4. What factors affect the school performance of this population in general?

-Daily stress due to socioeconomic status

-Teachers expectations and family values

-Cultural variables

Applications of Information

The United States education system often uses instructional strategies that do not coincide with Hispanic values and styles of learning. As a result, a Hispanic child may constantly receive negative feedback from teachers and other classmates with regards to his or her cultural membership. Simply knowing and being aware of the factors that contribute to these feelings of inferiority will help reduce the gaps that exist between mainstream and minority cultures of a classroom.

References

Cohen, O. (1993). Educational needs of African American and Hispanic deaf children and youth. In Christensen, K.M., & Delgado, G.L. (Eds.), Multicultural issues in deafness. New York: Longman Publishing.

Espinosa, L.M. (1995). Hispanic parent involvement in early childhood programs (Report No. EDO-PS-95-3). ERIC clearinghouse on elementary and early childhood education. (DERR 9300 2007).

Fischgrund, J., Cohen, O., & Clarkson, R. (1987). Hearing impaired children in black and Hispanic families. Volta Review, 89 (5), 59-67.

Jackson-Maldonado, D. (1993). Mexico and the United States: A cross-cultural perspective on the education of deaf children. In Christensen, K.M., & Delgado, G.L. (Eds.), Multicultural issues in deafness. New York: Longman Publishing.

Lerman, A. (1984). Survey of Hispanic hearing-impaired students and their families in New York city. In Delgado, G.L. (Ed.), The Hispanic deaf. Washington, DC: Gallaudet College Press.

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