Hispanic students are less likely than African American and Caucasian students to have had early childhood education, including pre-school or Head Start. They are more likely to be enrolled below grade level or be retained one or more time, be enrolled in remedial classes that do not prepare them for college, and have the highest drop out rate. "Hispanic children enter school already behind." (United-Unidos Mathematics and Science for Hispanics by Estrella M. Triana and Manuel Gomez Rodriquez) A key factor in improving education for Hispanic students is for the teacher to understand that these students are from different groups of people (Mexican American, Central and South American, Cuban, and Puerto Rican) with different needs. At teh local level, the participation of each of these groups in creating strategies and implementing programs and the support of the students' are essential to the retention and success of Hispanic students.

A major area of concern for strategies for minorities and/or methods needed was to "ensure that cultural issues are addressed in student, curriculum, and teacher preparation projects". Suggested approaches were hands-on cooperative learning experiences and holistic teaching that promotes mental, emotional, physical, and spiritual well-being in each student. This is the foundation on which American Indian/Alaska Native individuals have based their societies on for centuries." (After: The American Indian Science and Engineering Society's Research and Evaluation Department three day conference in 1994 to develop guidelines for educators to ensure that the cultural needs and issues of American Indian/Alaska Native precollege students would be addressed in math, science and technology programs).

• In order to illustrate a sense of community ask each student to share with the class what makes them unique as an individual.
• Provide precise oral communication for limited-English-proficient students. (This may require examining how explanations are provided and reviewing technical terms used in assignments.)
• Ensure that all activities provide for effective communication with parents who have limited English-language skills.
• Intervene immediately should a fellow student disparage a minority student's culture or language.
• Share the value of the broad and varied sets of experiences that minority students bring to class, not as liabilities, but rather as valued resources.
• Be knowledgeable about minority students' different modes of learning.
• To teach minority students with equality the teacher must understand how their cultural background may influence their classroom interactions.
• To be an effective teacher, it is important to understand how the backgrounds of minority students can affect their relationships with both teachers and their classmates.
• Be a classroom activist. Take on different roles for different cultural backgrounds and to vary your methods of instruction to ensure that you address all students.
• Demand the same level of excellence from minority students as one does from other student.
• Find and use a successful minority role model in presenting the applications of science in his/her area.
• Science course material should include references to people from different ethnic and cultural groups.
• Use study materials that show individuals from different cultural groups engaging in science activities and/or occupations.
• You cannot, and need not, be an expert on the aspects of different cultures represented in your class, but you should be sensitive to the fact there are differences and that such differences must be treated respectfully.
• Use examples of minority persons or groups that highlight their science successes or their respected position as a scientistin the community.
• Avoid segregating students by cultural groups, and do not allow the students to segregate themselves.
• Recognize that cultural backgrounds may discourage some students from active participation in activities. (In some ethnic cultures, volunteering a response or a comment is a sign of disrespect of authority.)
• Provide precise oral communication for limited-English-proficient students. (This may require examining how explanations are provided and reviewing technical terms used in assignments.)
• Ensure that all activity write-ups provide for effective communication with parents with limited English-language skills.

• Provide precise oral communication for limited-English-proficient students. (This may require examining how explanations are provided and reviewing technical terms used in assignments.)
• Be a classroom activist. Take on different roles for different cultural backgrounds and to vary your methods of instruction to ensure that you address all students.

• When English is the second language, you can allow the students to use an English-1st language dictionary. (It is usually wise to check the blank pages therein to avoid difficulties.)

• Make an effort to express appreciation when minority students participate in class discussions.

• When English is the second language, you can allow the students to use an English-1st language dictionary. (It is usually wise to check the blank pages therein to avoid difficulties.)

• When English is the second language, you can allow the students to use an English-1st language dictionary. (It is usually wise to check the blank pages therein to avoid difficulties.)

To be added soon.

American Indian or Alaskan Native: A person having origins in any of the original peoples of North America, and who maintains cultural identification through affiliation or community recognition.

Asian: A person having origins in any of the original peoples of East Asia, Southeast Asia and the Indian subcontinent. This area includes, for example, China, India, Indonesia, Japan, Korea and Vietnam.

Black, not of Hispanic Origin: A person having origins in any of the black racial groups of Africa.

Hispanic: A person of Mexican, Puerto Rican, Cuban, central or South American or other Spanish culture or origin, regardless of race.

Pacific Islander: A person having origins in any of the original peoples of Hawaii; the U.S. Pacific Territories of Guam, American Samoa, and the Northern Marinas; the U.S. Trust Territory of Palau; the islands of Micronesia and Melanesia; and the Philippines.

Last updated: April 21, 2005

Web Master Ed Keller