Cultural Differences
Communication is a very important part of Puerto Rican culture. To communicate in a harmonious manner within Puerto Rican families means to engage people according to the values of “respeto” and “personalismo,” with both verbal and non-verbal expressions. This involves being welcoming, inviting interactions, and creating alliances (Giammanco & Bartolomei, 1995).
The word “respeto” is the consideration given to an individual based on a person’s status, especially with deference to elders and within a relationship (Giammanco & Bartolomei, 1995). “Personalismo” involves the initialized form of engaging someone in a friendly, respectful, and dutiful manner.
Puerto Ricans value “personalismo," and this has implications for teachers of Puerto Rican students who strive to make the parent a “partner” in the education of the student. The parent is more likely to be involved if the teacher (or therapist) uses a respectful, personal approach and includes the parent in a participatory manner.
It is particularly challenging when Puerto Rican children who learn in one culture must then learn in the modes of another. They are unfamiliar with the school structure, the expectation of the teacher, and the classroom procedure. They may encounter very different values, which are considered essential for learning, such as attendance and punctuality, and, in addition, may experience social stress and culture shock (Saville-Troike).
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The word “respeto” is the consideration given to an individual based on a person’s status, especially with deference to elders and within a relationship (Giammanco & Bartolomei, 1995). “Personalismo” involves the initialized form of engaging someone in a friendly, respectful, and dutiful manner.
Puerto Ricans value “personalismo," and this has implications for teachers of Puerto Rican students who strive to make the parent a “partner” in the education of the student. The parent is more likely to be involved if the teacher (or therapist) uses a respectful, personal approach and includes the parent in a participatory manner.
- In the Puerto Rican culture, parents will not generally come to school to advocate for their children, which does not mean there is a lack of concern or caring. In the American majority culture, however, parents are much more inclined to come to school for parent-teacher conferences, volunteer activities, and special education evaluation meetings.
- In the Puerto Rican culture, parents will not generally bring an advocate or question a teacher’s or administrator’s decisions; however, they may bring an interpreter. In the American majority culture, it is uncommon for parents to bring professional advocates to special education evaluation meetings or to question educator decisions.
- In the Puerto Rican culture, when speaking in English or through an interpreter, parents will give elaborate background information before getting to the expected response. In the American majority culture, however, parent-teacher dialogue is generally very direct and conscious of time restraints.
It is particularly challenging when Puerto Rican children who learn in one culture must then learn in the modes of another. They are unfamiliar with the school structure, the expectation of the teacher, and the classroom procedure. They may encounter very different values, which are considered essential for learning, such as attendance and punctuality, and, in addition, may experience social stress and culture shock (Saville-Troike).
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