Division, Walter C. Odom, Chief, performed publication planning, design, composition, editorial review, and printing planning and procurement.Cynthia G. Brooks provided publication coordination and editing.Theodora Forgione provided table design and composition services.Kim Blackwell provided design and graphics services.Diane Oliff–Michael coordinated printing services. e, the American Hispanics Introduction We, the American Hispanics traceWe have not always appeared in the our origin or descent to Spaincensus or to as a separate ethnic group. Mexico, Puerto Rico, Cuba, and In 1930, Mexicans" were counted many other SpanishĆspeaking counĆand in 1940, persons of Spanish tries of Latin America. Our ancesĆmother tongue" were reported. In tors were among the early explorers1950 and 1960, persons of Spanish and settlers of the New World.surname" In were reported. The 1970 1609, 11 years before the Pilgrimscensus asked persons about their landed at Plymouth Rock, our MestiĆorigin," and respondents could zo (Indian and Spanish) ancestorschoose among several Hispanic oriĆ settled in what is now Santa Fe,gins listed on the questionnaire.
  • A Comparative Analysis of Black American and Mexican-American

    A Comparative Analysis of Black American and Mexican-American

    DOCUHEHT RBS01E ED 139 057 . CS 501 714 AOT.H.O.R Underwood, Willard A.; And otkers_;_.. .. ' > TITLE A Coaparative Analysis of Black American and Hexican-American Cultural Norms an,3 .Expectations. PUB DATE Mar 77 NOTE . 23p.; Paper presented at the Annual Conference oa Culture and Communication (Philadelphia, Pennsylvania, Harch 19/7) EDRS PRICE HF-$0.83 HC-S1.67 Plus Postage. DESCRIPTORS Black Culture; *Blacks; *Cultural Differences; *Cultural Faoiors; *cultural Traits; Mexican American History; ^Mexican Americans . ' IDENTIFIERS " *Intercultural Communication _ ' ABSTRACT Although Mexican-American and Black-American movements in the United States have typically been compared, significant differences between the two minorities--especially ii cultural norms and expectations—make comparisons inaccurate and misleading. This paper explores the differences between the Blade-American and Mexican-American miaorities, focusing on the analysis of intercultural communication behavior as it is affected by cultural variables, on cultural assimilation and cultural pluralism, an3 on economic and political comparative standards. Differences in the followirg cultural variables are discussed: language, cultural history, multiculturalism, educational opportunities, -Chicanismo and people with "soul," family orientation, participation in the church, belief in the supernatural, diet, dress habits, sports preferences, respect for the elderly, concept of coimunity, drug use, national identity, musical tastes, celebrations, and possessions. (JM) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * * aaterials not available from other sources. ERIC makes every effort * * tp obtain the best copy available.'Nevertheless, items of marginal * .* r9proclucibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the EPIC Document Reproduction Service (EDRS).