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Recent statistical studies suggest the proportion of Hispanic students within our nation’s classrooms is growing at a significant rate, experiencing the highest increase in numbers of any other ethnic group. These students require resources conducive to English language learning which also honor the Hispanic/Latino culture. Yet, out of 3,400 books received by the Cooperative Children’s Book Center (CCBC) in 2011, only 52 were penned or created by Latino authors/ illustrators. This number is expected to decline over the coming years. This insufficiency is an enormous challenge to librarians who strive to empower the Hispanic student population and promote cultural diversity among all students. Empowering Learners, (p. 53) reminds us that librarians offer materials and services to accommodate the needs of children for whom English is a second language. The library program ideally seeks to reflect the linguistic and cultural pluralism of our country. How can we arise to this need? Librarians succeed in supporting Hispanic students by utilizing Pura Belpré award-winning titles. This accolade is presented annually by the Association of Library Services to Children (a division of the ALA) to a Latino/Latina writer and illustrator whose work “best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth,” embodying the essence of the Latino culture. The promotion of Pura Belpre’ titles, the delivery of associated crafts and activities as well as the use of online resources serve as indispensable tools to assist the librarian in enriching the literary experiences of Hispanic learners and celebrating the Latino heritage with all children. In our session, we share in-depth knowledge of selected titles with correlating crafts and activities. Attendees will leave the session with practical, concrete instructional ideas, ready for immediate use.

Let your imagination run wild with Hispanic stories! Librarians can support the Hispanic English Language Learner by utilizing Pura Belpre'™Award books and linked activities for story time and other programs. Visit this session to discover how these winning titles enhance multicultural collections as well as contribute to literary strategies. The hands-on activities presented are guaranteed to captivate the imaginations of the Hispanic English Language Learner and promote the Latino cultural experience for all children. Helpful handouts included.

San Antonio has the highest percentage of same-sex couples raising children compared to any other major metropolis in the nation. The unlikely emergence of San Antonio as a haven for same-sex parents is tied to many complex issues and themes – it touches on history, religion and race deep in the heart of Texas. Below its seemingly conservative surface, San Antonio has a decidedly liberal undercurrent: Its liberal legal system, a network of Catholic leaders quietly supports the gay families, and the Latino community that presents a tolerant side. The story explores the question: How can San Antonio have such high numbers of gay parents, but still be seen by gay parents as a hostile place to live? That seeming dichotomy speaks to the ongoing tension in the nation where liberals push for civil rights, while conservatives push to preserve traditional family values. The battles in the political, religious and cultural arenas in San Antonio exemplify the longstanding tug of war over family values in this country and might help us understand just what the future holds for same-sex couples in the rest of American society. / text

Background: Recent studies indicate a rise in the prevalence of obesity in children of various age groups. Obesity was officially recognized as a disease by the American Medical Association (AMA) in June 2013. It has been acknowledged as a progressive epidemic public health crisis in the United States for the past 20 years. This is a health care concern that needs examination and the development of new and more effective prevention and treatment modalities for obesity in children. Environmental, hereditary, behavioral, and socioeconomic factors play a significant role in the prevalence of obesity (Rooney, Mathiason, & Schauberger, 2011). Childhood obesity can generate serious emotional and physical consequences, thereby compromising the quality of life among children. Purpose: The purpose of this capstone project was to assess health care providers’ cultural competency by assessing the management of Hispanic parents with children diagnosed with obesity. A culturally diverse survey was developed to evaluate pediatric health care providers’ daily practice and management of Hispanic parents of children with obesity. Theoretical Framework: Madeleine Leininger’s Theory of Culture Care Diversity and Universality and the Health Belief Model constitute the theoretical framework of this capstone project. Methods: The research project gained support from the private pediatric primary care office for the completion of a questionnaire to assess health care providers’ knowledge of childhood obesity. Results: The data analysis revealed that the health care providers surveyed had at times omitted the evaluation of parameters that were vital in managing the health care of obese or overweight children. Certain parameters, such as weight, were always considered. The data analysis revealed gaps in the care of Hispanic pediatric overweight or obese patients and Hispanic caregivers. As a result of the findings, a better understanding of the importance of providing culturally competent health care was gained. Conclusion: This survey increased health care providers’ awareness of the importance of taking culture into consideration. It identified the gaps, and measures are now being evaluated to improve the quality of care provided to these children.

This paper concerns a case study which attempts to underline the importance of culture learning through foreign language acquisition in the transformation of prejudices and the fomentation of cultural awareness. More specifically, it aims to present the way in which adult learners’ critical reflection on culture in combination to foreign language learning can lead to their acknowledgement of the equity between cultures and their proximity to “the other”, a fact that is considered to foster cultural respect and awareness. For doing so, a qualitative approach was used in order to examine the perceptions of a group of adults learning Spanish in an elementary level class in Greece. Data was collected from in-depth interviews where participants were asked to expose their opinion of the importance of culture and its connection to language, to consider the implication of culture learning in foreign language learning and to share their personal views of the Hispanic culture as it derives from their studying the Spanish language and reflecting on the Hispanic culture-Spanish language correlation. Research delivered positive outcomes concerning this specific issue and showed evidence that the transformative effect of learning about a culture through language acquisition is indeed possible. Suggestions for further research on the matter are made so as to investigate the replicability of such a transformative effect in other similar cases and to secure the generalization of results.

The purpose of this study was to understand Mexican immigrant mother's perceptions concerning parental involvement with their children's schools. It provides a perspective on cultural considerations relevant to the implementation of Epstein's model of parental involvement. Eight mothers, two documented and six undocumented, who had emigrated from Mexico and were living in rural Wyoming, were interviewed. The information provided by the participants included descriptions of practices the mothers considered meaningful when involved with their children's education. They shared their own experiences of their school attendance in Mexico and their own parents' involvement with their education. They also shared their understanding concerning parental involvement after having lived in the U.S. and after witnessing their children attend schools in this country. Although the participants in this study had their own understanding of parental participation, they are learning new practices in the U.S. Also, with culturally sensitive modifications, the types of parental involvement suggested by Epstein could also be implemented with the participants in this study. Additionally, in regard to participating in the schools, it was also found that not having documents to live in the U.S did not limit the participants from taking part in their children's schools. Based on the results of this research, school personnel have the potential to play an important role in helping increase Mexican parents' involvement with their children's education. Small and inexpensive variations on what schools are already doing could create a more inviting environment for these mothers. Recommendations are made to assist schools in this effort.