America's Hispanic Children: Gaining Ground

America’s Hispanic Children: Gaining Ground, Looking Forward

David Murphey, Ph.D. | Lina Guzman, Ph.D. | Alicia Torres, Ph.D. 9/24/2014 Table of Contents

Foreword 3 Introduction 4 Demographics 5 Economics 9 Family 13 Education 16 Health 22 Media Use 27 References 31 Table of 35 childtrends.org Statistically Significant © Copyright 2014 by Child Trends. May be reprinted with citation. Publication #2014-38 Differences Foreword

For many groups of children in the United States, Among Hispanic children and youth, there are many there are extensive data and significant research positive trends. In highlighting these, our intention is identifying their strengths and challenges, and not to overlook serious threats to the well-being of informing decisions about how to promote their the many Hispanic children who are poor, struggling healthy development. This is less true when it in school, or fleeing violence. Our intention is to widen comes to Hispanic children. As a result, the nation’s the lens, because America’s Hispanic children are a knowledge of a large, diverse, and fast-growing bigger and more diverse group, and are more rooted group of American children is decidedly incomplete. in our nation’s culture, than recent headlines might These gaps hinder our ability to invest wisely in their suggest. In the midst of many troubling indicators, well-being. there are enduring strengths upon which to build, and impressive, but often overlooked, signs of progress. At Child Trends, we have been generating knowledge about America’s children for 35 years. As a We thank the Televisa Foundation for its support nonpartisan, nonprofit research center, our mission is of the Child Trends Hispanic Institute and its efforts to improve the lives and prospects of all children and to promote the well-being of America’s Hispanic youth through rigorous research to inform decision children. We also thank Federico Subervi (Kent making. In June 2014, in keeping with that mission, State University), Carola Suarez-Orozco (University we launched the Child Trends Hispanic Institute to of California, Los Angeles), Mark Hugo Lopez (Pew help fill gaps in the nation’s understanding of Hispanic Research Center), and Liany Elba Arroyo (The National children and youth. Campaign to Prevent Teen and Unplanned Pregnancy) for their careful review and thoughtful comments The pages that follow present a rich and nuanced on earlier drafts of this report. Finally, thank you to statistical portrait of America’s Latino children, drawn the Child Trends staff who developed or contributed from the latest nationally-representative data. It is a to this report—David Murphey, Lina Guzman, Alicia complex picture. Some facets will be familiar, while Torres, Frank Walter, August Aldebot-Green, Mae others are less well known. All have important economic Cooper, Heather Ryan, and Aurelie Nsoki. and social implications, particularly with respect to education as the pathway to fulfilling aspirations and to full participation in the life of the nation.

Carol Emig President Child Trends

America’s Hispanic Children: GainingGaining Ground,Ground, LookingLooking ForwardForward Introduction

Of the 74 million children in the United States today, 17.5 million are Hispanic.a They are the largest racial/ethnic minority group of children, and also the fastest-growing. Today, one U.S. child in four is Hispanic; by 2050, it will be more than one in three, about equal to the proportion who will be non-Hispanic white.1 Hispanic children represent a significant portion of tomorrow’s workforce and taxpayers—our shared future.

Virtually all of America’s Latino children—more than 90 percent in 2013—are U.S.-born citizens. More than 40 percent have roots in this country that extend beyond their parents’ generation.b While the majority (70 percent) have family origins in Mexico, the heritage of America’s Latino children also takes in Puerto Rico (a U.S. territory), Caribbean countries, countries in Central and South America, and Europe.2

Today’s generations of Hispanics are gaining ground and, as with many trends, the evidence is clearest when we look at children: • On important social-emotional skills, young Latino children enter school on a par with, or even exceeding, their non-Latino peers. • The majority of Latino children live with two parents, which offers a firm foundation for emotional and economic well-being. • As it has been for so many other Americans, education is a ladder to success for Latinos. More young Latino children are enrolling in early education programs.3 Latino students are posting solid gains on national assessments in key subject areas.4 More Latinos than ever before have a high school diploma,5 and record numbers are enrolling in post-secondary education.6 • More of America’s Hispanic youth are taking responsibility for their own well-being, as indicated by falling rates of cigarette smoking7 and teen pregnancy.8 • For many Hispanic children, strong family traditions anchor their upbringing. For example, Latino children are more likely than children in other racial/ethnic groups to eat dinner with their families six or seven nights a week.9 • Hispanic teens match or even exceed their peers in other racial and ethnic groups in their avid use of technology.10

While these gains are impressive, as a group America’s Latino children still face some stark challenges that, from an early age, place them at a disadvantage, relative to many other children in the U.S.: • Pre-eminent is the challenge of poverty: nearly one-third of Latino children live below the poverty line, and a roughly equal share, while not poor by official definition, has family incomes just adequate to meet basic needs.11 America’s Latino children disproportionately live in neighborhoods of concentrated poverty,12 where poor housing, poor schools, and crime further threaten their well-being.13 • For reasons that are complex, many Hispanic children start school inadequately prepared to meet that institution’s expectations.14 Issues of language and culture, and possible disconnects between families and schools, can hinder academic achievement for many Hispanic students.15 • Despite notable progress in health insurance coverage,16 close to 15 percent of Hispanic children did not have a well-care visit in the last year.17 As children or adolescents, many Hispanics are overweight or obese,18 and rates of substance abuse,19 interpersonal violence,20 and depressive symptoms21 are high.

aThroughout this report, we use the terms “Hispanic” and “Latino” interchangeably. The Census Bureau gives survey respondents the option of identifying themselves (or their minor children) as having origins in Mexico, Puerto Rico, Cuba, or “another Hispanic, Latino, or Spanish origin.” bThe Census Bureau defines “country of origin” 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.” As with all Census data, this information is self-reported. The Census Bureau additionally reports on the “nativity” of household members—whether they were U.S.-born, or foreign-born. The Bureau considers people U.S.-born if they were born in the U.S., Puerto Rico, a U.S. Island Area (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, or the U.S. Virgin Islands), or abroad of a U.S. citizen parent or parents. In the case of individuals living with their parents, there is also information on parents’ nativity status; no information on place of birth is reported for earlier generations.

America’s Hispanic Children: Gaining Ground, Looking Forward As we look forward, the considerable strengths of Latino children and their families are a strong basis for further gains. Some promising examples already evident from research include the generally strong social-emotional skills of young Latino children;22 the advantages that accompany knowing two languages;23 and the social ties within and among Latino families that can buffer adversity and promote success.24 Capitalizing on these assets holds the promise of a brighter shared future for all Americans.

America’s Hispanic Children: Gaining Ground, Looking Forward

The new demographics: A landscape of rapid change

The United States is a relatively young nation, but in this its third century, it is seeing unprecedented change in the makeup of its population—and, particularly, its children. Reflecting trends that are truly global, the people of the United States are more diverse—in national origins, color, and language background—than ever before in our history. Hispanics comprise the single largest share of this new diversity, and Hispanic childrenc lead the way.

The percentage of U.S. children who are Hispanic is growing rapidly

The percentage of U.S. children who are Hispanic is growing rapidly. DEMOGRAPHICS Percentage of U.S. children by race/Hispanic origin, 1980-2012 and projected 2013-2050 Percent of U.S. children by race/Hispanic origin, 1980-2013 and projected 2014-2050 74.074.0

Non-Hispanic White 52.852.4 Hispanic

Non-Hispanic Black 36.436.4 Non-Hispanic Asian and Pacific Islander 35.6 24.1 35.6 Non-Hispanic Asian 23.9

15.0 13.913.8 15.0 13.213.2 9.0 6.46.4 9.0 4.44.6 2.0 2.0

1980 1985 1990 1995 2000 2005 2010 201220132015 20202020 2025 20302030 2035 20402040 2045 2050

Hispanics can be of any race. All race/Hispanic origin data are self-reported. Hispanics can be of any race. All race/HIspanic origin data are self-reported. Source: Federal Interagency Forum on Child andSource: Family Federal Statistics. Interagency (2012). Forum on America's Child and Family Children: Statistics. Key (2014). National America’s Indicators Children: ofKey Wel Nationall-Being, Indicators 2012, of Well-Being, Tables POP1 and POP3. http://www.childstats.gov/americaschildren/tables.asp2014, Tables POP1 and POP3. Federal Interagency Federal Forum Interagency on Child and Family Forum Statistics, on Child Washington, and Family DC: U.S. Stati Governmentstics, Printing Washington, DC: U.S. Government Printing Office. Office. http://www.childstats.gov/americaschildren/tables.asp.

cUnless otherwise noted, references to “children” include ages birth through 17; “youth” (generally, ages 16-19) and “young adults” (ages 20-24) are referred to separately.

America’s Hispanic Children: Gaining Ground, Looking Forward This diversity is reflected in the rapidly changing demographic landscape of our country. Latino children figure prominently in this landscape, and will play a key role in shaping our country’s future. Preparing forand understanding the implications of our shared future begins with an understanding of who America’s Latino children are, and how they are faring.

One in four children in the U.S. today is Hispanic. Today, descendants of Hispanic families that settled in the lands that now make up the Southwestern United States, together with more recent arrivals from the primarily- Spanish-speaking countries of Latin America, and Spain, comprise our Hispanic population. Hispanics are nearly one in four of U.S. children —17.5 million, as of 2013. The percentage of the child population that is Hispanic has more than doubled over the last three decades. By 2050, the share of children who are Hispanic is projected to pull even with the proportion who are white—each accounting for about one-third of the total child population.25

Nearly all Latino children were born here in the U.S. Nearly all Latino children—over 90 percent—were born here in the United States. In fact, much of the recent growth in the Latino population has been a result of births to

families already living here, rather than immigration.26

reported. -

Over 90 percent of U.S.self are Hispanicdata origin race/HIspanic children States includes the 50 states and the District of Columbia. Hispanics can be of any race. All All race. any of be can Hispanics Columbia. of District the and states 50 the includes States

were born in the United States *United

2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994

0.9 93 percent of U.S. Hispanic children were born in the U.S.

DEMOGRAPHICS 1.4 6.1 Percentage of Hispanic children by country of origin and parents' countries of origin,*

1994-‐2013 Percent of Hispanic children* by nativity status, 1994-201315.2

93.093.0

93 percent of U.S. Hispanic children were83.4 born in the U.S. 35.4 37.6 83.4 United States (50 states and D.C.)

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994-

2013 Outside 47.4 U.S. 53.0 U.S. territories

93.0 83.4 U.S.) in born (child foreign-born parents Both One foreign-‐born parent (child born in U.S.)

One foreign-born parent (child born in U.S.) in born (child parent foreign-born One UnitedChild States born in(50 U.S. states (50 andstates D.C.) and D.C.) Both parents foreign-‐born (child born in U.S.) U.S. territories U.S. 53.0 OutsideChild bornU.S. in Puerto Rico or other U.S. territory 53.0

Outside U.S. 47.4 Outside U.S.Child territories born outside U.S.

United States (50 states and D.C.) and states (50 47.4States United One foreign-born parent (child born in U.S.) 83.4 37.6

Both parents foreign-born (child born in U.S.) 93.0 35.4 37.6 35.4 53.0

47.4 15.2 2013 -

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994 origin,* of 15.2countries parents' and origin of country by children Hispanic of 37.6 Percentage 35.4 U.S. the in born were children Hispanic U.S. of percent 93 6.1 1.4 6.1 6.1 1.4 0.9 0.9 15.2 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 1994 2003 2013 6.1 1.4 *United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/ HIspanic origin data are self-‐reported. 0.9 *Includes all Hispanic children living in the 50 states and the District of Columbia. 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004Source: 2005 2006 Child 2007 Trends' 2008 2009 analysis 2010 2011 of 2012 March 2013 Current PopulaTon Survey data. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of March Current Population Survey data. *United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/HIspanic origin data are self-reported.

America’s Hispanic Children: Gaining Ground, Looking Forward However, for many Hispanic families, immigration is an important feature of their experience. While the great majority of Latino children are U.S. citizens, many have family members who immigrated to the United States. This includes those who are legal permanent residents, naturalized citizens, or lack legal status. As of 2013, more than half of Latino children have at least one parent who was born outside the United States.27 Thus, while most Latino children today are not themselves immigrants, for many of their families the immigrant experience is a recent reality.

More than half of U.S. Hispanic children 93 percent of U.S. Hispanichave children a foreign-bornwere born in the U.S. parent Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994- 201393 percent of U.S. HispanicDEMOGRAPHICS children were born in the U.S.

Percentage of Hispanic childrenPercent by country of Hispanicof origin and children*parents' countries by parents’of origin,* 1994 nativity- status,93.0 1994-2013 83.42013

United States (50 states and D.C.) Child born in U.S. (50 states and D.C.) 93.0 83.4 OutsideChild born U.S. outside U.S. UnitedU.S.Both territories parents States U.S.-born(50 states (child and D.C.)born in U.S.)** OutsideOneAt least foreign-born U.S.one foreign-born parent parent (child (childborn inborn U.S.) in U.S.)** U.S.BothBoth territories parents foreign-bornforeign-born (child (child born born in inU.S.)** U.S.) One foreign-born parent (child born in U.S.) 53.0 53.0 Both parents foreign-born (child born in U.S.) 47.4 47.4 53.0 37.6 40.9 35.447.4 36.3 37.6 35.4 37.6 15.235.4

15.2 6.1 1.4 0.9 1994 2003 6.1 2013 19941.41995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 0.9 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 *United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All *Includes all Hispanic children living in the 50 states and the District of Columbia. race/HIspanic origin data are self-reported. **U.S.-born refers to the 50 states, Puerto Rico, and other U.S. territories. Percentages sum to *United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All more than 100, because categories are not mutually exclusive. race/HIspanic origin data are self-reported. Hispanics can be of any race. All race/Hispanic origin data are self-reported. Source: Child Trends’ analysis of March Current Population Survey data.

Increasing diversity in the Hispanic child population: Throughout today’s world, old boundaries are blurring as families everywhere seek educational and occupational opportunity within a global marketplace. Within the Hispanic population itself, there is great diversity—of longevity in this country, of national origin, and in their level of cultural integration.

Among U.S. Hispanic children, seven in ten have Mexican heritage. The next-largest group is those whose heritage is Puerto Rican, followed by Salvadoran, Dominican, Cuban, other countries in Central America, and South America.28 Far from homogeneous, the experiences of Hispanic children often reflect their specific national origins: children from Central America typically come from rural areas, and their families have often fled violence and poverty. Cubans and South Americans, on average, are among the economically better-off. Dominicans and Mexicans—in spite of their longstanding ties to this country—experience the most residential segregation, while all Hispanic groups, excepting South Americans, disproportionately live in disadvantaged neighborhoods.29

In this report, we will refer to U.S.-level data on Hispanic children, while acknowledging that treating them as a single group likely masks a great deal of diversity in how different subgroups are faring. Unfortunately, virtually no national data systems are currently designed to allow disaggregation of well-being indicators by a child’s country of origin.30

America’s Hispanic Children: Gaining Ground, Looking Forward The diversity of Latino children varies by region. While in most regions of the U.S. the majority of Latino children have Mexican heritage, in the Northeast, children from Central and South America predominate, followed by Puerto Ricans, with Mexicans in a distant third place. The South holds not only the largest share of Cuban children, but also the second-largest share of Puerto Rican children.31 The extent to which Latinos tend to live in neighborhoods with other Latinos varies, but more than half do not live in predominantly Latino communities.32

Hispanic children are part of every state’s future. In New Mexico and California, they are already a majority of children.33 Some regions—the Southwestern states, California, Texas, Florida, and the metropolitan areas of the Northeastern states—have long histories of Hispanic settlement. But other regions have seen more recent and rapid change: among them, several states in the Midwest (Illinois, Minnesota, South Dakota) and South (Alabama, Georgia, North Carolina).34

And places where Hispanics are traditionally concentrated are changing, too: in New York City, Puerto Ricans have lost nearly 40 percent of their share of the total Hispanic population (from 50 percent in 1990, to 31 percent in 2010), and Mexicans have more than tripled theirs (from four to 15 percent). In Miami, the share of Hispanics who are Cuban has fallen by 11 percent (from 62 to 55 percent), while South Americans have increased their share by one-third (from 12 to 18 percent).35

In some states, more than half of children are Hispanic

DEMOGRAPHICS

2-7% Percent of children who are Hispanic, 2013 8-14% 15-22% 20 23-59% 6 4 2 2 21 8 5 11 16 18 5 23 13 8 22 16 9 10 40 16 21 24 5 12 17 10 24 52 31 2 12 17 6 6 14 8 14 43 9 59 15 11 8 4 6 13 49 6

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ calculations of 2013 postcensal population estimates, from the U.S. Census Bureau.

America’s Hispanic Children: Gaining Ground, Looking Forward Economic well-being: Investing for a shared future

We do not have to look ahead to see progress toward a more diverse picture of prosperity in the United States. Hispanics are rapidly expanding their roles in U.S. society, and through their numbers are making their mark on the economy as consumers and producers. From the entertainment industry to the Supreme Court, and from academe to corporate board rooms, Hispanics have gained prominence and contributed new and vibrant strands to our nation’s cultural fabric.

Economic security is precarious for many Hispanic children. At the same time, many Hispanic families struggle to get ahead. The majority of Hispanic children (62 percent) live in low-income families—conventionally defined as those with incomes less than twice the federal poverty level, where many experts believe families can just meet basic needs. Roughly one in three Hispanic children lives in poverty. And one in eight lives in deep poverty (family income less than half the poverty line).36 The disparity between Hispanic children and white children in economic well-being is greatest when it comes to those in married-parent families: just one in nine white children living with married parents is in poverty, whereas for Hispanic children it is more than one in five.37 Poverty is also higher among Hispanic children who have at least one foreign-born parent, compared with those who have two U.S.-born parents.38

Nearly one-third of Hispanic children live in households in poverty

ECONOMICS

Percent of children who live in households with incomes below the poverty level,* 2013

37.7 38.3 30.4 29.5

10.7

Total One or more All parents Non-Hispanic Non-Hispanic foreign-born U.S.-born White Black parents (2012) (2012)

Hispanic

*In 2013, the federal poverty level for a household with two adults and two children was $23,624 Estimates reflect the OMB race definitions, and include only those who are identified with a single race. Hispanics may be of any race. All race/Hispanic origin data are self-reported.

Source: U.S. Census Bureau. CPS Table Creator (online tool), available at: http://www.census.gov/cps/data/cpstablecreator.html. Nativity data come from Child Trends’ analysis of March Current Population Survey.

America’s Hispanic Children: Gaining Ground, Looking Forward Children who experience poverty are at a higher risk for many negative outcomes: poor health, lower school performance, delinquent behavior, unemployment, and dependence on public assistance. Prolonged economic hardship acts as a form of chronic stress, jeopardizing children’s brain development and contributing to their susceptibility to disease.39 Research on the well-being of Hispanic children does not always control statistically for the fact that poverty looms large in their experience as a group. Thus, findings of disadvantage (for instance, in academic achievement, or health) may reflect the effects of low income.

Many Latino children live in neighborhoods with high levels of poverty. Over a third of all Latino children live in neighborhoods of concentrated poverty,40 where the preponderance of low educational attainment among adults, lower-quality housing, lower-quality schools, and crime all constrain their opportunities.41 A majority (52 percent) of Latino children live in neighborhoods that, according to their parents, are “always” safe, while 23 percent live in neighborhoods parents consider “never” safe.42

Many Hispanic children live in neighborhoods with a high or very high concentration of poverty

ECONOMICS

Percent of children living in concentrated poverty,* 2008-2012

High concentration of poverty Very high concentration of poverty

36.9 38.6

23.0

13.7 13.7 8.5 1.3 4.9

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

*High poverty areas are tracts where higher than 20 and less than 40 percent of the population are in poverty, and very high poverty areas are census tracks where 40 percent or more of the population are in poverty. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of American Community Survey data.

America’s Hispanic Children: Gaining Ground, Looking Forward Many Hispanic children live in crowded housing. One in four Hispanic children shares a bedroom with three or more family members—a proportion five times higher than among non-Hispanic white children. Hispanic children with at least one foreign-born parent, and children from Mexican or Central American families, are much more likely to experience crowded housing.43

Although crowded housing is often a byproduct of poverty, such living arrangements may reflect cultural traditions and can offer children benefits, such as access to a greater number of adults to help care for them and opportunities to interact with multiple generations. However, crowded living conditions can also impose burdens, both practical and emotional, on children and parents, negatively affecting child health and behavior, and parent- ing. In general, in homes where families are crowded, parents are less responsive to infants and toddlers, and more likely to use punitive discipline.44 Crowding has also been associated with children’s health problems, including respiratory conditions, injuries, and infectious diseases, and with young children’s food insecurity.45

One in four Hispanic children live in crowded housing

ECONOMICS

Percent of children living in crowded housing,* 2012

36.2 31.2

25.2

15.6 12.4 5.0

Total Foreign-born U.S.-born, living U.S.-born, all parents Non-Hispanic Non-Hispanic with at least one in household are White Black foreign-born U.S.-born** parent**

Hispanic *Defined as more than two household members per bedroom. If no bedrooms, more than one household member per room. **Includes single-parent households. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of American Community Survey data.

America’s Hispanic Children: Gaining Ground, Looking Forward Employment among parents of Latino children. More than two-thirds of Latino children have at least one parent who works full-time, all year (and one in six has two parents working full-time).46

More than two-thirds of Hispanic children have at least one parent with steady, full-time employment

ECONOMICS

Percent of children with at least one parent employed full-time, 2012

At least one parent working FT-YR* Two parents working FT-YR* 81.7 75.5 68.7 57.5

26.3 22.3 15.5 15.1

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

*FT-YR, or full-time year-round, is at least 35 hours a week, at least 50 weeks in the past year. Note: Estimates reflect the OMB race definitions, and include only those who are identified with a single race. Hispanics may be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of March Current Population Survey data.

Latino youth also make significant contributions to their families’ economic security.One in ten Latino high schoolers is employed, as are nearly half (45 percent) of those enrolled in college. Of those not enrolled in school, six in ten are working.47

On the other hand, many Hispanic youth are not in the labor force. The labor market prospects for all young people (youth and young adults) have taken a hit in recent years. In 2011, among Hispanic teens (ages 16 to 19), more than half, and, among young adults (20 to 24), nearly a third were part of the “under-utilized” labor force (which includes those who had given up looking for work, and those having to suffice with part-time work, as well as those who were unemployed).48 Hispanic young men (ages 16 to 19) have more work experience than their peers, which improves their employment prospects overall, but this group has been less successful in gaining full-time jobs.49

Of particular concern are youth who are neither employed nor enrolled in school. While there are multiple path- ways to success, the consequences of unemployment, under-employment, or not acquiring post-secondary education can be damaging and enduring. Youth neither enrolled in school nor working are less likely to achieve economic self-sufficiency, and are at risk for multiple additional poor outcomes. As of 2012, one in ten Hispanic 16- to 19-year-olds was in this category.50

America’s Hispanic Children: Gaining Ground, Looking Forward Society suffers when prosperity is not widely shared. The logic of the new demographics is that, when the nation fails to nurture Latino children, it fails to nurture one-quarter of the workforce of the next generation—the proportion of the workforce in 2050 that is projected to be Latino.51

Families: The shared foundation

We all gain ground when we build on positive values. Families are a society’s foundation, and many believe the lessons learned as children, at home, are often the ones that endure. For most Latinos, there are few things that are more important than family. Eight in ten U.S. adults, according to a 2012 survey, agree that immigrants from Latin American countries have “strong family values.” And among Latinos themselves, more than 90 percent of adults consider “being a good parent” to be “very important.”52 Two-thirds of Latino teens say their parents praise them for good behavior nearly every day—a higher percentage than either white or black teens report.53

Most Hispanic children live with both parents. Nearly six in ten Hispanic children (58 percent) live with two married parents. One in ten lives with two cohabiting adults, at least one of which is a biological or adoptive parent. Around one in four lives with their mother only, and small percentages live with their father only, or with neither of their parents (less than five percent in each case).54

More than half of Hispanic children live with married parents

FAMILY

Children’s living arrangements, 2012

74.4 Hispanic Non-Hispanic White Non-Hispanic Black 58.0

48.3

34.1 25.3

12.7 10.4 6.6 7.4 6.4 2.3 3.3 3.8 3.9 3.0

Living with two Cohabiting Single mother Single father Living with married parents parent(s) no parent

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of the March Supplement to the Current Population Survey.

America’s Hispanic Children: Gaining Ground, Looking Forward Maintaining family bonds though shared family meals. Traditional virtues within Latino families emphasize the efforts parents make on behalf of their children sacrificios( ), and the importance they place on seeing that a child is well brought-up (bien educado), with attention to proper social behavior and showing respect (respeto) for elders and others in a position of authority. The closeness of family ties—and, even more, solidarity—has for years been a source of strength among the Latino community.55

One important opportunity to develop strong parent-child relationships and family connectedness is around family meals. Like other forms of parental involvement, frequent family meals are associated with positive behavioral outcomes for both children and teens, regardless of ethnicity. Eating with parents can also have a positive influence on the nutrition and eating habits of adolescents. Latino children are more likely than their white or black peers to eat a meal with family members six or seven days in a week.56 Latino children are also more likely than either black or white children to share a family meal that is home-cooked.57

Hispanic children are more likely to eat home-cooked meals with family

FAMILY

Of all children living in families, percent who ate seven or more home-cooked meals with their family in the past week, 2009-2010

58.9 41.2 30.2 45.5

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of National Health and Nutrition Examination Survey data.

Promoting early literacy and parental involvement. Latino parents of young children (ages three to five) read, tell stories, sing, work on arts and crafts, and teach letters and numbers, with them on a regular basis.58 However, research finds that, as a group, Latinos are less likely than white parents to read daily to young children: a little more than a third of Latino children have parents who do so, compared with two-thirds of white children. Thus, some parents are missing an opportunity to promote early literacy skills that can help their children get a strong start in school.59

America’s Hispanic Children: Gaining Ground, Looking Forward At home, most preschool-aged Hispanic children do key learning activities, with parents

FAMILY

Percent of children not yet in kindergarten (3-5) whose parents reported participating in learning activities at home in the past week, 2012 Hispanic Non-Hispanic White Non-Hispanic Black 98 97 98 99 95 95 90 92 92 90 87 83 78 80 80

1+2

Read to a child Told a story Taught letters, Sang songs Worked on words, or numbers arts and crafts

Hispanics can be of any race. All race/Hispanic origin data are self-reported. Source: Mamedova, S., Redford, J., Zukerberg, A. (2013). Early childhood program participation, from the National Household Education Surveys program of 2012. (NCES 2013-029). National Center for Education Statistics.

On the other hand, nearly two-thirds of Hispanic teens have parents who say they can “share ideas or talk about things that really matter” with their teens.60

Family stress affects child development. While such values anchor their traditions and represent a great asset, some Latino families face serious challenges. Because of the need to relocate to find employment, the disruptions caused by violent conflict in their countries of origin, or unresolved legal issues surrounding immigration, some Latino children experience separations from one or more family members. And, even when families are together, these strains can contribute to anxiety and stress, and can operate to dissuade family members from seeking the help they need—particularly from institutions such as health care systems, schools, and other social services.61 Recent developments in brain science have highlighted the negative effects on children’s healthy development that can result from trauma. Traumatic events—which can result in toxic levels of stress—include parental separation or divorce, parental incarceration, and experiencing or witnessing violence, among others.62

Our country’s shared future depends in part on how well we act to strengthen families to ensure that the potential in all our children is realized. Hispanic families, in particular, hold a great deal of social capital that can be leveraged to build awareness of family-friendly activities and services within communities, share information on opportunities for education and employment, and improve the quality of communities.

America’s Hispanic Children: Gaining Ground, Looking Forward Educating for the shared future

In the United States, education has historically provided the means by which to get ahead. Those who are better educated are more likely to get jobs, earn more money, stay healthy, and live longer. And, they are more likely to have children who follow a similar path.

Latinos in the United States place a premium on the value of education. For instance, nearly nine in ten say a college education is extremely or very important, compared with eight in ten of the overall population.63 But, like many immigrant communities, some Latinos struggle to navigate aspects of a system they are unfamiliar with, and that sometimes fails to “speak their language” (culturally as well as literally).

The eagerness of Hispanic youth (and their families) to improve themselves through schooling is evident—in falling high school dropout rates, in record rates of post-secondary enrollment. But some critical supports are lacking. At the front end, too many young Hispanic children enter kindergarten without some of the skills necessary to make optimal progress in school. And at the back end, too many young adult Hispanics fail to complete the college education they start and obtain the degree that will boost their life chances. In the intervening years, the academic achievement of Hispanic students—while improving over time—still trails that of their white peers.

Participation in early care and education programs. Young children’s participation in some form of non-parental care (home- or center-based) has become increasingly common in the United States, and research finds that such programs can benefit children’s development and help prepare them for school, provided they are of sufficient quality. Recent data show that participation by Latino children in early education programs has increased by a third since 2007 (reaching 52 percent,The as ofpercentage 2012); however, their participation of Hispanic still trails that children of white and black attending children.64 Latino preschoolers whose mothers are employed are most likely to be cared for at home by a relative, or remain in parental care. They are less likelyearly to be enrolled care in center-based and education care or in home-based programs care by a non-relative. is increasing65 Regrettably, for Latino as well as for non-LatinoThe percentage children, we know little of about Hispanic the quality ofchildren care children attendingreceive, regardless of the setting. earlyEDUCATION care and education programs is increasing

TheEDUCATIONThePercent percentage of children notof Hispanicofyet inHispanic kindergarten children children (3-6) attending who attendedattending earlyan early care childhood and education care and education programs program is increasing 2007 earlyPercent careof children and not yet education in kindergarten (3-6)programs who attended is increasing 2012 anEDUCATION early childhood care and education program 2007 EDUCATION 2012 Percent of children not yet in kindergarten (3-6) who attended68 68 Percentan early ofchildhood children care not and yet education in kindergarten program 65(3-6) who attended 2007 63 6864 61 an early childhood care58 and education program68 2012 63 65 64 61 552007 52 58 68 55 2012 52 68 63 65 64 61 39 58 5568 39 52 68 63 65 64 61 58 39 55 Hispanic52 Non-Hispanic Non-Hispanic Asian Total Hispanic Non-HispanicWhite Non-HispanicBlack Asian Total White Black 39Hispanic Non-Hispanic Non-Hispanic Asian Total White Black

Hispanics can Hispanicsbe of any race. can Allbe race/Hispanic of any race. Allorigin race/Hispanic data are self-reported. origin data are self-reported.

Hispanic Non-Hispanic Source: FederalNon-HispanicSource: Interagency Federal Forum Interagency on Child and Forum Family on Statistics. Child and (2014). FamilyAsian Statistics.America’s children: (2014). Key nationalAmerica’s indicatorschildren:Total of Key national indicators of well-being, 2014,well-being, TableHispanics Fam3B. 2014, Federal Table can be InteragencyFam3B. of any Federal race. Forum All Interagency onrace/Hispanic Child and Forum Family origin Statistics,on Childdata areand Washington,self-reported. Family Statistics, DC: U.S. Government Washington, DC: U.S. Government White Black Printing Office. Printinghttp://www.childstats.gov/americaschildren/index.asp. Office. http://www.childstats.gov/americaschildren/index.asp. Source: Federal Interagency Forum on Child and Family Statistics. (2014). America’s children: Key national indicators of well-being, 2014, Table Fam3B. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/americaschildren/index.asp.

Hispanics can be of any race. All race/Hispanic origin data are self-reported. America’s Hispanic Children: Gaining Ground, Looking Forward Source: Federal Interagency Forum on Child and Family Statistics. (2014). America’s children: Key national indicators of well-being, 2014, Table Fam3B. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/americaschildren/index.asp. School readiness of Hispanic children. As we consider readiness for school, we do well to bear in mind that, in 17 states, at least one in five kindergartners is Latino.66 It is also important to think about children’s readiness for school as multi-dimensional. On the one hand, on some measures of parent-reported readiness for kindergarten, Hispanic children compare unfavorably with their non-Hispanic counterparts.67 Hispanic children start school less likely than their white peers to know their alphabet or numbers, write their names, or read written words. Research shows that these school readiness skills help to set the stage for later learning and school success. High rates of poverty may be among the factors that influence these disparities, as well as Hispanic children’s lower participation in preschool programs.

Hispanic children are least likely* to be academically ready for kindergarten

EDUCATION

Percent of children not yet in kindergarten (3-5) with various school readiness skills, 2006-2007 Hispanic Non-Hispanic White Non-Hispanic Black 97 84 88 86 87 88

69 69 64 58 50 42 36 38 15 16 3 8

ABC 20+

Recognizes Counts to 20 Writes first Holds a pencil Speech is understandable Reads written all letters or higher name with fingers to a stranger when words in books child speaks

*Hispanic children are significantly less likely than white children to be ready for school on all indicators except the ability to hold a pencil. Hispanic children are significantly less likely than black children to be able to recognize all letters, count to 20 or higher, or read written words in books. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: O’Donnell, K. (2008). Parents’ reports of the school readiness of young children from the National Household Education Surveys program of 2007 (NCES 2008-051). Washington, DC: National Center for Education Statistics.

On the other hand, research finds that young Latino children enter kindergarten with social-emotional skills that are well-developed—sometimes even ahead of other children’s.68 Social-emotional learning (sometimes referred to as non-cognitive skills) encompasses important competencies such as self-control, positive interpersonal communica- tion, and solving problems without physical conflict. Many educators consider these skills to be of equal importance with academic competence when it comes to students’ success.69 The data may reflect that, among some Latino parents, children’s socialization is prioritized over those skills that are strictly academic.

Gaining ground academically, although disparities persist. There have been substantial gains in Hispanics’ students’ performance on national assessments of math, reading, science, and writing over the last decade. The percentage of Hispanic students who score as proficient or above in math achievement has more than doubled over the last decade, though they are still a minority.70

America’s Hispanic Children: Gaining Ground, Looking Forward However, deficits in school achievement, evident in the early grades, tend to widen over time, in the absence of effective intervention. At fourth, eighth, and twelfth grades, Hispanic students lag behind white students in reading, science, and writing, and, in fourth and eighth grades, in math (a common assessment is not administered in twelfth grade).71 Hispanic children are also less likely than black children to spend an hour or more per weekday reading for pleasure.72

Hispanics have experienced gains in math over the last decade, though progress is still needed 8th-Grade Mathematics: EDUCATION

8th-grade mathematics: percentage of students achieving at or above “proficient” level, 2000-2013 Percentage of Students Achieving At or Above Hispanic "Proficient" Leve Non-Hispanic White Non-Hispanic Black

34 34

21 14 8 8 5 5

2000 2003 2005 2007 2009 2011 2013

Hispanics can be of any race. All race/Hispanic origin data are self-reported. Source: Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank. (2012). Retrieved from http://www.childtrends.org/?indicators=mathematics-proficiency.

Many Latino children have parents who do not speak English well. The issue of language often comes up in discussing the acculturation of Latino families and their children. A two-generation approach is appropriate here. Most Latino children (87 percent) speak English very well.73 But not all of their parents are comfortable using English. In fact, in the case of half (53 percent) of Latino children who live with both parents, at least one parent does not speak English very well.74 To the extent that Latino children depend on their parents to navigate for them—to obtain essential goods and services—their children may also be disadvantaged. Service agencies can support Latino families by developing their capacity to address cultural difference, as well as by connecting parents, where appropriate, to programs that provide English language instruction.75

Latino children make up the majority of dual language learners, a large and growing group, defined as those who are acquiring two languages simultaneously. The research evidence is clear that bilingualism confers numer- ous advantages: despite some inevitable stumbles in the early phases of learning, children’s familiarity with both languages (and both cultures) has cognitive, social, and emotional benefits, and will offer many advantages in -to day’s increasingly global workplace.76 The majority of kindergartners who are dual language learners are Latino.77

America’s Hispanic Children: Gaining Ground, Looking Forward Young children are remarkably quick learners; nevertheless, before they become fully adept in English, this group may pose challenges for teachers and staff in early education programs. Older children may need a different set of supports for learning a second language while maintaining their original linguistic and cultural ties. Research has shown that, with adequate preparation, schools and teachers can meet the needs of bilingual children.78

School engagement among Hispanic families. School engagement is another arena where practices in some Hispanic families may diverge from norms of the majority culture. Part of the problem—and, therefore, part of the response—seems to be a mismatch, in some cases, between the cultural scripts of Hispanic families and those of schools, which may not have caught up with our communities’ new diversity. While parents generally support their children’s education in many ways, such as providing an enriching environment in the home, U.S. schools have expectations that at times may be at odds with Hispanic traditions.79

For example, parents of school-aged children are typically encouraged to actively assert themselves in their child’s school experience, by asking the classroom teacher about the curriculum and their child’s progress, advocating for their child’s particular needs and interests, and participating in school-sponsored activities. However, Latino parents’ views of education may be influenced by traditions of respect for authority respeto( ), which can inhibit behaviors seen as challenging the teacher or school. Add to that the possibility of a language barrier, and potential challenges around job schedules and transportation.

The lesson: increased involvement by Latino parents in the schools’ mission may require a different set of strategies on the part of schools, including calling on some Latino families to provide outreach to their peers, valuing the particular ways in which Latino parents do support their children’s education, and respectfully engaging parents in activities they can do from home.80

Participation in organized out-of-school time activities, particularly when those are ongoing and supervised by adults, can benefit youth’s social, emotional, and cognitive development, increase the likelihood of their engaging in healthy behaviors, and reduce the chances of their involvement in risky behaviors.81 Latino children are substantially less likely than their white peers to participate in after-school sports, or in clubs and organizations—a disparity that may represent an important missed opportunity. However, Latino children are more likely than white children to attend religious services at least weekly.82 Regular attendance at religious services is also associated with a lower likelihood of risky behaviors, and greater likelihood of other forms of positive social participation, such as volunteering.83

America’s Hispanic Children: Gaining Ground, Looking Forward Latinos have made great strides in improving rates of high school graduation and reducing rates of dropout. In 1980, one-third of Latino youth, ages 16 to 24, had not completed high school; in 2012, only 13 percent had not— an improvement of more than 60 percent.84 This is a success story that deserves greater recognition. However, among Latinos enrolled in ninth grade in 2007-08, just 73 percent graduated four years later, compared with 86 percent among white students.85

The high school dropout rate among Hispanic youth has declined substantially

EDUCATION

Status dropout* rates among youth (16-24), 1967-2012 The dropout rate among Hispanic youth has declined significantly. Hispanic** Status dropout* rates among youth (16-24),** 1967-2012 Non-Hispanic White** 50 Non-Hispanic Black** All Races**

40 34.3 33.8 34.3 34.3 28.6 30 29.8 29.4 22.9 25.3

Percent 21.321.3 20 17.0 18 Source: Child Trends’ 17.0 21.3 calculations of U.S. Census 17.0 12.6 Bureau, School Enrollment-- 17.0 13.612.7 Social and Economic 12.312.3 Characteristics of Students: 10 7.18.6 Detailed Tables. http://www. 12.3 census.gov/hhes/school/data/ 7.0986.6 cps/index.html. 5.3 4.35 7.1 0 1966 1969 1972 1975 1978 1981 1984 1987 1990 1993 1996 1999 2002 2005 2008 2011 2014 1966 1975 1985 1995 2005 2012 *The status dropout rate measures the percentage of young adults aged 16 to 24 who were not enrolled in school and had not received a high school diploma or obtained a GED. This measure excludes people in the military and those who are incarcerated, but includes immigrants who never attended US schools. **Due to changes in the race categories, estimates from 2003 are not strictly comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics. *The status dropout rate measures the percentage of young adults aged 16 to 24 who were not Source: Child Trends' calculations of U.S. Census Bureau, School Enrollment--Social and Economicenrolled Characteristics in school of Students:and had Detailed not received a high school diploma or obtained a GED. This measure Tables. http://www.census.gov/hhes/school/data/cps/index.html excludes people in the military and those who are incarcerated, but includes immigrants who never attended U.S. schools. **Due to changes in the race categories, estimates from 2003 are not strictly comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics.

America’s Hispanic Children: Gaining Ground, Looking Forward

More than one in four Hispanic high school freshmen don’t graduate on time

EDUCATION

Public high school four-year on-time graduation rates, 2011-2012

100.0

86 80 73 69

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Stetser, M. C. & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years 2010–11 and 2011–12. First Look. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014391.pdf.

College is the newest educational frontier for many Hispanics. Some type of post-secondary education is rapidly becoming a requirement for entry into jobs that pay a livable wage and offer the possibility of career advancement. Hispanic enrollment in post-secondary programs has increased markedly in recent years, so that they are now the largest minority group on college campuses. Among those completing high school, almost half (46 percent) of Hispanics were enrolled in college in 2011. At two-year colleges, Hispanics (as of 2011) made up one in four first-time enrollees.86

Record numbers of Hispanics are earning associate and bachelor’s degrees. Many are first-generation college attendees. However, their rates of college completion, among both types of degree candidates, lag substantially behind those of white students. Reasons cited most often by Hispanic students for not completing a college degree are finances, followed by family responsibilities.87

America’s Hispanic Children: Gaining Ground, Looking Forward Few young Hispanic adults have completed a post-secondary degree

EDUCATION

Percent of young adults (25-29) who have completed post-secondary degrees, 2013 Bachelor’s degree or more Associate’s degree

39.2 32.8

19.9 16.0 11.5 11.0 8.7 10.8

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

Note: Estimates reflect the new OMB race definitions, and include only those who are identified with a single race. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of October Current Population Survey data.

Today’s kindergarteners will be in their early forties by 2050, when Latinos are expected to comprise nearly a third of the U.S. population. Thus, the strength of the country’s future workforce will depend on today’s investments in facilitating their academic journey. We know, from our centuries-long experience as a country of immigrants, that leveraging their strengths accomplishes much more than focusing exclusively on the deficits of newcomers.

A shared future of health

Health is essential for success on all fronts: schooling, career, family. We are learning much that alters an older view of health, focused on communicable disease and the prevention of early death, to one today that empha- sizes the threats to healthy living: risky behaviors (for example, alcohol use, and dangerous driving), asthma and other chronic health conditions, inadequate physical activity, and so on.

As a group, U.S. Latinos begin life with several health advantages, relative to some other racial/ethnic minority groups: a healthy weight at birth,88 high rates of breastfeeding,89 and low infant mortality.90 According to their parents, more than nine in ten Latino children are in “excellent” or “very good” health.91 Most live in households where getting adequate amounts of nutritious foods is not a frequent issue; however, 29 percent are in “food-insecure” households—meaning they lack regular and secure access to food.92

America’s Hispanic Children: Gaining Ground, Looking Forward But some health indicators in later childhood, and adolescence, paint a different picture. Hispanic children have high rates of overweight and obesity,93 and low rates of physical activity.94 More than one in five Hispanic youth is obese and more than one in six is overweight. These patterns are reflected in their levels of physical activity, with just over one in four Hispanic males and just over one in six Hispanic females getting the recommended amount of daily exercise. In the teen years, Hispanics’ rates of cigarette smoking are on the low side,95 but rates for substance abuse96 and binge drinking97 are high.

One-fifth of Hispanic youth are obese

HEALTH

Percent of youth (10-17) in various BMI categories,* 2011-2012 Hispanic Non-Hispanic White Non-Hispanic Black Total U.S. Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent 23.1 Health. 21.8 18.0 18.5 15.6 15.7 14.1 12.1

5.2 5.7 4.8 5.8

Underweight Overweight Obese

*BMI is calculated from the child’s weight and height. BMI categories are based on the 2000 CDC growth charts, which are based on the distribution of children in national surveys taken between 1963 and 1994. The BMI categories are not based on an “ideal” BMI. Children who were categorized as underweight had lower BMIs than 95 percent of the children of their age and sex in the growth chart sample, while those who were categorized as obese had BMIs that were higher than 95 percent of the children of their age and sex. Those children categorized as overweight had BMIs higher than 85 percent of children of their age and sex, but were not obese. Being categorized as obese or underweight based on BMI is not equivalent to a clinical diagnosis. Height and weight were parent-reported. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

America’s Hispanic Children: Gaining Ground, Looking Forward

FewFewFew Hispanic Hispanic HispanicFew youthHispanic youthyouth exercise exercise exerciseyouth dailyexercise daily daily daily Few HispanicFew youth Hispanic exercise youth daily exercise daily

HEALTHHEALTH HEALTH HEALTH HEALTH PercentPercent of of youth youthPercent (6-17) (6-17) of who whoyouth participated participated (6-17) who in inparticipated physical physical activity* activity* in physical every every activity* day day in in the everythe day in the Percentpastpast week, of week, of youth youth 2011- Percent2011- (6-17)past 2012(6-17) 2012week, whoof youth whoparticipated2011- (6-17) participated 2012 who in physicalparticipated in physicalactivity* in physical every activity* dayactivity* in every the every day day in in thethe past week, 2011-past 2012 week, 2011- 2012 HispanicHispanic Hispanic past week, 2011- 2012 Non-Hispanic White Source:Source: Child Child Trends’ Trends’ analysis analysis of National of National Non-HispanicHispanic White Hispanic Source: Child Trends’ analysis of National Non-Hispanic White SurveySurvey of Children’s of Children’s Health Health from from the theData Data Hispanic Survey of Children’s Health from the Data ResourceResource Center Center for Childfor Child and andSource: Child Trends’ analysis of National Non-HispanicNon-HispanicNon-Hispanic White BlackNon-Hispanic Black White Source: Child Trends’ analysis of NationalResource Center for Child and Non-Hispanic Black SurveyAdolescent of AdolescentChildren’s Health. Health Health. from the DataSurvey of Children’s Health from the Data Source: Child Trends’ analysis of NationalAdolescent Health. TotalNon-Hispanic U.S. White Resource Center for Child and Resource Center for Child and Non-Hispanic TotalBlackNon-Hispanic U.S. Total Black U.S. SurveyAdolescent of Health.Children’s Health fromAdolescent the Data Health. Resource Center for Child and Total U.S.Non-HispanicTotal U.S.Black Adolescent Health. Total U.S. 34.9 34.9 34.9 32.432.4 34.9 31.631.634.9 31.6 32.4 26.826.8 32.4 31.6 32.4 26.831.6 24.624.6 26.326.3 26.8 26.8 24.6 23.423.426.3 34.9 32.4 24.6 26.324.6 26.3 23.4 31.6 18.318.3 18.3 23.4 23.4 26.8 18.3 18.3 26.3 24.6 23.4 Male** Female** Male** Male** 18.3Female** Female** Male** Male***For at least 20 minutes and was strenuousFemale** enough to make theFemale** child sweat and breathe *For at least 20 minutes*For and at was least strenuous 20 minutes enough and was to make strenuous the child enough sweat to and make breathe the child sweat and breathe hard.hard. Activity Activity was was parent-reported. parent-reported. **Hispanic **Hispanic males males are are significantly significantly less less likely likely to toexercise exercise *For at least 20 minutes *Forandhard. wasat Activity least strenuous 20 minuteswas enoughparent-reported. and to was make strenuous the**Hispanic child enough sweat males toand makeare breathe significantly the child sweat less likely and breathe to exercise everyevery day day than than white white males. males. Hispanic Hispanic females females are are significantly significantly less less likely likely to toexercise exercise every every hard. Activity was parent-reported.hard.every Activity day **Hispanic thanwas whiteparent-reported. malesmales. are Hispanic significantly **Hispanic females lessmales are likely significantlyare tosignificantly exercise less likelyless likely to exercise to exercise every dayday than than either either white white or orblack black females. females. every day than white males.every Hispanic day than females white males.are significantly Hispanic females less likely are to significantly exerciseday than every either less likely white to or exercise black females. every HispanicsHispanics can can be be of ofany any race. race. All All race/Hispanic race/Hispanic origin origin data data are are self-reported. self-reported. Male** Hispanics daycan thanbe of either any race. Female**white All orrace/Hispanicday black than females. either origin white data or are black self-reported. females. Hispanics can be of any race.Hispanics All race/Hispanic can be of any origin race. dataAll race/Hispanic are self-reported. origin data are self-reported. *For at least 20 minutes and was strenuous enough to make the child sweat and breathe The percentage of Hispanichard. Activity was parent-reported.12th graders **Hispanic males who are significantly less likely to exercise The percentageThesmoke percentage or bingeof Hispanic drinkof Hispanic 12th everyhas day gradersthangone white12th males. down gradersHispanicwho females are who significantly less likely to exercise every TheThe percentage percentage of of Hispanic Hispanic 12th 12th graders graders who daywho than either white or black females. smokeThesmoke or percentage binge or bingedrink has ofdrink Hispanicgone has down gone Hispanics12th candown graders be of any race. All race/Hispanicwho origin data are self-reported. smoke or binge drink has gone down smokesmokeHEALTH or or binge binge drink drink has has gone gone down down HEALTHHEALTH Percent of 12th graders reporting daily cigarette smoking, and HEALTHHEALTH Hispanic PercentHEALTH Percentofreporting 12th graders of 12thbinge reporting graders drinking* dailyreporting within cigarette thedaily past smoking, cigarette two weeks, and smoking, 2000-2013 and HispanicNon-HispanHispanicic White reportingPercent binge drinking*of 12th graders within reportingthe past two daily weeks, cigarette 2000-2013 smoking, and reportingreportingPercent binge drinking* ofbinge 12th drinking*withingraders the reporting withinpast two the weeks,daily past cigarette two2000-2013 weeks, smoking, 2000-2013Non-Hisp and an ic WhiteNon-HispanicHispanic Black Percentreporting of binge12th34.6 graders drinking* reporting within the daily past cigarettetwo weeks, smoking, 2000-2013 and Non-HispanicHispanic White Non-HispanicNon-Hisp Blackanic White reporting34.6 binge drinking* within the past two weeks, 2000-2013 Non-HispanicNon-HispHispanicanic Black White reporting binge34.6 drinking* within the past two weeks, 2000-2013 Non-Hispanic BingeBlack Drinking 34.631.0 Non-Hispanic White 34.6 Binge DrinkingNon-HispanicBingeSmoking Drinking Black Daily 31.0 Non-HispanicBinge Drinking Black 34.631.0 Smoking Daily Smoking Daily 31.0 SmokingBinge Daily Drinking 31.0 Binge Drinking 25.7 25.6 Smoking Daily 25.7 31.0 25.6 Smoking Daily 25.7 25.6 25.7 25.6 22.4 25.7 22.4 25.6 25.7 22.4 25.622.4 22.4 22.4 15.7 15.7 15.715.7 12.5 12.5 11.5 15.711.5 *Binge Drinking is *Binge Drinking is 10.9 12.5 12.510.9 15.711.5 defined as 5 or more*Binge Drinkingdefined is as 5 or more 11.5 10.9drinks in a row on a *Binge Drinking is 8.0 8.0 10.9defined as 5 ordrinks more in a row on a single occasion.12.5drinks in adefined row onsingle a as 5 occasion.or more *Binge Drinking is 8.011.5 5.3 Note: Each12.5 year10.9 listedsingle occasion.Note:drinks Each in a rowyear on listed a 11.58.0 isis aa two-yeartwo-year averageaverage5.3 ofof *Bingedefinedsingle Drinking as occasion. 5 or is more 4.7 5.3 10.9Note: Eachis year a two-year listed average of the named year5.3is 4.7 anda two-year the definedtheNote: average nameddrinks Each asof in 5 year year ora row andmorelisted on the a 8.0 4.7 previous year. drinks insingle a row occasion. on a 2000 8.0 2005 2010 2013 4.7the namedis year a two-year and theprevious average year. of 2000 2005 2010 20135.3 previousthe Note:namedsingle year. 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Monitoring the Future national surveythe results named on drug year use,previous and the year. 2000 1975-2013:2005 VolumeMichigan.Tables 1: Secondary D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 school students (NIHHispanics Publication2010 can beNo. ofR01 any DA race.01411). All Ann 2013race/Hispanic Arbor: Institute pdf. origin for Social data Research, are self-reported. The University of 1975-2013: Volume 1: Secondary school students (NIH Publication No. R01 DA 01411). Ann Arbor: Institute for Social Research, The Universityprevious of year. 2000 Source:2005 Johnston, L. D., O’Malley, Michigan.TablesP. M., Bachman,Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 J. G.,2010 & Schulenberg, D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 J. E. (2012). Monitoring2013 the Future national survey results pdf. on drug use, pdf. 1975-2013: Volume 1: Secondary school students (NIH PublicationHispanics canNo. R01be ofDA any01411). race. Ann All Arbor: race/Hispanic Institute for origin Social dataResearch, are Theself-reported. University of Source: Johnston, L. D., O’Malley,24 P. M., Bachman,Michigan.TablesHispanics J. G., & D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013can Schulenberg, be of any J. E.race. (2012). All Monitoring race/Hispanic the Future origin national data aresurvey self-reported. results on drug pdf.use, Source:1975-2013: Johnston, Volume L. D., 1: O’Malley, Secondary P. M.,school Bachman, students J. G.,(NIH & PublicationSchulenberg, No. J. E.R01 (2012). DA 01411). Monitoring Ann theArbor: Future Institute national for surveySocial Research,results on Thedrug University use, of 1975-2013: Volume 1: Secondary school students (NIHMichigan.Tables Publication D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013No. R01 DA 01411). Ann Arbor: Institute for Social Research, The University of pdf. Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf. America’s Hispanic Children: Gaining Ground, Looking Forward Sexual activity among Latino teens. Latino teens are just as likely as white teens to be sexually active (about one in three high school students).98 Two-thirds of sexually-active Latino teenage boys report using a condom if they are having sex—a proportion significantly higher than among their white peers.99 However, sexually-active teen Latinas (females) are less than half as likely as white females to report current use of birth control pills (11 and 24 percent, respectively).100 This disparity may contribute to why Latina teens are twice as likely as white teens to become pregnant—though in recent years they have experienced the greatest decline in pregnancy rates of all racial/ethnic groups.101

Pregnancy rates for Hispanic teens are decreasing, but remain high

HEALTH

Pregnancy rates per 1,000 females (15-19), selected years, 1990-2010 Hispanic Non-Hispanic White Non-Hispanic Black 223.8 All Races

162.2

116.9 99.5 83.5 86.6 57.4 37.8 1990 2000 2005 2010

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Kost, K. & Henshaw, S. (2014). U.S. teenage pregnancies, births and abortions, 2010: National and state trends and trends by age, race and ethnicity. Guttmacher Institute. Available at http://www.guttmacher.org/pubs/USTPtrends10.pdf.

Mental health of Hispanic children. When it comes to mental health, the data for Hispanic children and youth offer some good and some not-so-good news. More than a third of Hispanic high school students report feeling per- sistently sad or hopeless—a higher proportion than among white or black students, although this rate is ten percent lower than it was in 1999. Hispanic females are particularly likely to report these feelings—nearly half, in 2013.102

When asked to report on children’s adverse family experiences—a list of events that are associated with an increased likelihood of physical and mental health problems—51 percent of Hispanic children have parents who indicate at least one such experience, compared with 44 percent of white children.103

America’s Hispanic Children: Gaining Ground, Looking Forward There are likely many reasons behind these health disparities. One early warning signal is lagging rates for Latinos on well-child visits. During the first few years of life, these are important opportunities for parents to meet with pediatricians, share concerns, and receive guidance on health and developmental issues. As such, well-child visits can catch problems early, or prevent them. Among children ages birth through five, Latinos are the group least likely to have had a well-child visit in the past year.104

Fewer Hispanic children have had a well-child visit

HEALTH

Percent of children (birth-5) who have had a well-child visit in the past year, 2011-2012

84.6 91.6 92.5 89.7

Hispanic Non-Hispanic Non-Hispanic Total U.S. White Black

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of National Health Interview Survey data.

A related concern is health insurance coverage. Hispanic children are covered at a rate lower than whites or blacks. And, of those Hispanic children who were born outside the U.S., nearly four in ten lack health insurance.105 Unauthorized immigrant children have the lowest coverage of any group—about one in five are covered.106

Fears surrounding immigration status, as well as barriers of language and culture, may also contribute to low rates of access to both health care and health care coverage.

Persistent health disparities threaten our shared future. And a limited focus on prevention may mean that chronic health conditions today will cast a shadow on future individual and collective prosperity.

America’s Hispanic Children: Gaining Ground, Looking Forward Hispanic children are more likely to be without health insurance

HEALTH Percent of children lacking health insurance coverage, 2012

39.3

11.2 11.2

7.2 6.1 7.1 5.1

Non-Hispanic Non-Hispanic Total Foreign-born U.S.-born, U.S.-born, all Total U.S. White Hispanic living with parents in Black at least one household are foreign-born U.S.-born* parent*

Hispanic

Note: Estimates reflect the OMB race definitions, and include only those who are identified with a single race. *Includes single-parent households. Hispanics can be of any race. All race/Hispanic origin data are self-reported. Source: Child Trends’ analysis of American Community Survey data.

Media and technology use: Our shared future

Media play an important role in the socialization of all children and youth.107 These include both the more traditional media of print, radio, and television, and newer technologies, including social media. Young people are typically early adopters of technology, and Latino youth have avidly taken up mobile screen-based devices, including smartphones and tablets. They still watch a lot of television—not a surprise, especially since TV now reflects the Latino experience more than it did in the past.

When it comes to the take-up of media and technology, the pace of change has skyrocketed, and much of the available data are already outdated. However, a 2010 survey found few significant differences among Hispanic, black, and white households in rates of access to cell phones (including smartphones), tablets, or computers. His- panic households were somewhat less likely to have access to the Internet or broadband connectivity.108

America’s Hispanic Children: Gaining Ground, Looking Forward Hispanic teens are less likely than other teens to own a cell phone, but as likely as others to have a smartphone

MEDIA USE

Percent of adolescents (12-17) who own a cell phone or smartphone,* 2012

Cell phone 81 78 72 Smartphone 64

43 37 35 40

Hispanic** Non-Hispanic Non-Hispanic Total U.S. White Black

*By race/Hispanic origin of parent. Owners of smartphones are also included as cell phone owners. **Hispanic adolescents are significantly less likely to own a cell phone than white adolescents. There are no significant differences by race/ethnicity in ownership rates of smartphones. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and Technology 2013. Washington, DC: Pew Research Center’s Internet & American Life Project.

Latinos’ use of technology and the Internet. Young Latinos use cell phones, tablets, and computers more fre- quently than older adults, and those who are U.S.-born are more likely to use them than their foreign-born peers. In 2009, across all media devices (TV/movies, computer, music, print, cell phone, and video games), Latinos between the ages of 8 and 18 spent, on average, a total of 13 hours per day on these—more than their black or white counterparts. With the exception of print (books, magazines), use by Latino youth was also higher than whites’ on each separate category of media.109 Data from 2012 show Latino teens are somewhat less likely than their white peers to own a basic cell phone, but equally likely to own a smartphone.110 Latino middle and high school students are as likely as white students to use the Internet for 10 or more hours per week,111 and to check social networking sites “almost every day.”112 Latino children are more likely than their white peers to watch television for more than two hours on an average weekday.113

America’s Hispanic Children: Gaining Ground, Looking Forward Like others, Hispanic children watch more TV as they age

MEDIA USE

Percent of children (6-17) who spend more than two hours in front of the television* on an average weekday, 2012 Hispanic Non-Hispanic White Non-Hispanic Black Total U.S.

44.2 32.4 28.3 20.9 23.1 27.3 13.6 18.4

Age 6-11 Age 12-17

*Includes time watching TV programs or videos, or playing video games. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of Monitoring the Future Survey data.

TV-watching. For Hispanic families, watching television together may be an important expression of positive intergenerational family bonds.114 However, many experts recommend that, alongside other family rules, parents set reasonable limits on children’s screen time. Such restrictions can help young people better manage their time, and may increase the likelihood that they finish schoolwork, spend some time being physically active, and get adequate sleep.115 In Hispanic families, fewer parents of adolescents report having rules regarding media content than is the case among families of white adolescents.116

America’s Hispanic Children: Gaining Ground, Looking Forward Fewer* Hispanic youth have parental rules about media content

MEDIA USE Percent of adolescents (8-18) who report having parental rules on media content, 2009 Hispanic 60 Non-Hispanic White 52 Non-Hispanic Black 43 43 44 38 37 40 31 30 26 22 23 24 17

TV Music Computers Video Games Social Networking** *Hispanic adolescents are significantly less likely than white adolescents to report parental rules about all types of media. Hispanic adolescents are significantly less likely than black adolescents to report parental rules on the content of TV and music, and whether they can have a social networking profile. **Rules about whether adolescent can have a social networking profile. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Rideout, VJ, Foehr, UG, & Roberts, DF. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation.

As many commentators have noted, social media (and the Internet, in general) have great potential both to unite, and to divide.117 These tools allow us to connect with disparate peoples, viewpoints, arts, and information—challenging us to think critically and, perhaps, to identify common ground. On the other hand, the Internet and social media can be used to further segregate groups—reinforcing rather than challenging our preconceived leanings. Youth, in particular, find a positive identity for themselves by affiliating with those who seem most like themselves.118

There is still much more to understand about the effects various forms of media have on the diverse groups of Latino children. Our shared challenge is to use information and the new technology in ways that strengthen ties both within and across the diverse communities of our nation.

America’s Hispanic Children: Gaining Ground, Looking Forward References

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Retrieved from http://www.childtrends.org/?indicators=condom-use 100 Child Trends DataBank. (2012). Birth control pill use. Retrieved from http://www.childtrends.org/?indicators=birth-control-pill-use 101 Child Trends DataBank. (2014). Teen pregnancy. Retrieved from http://www.childtrends.org/?indicators=teen-pregnancy 102 Child Trends DataBank. (2014). Adolescents who felt sad or hopeless. Retrieved from http://www.childtrends.org/?indicators=adolescents-who-felt-sad-or-hopeless 103 Analysis of the 2011/12 National Survey of Children’s Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org 104 Child Trends DataBank. (2014). Well-child visits. Retrieved from http://www.childtrends.org/?indicators=well-child-visits 105 Child Trends DataBank. (2014). Health care coverage. Retrieved from http://www.childtrends.org/?indicators=health-care-coverage 106 Capps, R., Bachmeier, J. D., Fix, M., & Van Ho ok, J. (2013). A demographic, socioeconomic, and health coverage profile of unauthorized immigrants in the United States. Migration Policy Institute. Retrieved from http://www.migrationpolicy.org/research/demographic-socioeconomic-and-health-coverage-profile-unauthorized-immigrants-united-states

America’s Hispanic Children: Gaining Ground, Looking Forward 107 Subervi, F. (2013). Analyzing the effect of portrayals of Latinos in mainstream media. The American Mosaic: Latino American Experience. ABC-CLIO. Retrieved from http://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=LAAMW 108 Vaala, S. E. (2013). Aprendiendo juntos (Learning together): Synthesis of a cross-sectoral convening on Hispanic-Latino families and digital technologies. The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/publication/aprendiendo-juntos/ 109 Ibid. Total hours includes time spent on more than one device/platform simultaneously. 110 Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013. Washington, DC: Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/2013/03/13/teens-and-technology-2013/ 111 Child Trends’ original analysis of data from the Monitoring the Future Survey. Does not include Internet usage for school or work. 112 Child Trends’ original analysis of Monitoring the Future survey data. 113 Child Trends’ original analysis of Monitoring the Future survey data. 114 Vaala, op. cit. 115 See American Academy of Pediatrics. (2013). How to make a family media use plan. Retrieved from http://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx 116 Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation. 117 O’Keefe, G. W., Clarke-Pearson, K., & Council on Communications and Media, American Academy of Pediatrics. (2011). Clinical report: The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804. 118 Zaff, J. F., & Hair, E. C. (2003).Positive development of the self: Self-concept, self-esteem, and identity. In Marc H. Bornstein, Davidson, L Keyes, C. L. M., &Moore, K. A. (Eds.), (2003). Well-being: Positive development across the life course. Crosscurrents in contemporary psychology (pp. 235-251). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

America’s Hispanic Children: Gaining Ground, Looking Forward DEFINITION Unless otherwise indicated, “children” refers to those ages birth through 17.

TABLETable of OF Statistically STATISTICALLY Significant SIGNIFICANT Differences DIFFERENCES

Section Slide Measure Hispanics, Hispanics, compared compared to whites to blacks Economics crowded housing total + + Key: poverty total + - ? Cannot be concentrated poverty high poverty ? ? determined from very high poverty ? ? data source

parental employment two parents working FTYR - 0 + Hispanics are at least one parent working FTYR - - significantly higher Family family structure married parents - + - Hispanics are cohabiting parent(s) + + s i g n i fi c a n t l y l o w e r single mother + - 0 No significant single father - - difference no parents + - home-cooked meals total + + TABLE preschoolOF STATISTICALLY home activities read to a child SIGNIFICANT- 0DIFFERENCES told a story - 0 Section Slide taughtMeasure letters, words, or numbers 0Hispanics, 0Hispanics, sang songs 0compared 0compared worked on arts and crafts -to whites 0to blacks Education school readiness skills recognizes all letters - - counts to 20 or higher - - writes first name - 0 holds a pencil with fingers 0 0 Key: speech is understandable to a stranger - 0 ? Cannot be reads written words in books - - determined from data source mathematics proficiency 2013 - + graduation rate (ACGR) total ? ? + Hispanics are significantly higher status dropout rate 2012 + + post-secondary degrees bachelor’s degree or more - - - Hispanics are s i g n i fi c a n t l y l o w e r associate’ degree - - 0 No significant early childhood 2012 ? ? difference program enrollment 2007 ? ? Health lacking health insurance coverage total + + well-child visits total - - TABLE BMIOF categories STATISTICALLYunderweight SIGNIFICANT0 0DIFFERENCES overweight + 0 obese + 0 daily exercise males - 0 females - - Section smokingSlide and drinking smoking,Measure 2013 -Hispanics, 0Hispanics, binge drinking, 2013 -compared +compared teen pregnancy 2010 +to whites -to blacks Media Use phone ownership cell phone - 0 smartphone 0 0 time watching television age 6-11 + - age 12-17 + - parental content rules television - - music - - computers - 0 video games - 0 social networking - -

Key:

? Cannot be determined from data source + Hispanics are significantly higher

- Hispanics are significantly lower 0 No significant difference

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