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DOCUMENT RESUME ED 469 141 RC 023 734 McGilvra, Bridget AUTHOR The Culture of Migrancy. TITLE Region XIV Comprehensive Center, Tampa, FL. INSTITUTION Department of Education, Washington, DC. SPONS AGENCY 2000-00-00 PUB DATE NOTE 8p. For full text: ftp://ftp.ets.org/pub/ccxiv/MigrNws.pdf. AVAILABLE FROM Non-Classroom (055) Guides PUB TYPE Reports Descriptive (141) EDRS Price MF01/PC01 Plus Postage. EDRS PRICE Elementary Secondary Education; *Family Environment; *Migrant DESCRIPTORS Education; *Migrant Workers; *Parent Education; *Parent Participation; Parent School Relationship; *Subcultures Florida IDENTIFIERS ABSTRACT Approximately 360,000 people in Florida are migrant and seasonal farmworkers. Although this group includes a wide array of ethnicities with their own cultural characteristics, the shared experience of migrancy lends some common threads to an otherwise diverse population. This publication explores these commonalities, as they relate to educators' work with migrant parents and families. Federal guidelines for migrant program eligibility'are briefly summarized. Because their income and survival are closely tied to the weather and other conditions beyond their control, migrant families live a very transient lifestyle. During peak earning times, all family members, even young children, may perform agricultural work. Families tend to be large, and extended-family members often live with or near each other, sharing important roles in sustaining the family. The family is usually patriarchal, at least to outward appearances, and the father's input must be sought for academic and social decisions affecting the family. Education is highly valued by many migrant families, but the nature of migrant work often interferes with regular school attendance. Student absenteeism may also be related to chronic health problems or the need to fulfill family obligations. Having little education themselves, many migrant parents may be unaware of school policies and procedures and may hesitate to become involved in school-related matters. Twenty-six specific recommendations are offered to educators working with migrant parents. (SV) Reproductions supplied by EDRS are the best that can be made from the original document. .\ U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement j EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The Culture of Migrancy by Bridget McCiIvra, ESCORT A Publication of the Region XIV Comprehensive Center at Educational Testing Service When exploring diverse cultures Thus, the culture of migrancy is in not is judicious to expand the Florida, it determined by race or ethnicity, but more traditional considerations of culture by similarities in employment patterns dealing with racial or ethnic backgrounds and lifestyle. A wide array of ethnicities to include group that make up a represents the migrant and of face approximately 360,000 people statewide: seasonal farmworkers in Florida: African migrant and seasonal farmworkers. American, Caucasian, Central American, Although this group embraces a diverse Haitian, Mexican, Mexican American, mix of and ethnic racial groups, it and Vietnamese, to name a few. While maintains its own distinctive culture. The each of these groups enjoy their own better professional parent educators cultural norms and characteristics, the understand some of the nuances of this shared experience of migrancy does lend particular culture, the more able they will some common threads to an otherwise be to provide appropriate services in diverse a population. This article will culturally sensitive manner. explore these commonalties, as they are to working with related parents and The culture of migrancy is inextricably families. However, due to the fact that tied to mobility. The federal definition of an overwhelming majority of migrant a migrant farmworker is a person who farmworkers in Florida are of Mexican moves across school district lines in decent, some of the cultural norms of this search of agricultural work. This includes ethnic group will in our be included inter- and intrastate migrant farmworkers. discussion. Seasonal farmworkers are those who A Look at the Work work agricultural jobs during in the season, and when that work ends, find A of myriad activities qualify as nonagricultural employment in the same agricultural work under the federal geographical area rather than migrating guidelines. to find work. 2 BEST COPY AVAILABLE These include harvesting fruits and They may find work for only a few weeks grading vegetables, and packing in one location, move to the next and find ornamental pruning produce, plants, no work, and move on again, only to be fishing, and working in poultry and meat faced with finding no housing. They live packing plants, to name a few. To be a transient lifestyle, packing everything considered a migrant farmworker, a they own into the family truck or van and must have person crossed school moving on to the next destination, often in search of agricultural district lines with only a few hours notice. All aspects work within the previous 36 months. In are affected by this continual of life order for a child to be eligible for uprooting. services under the federally funded Title I Migrant Program, the child must have Because their income is tied moved with, or joined, his or her parent so relentlessly to elements and while or they guardians, sought other conditions beyond their agricultural work. Young people under the age of 22 who no longer live with control, migrant farmworkers their parents, but continue to migrate on often encounter a lifestyle full their categorized are own, as of disruption. They may also "emancipated youth". be eligible for services if they have not During periods of plentiful work, all able graduated from high school. family members lend a hand, including children as young as 6 and 7 years old. subject to Migrant farmwork is the Agricultural work continues to pay low conditions and elements affecting the wages, necessitating the assistance of all produce. A drought or a flood may ruin family members during peak earning a bad bout of Red Tide may crops; times. The median for earning result in the loss of fishing work; an farmworker households 1997 was in insect infestation may close between $7,500 and $10,000, with more greenhouses. When conditions three-fifths of than farmworker become ether concerns all manriatm, households living in poverty. The wages secondary to "bringing the crop", in earned must then sustain the family school, even health problems, or in search of throughout their travels of the The survival appointments. of work, and through periods family depends on agricultural work, Individual needs are unemployment. and there may only be a small window considered secondary to those of the of opportunity to capitalize on this work. survival of the family unit. Because their income tied so is A Look at the Family elements and relentlessly to other conditions beyond their control, migrant As is common in many agrarian cultures, farmworkers often encounter a lifestyle migrant families tend to be large, many full of disruption. having more than five children. 2 .) There are numerous reasons for this: Contributing to the welfare of religious beliefs, the need for people to work, lack of family planning, and the the family is a source of pride great value placed on children. To a and accomplishment for even large extent, families are found to be the youngest children in a intact, with both parents present in the migrant family. home. Furthermore, members of the extended While the father may seem to be family often live with or near each other, somewhat removed from daily child - and often share in disciplining and raising input must be rearing activities, his the children. Because all members play sought regarding academic and social important roles in sustaining the family, decisions affecting the entire family. older children often continue to live and Initial concerns or difficulties may be work with their families until they are but the discussed with the mother, married, rather than moving out and father's approval must be secured before establishing their independence. any significant decisions can be made. Children who do marry often begin their Children are taught to respect and obey married and childbearing years living in adults, both within and outside of the their parents' home. family, and discipline, sometimes physical in nature, is strictly adhered to. The family is essentially patriarchal, at Children are generally closely supervised least to outward appearances. The roles and denied some of the freedoms other of males and females are clearly defined, children enjoy. Siblings are often sent males with being seen the as along on outings to chaperone other breadwinners, decision makers, and family members. disciplinarians. Although migrant females often labor next to the males The survival of the family is a paramount and contribute financially to the family, concern for all family members. Each their roles are more often defined by person has a meaningful from role, homemaking and child-rearing. Migrant contributing finPrrinny, to helping around mothers are greatly revered by their the house, babysitting, and translating. families, no doubt because they labor Personal needs and desires are long hours alongside their husbands, and considered secondary to those affecting then return home to cook, clean, and the family as a whole. Contributing to tend to the children and to the overall the welfare of the family is a source of needs of the family. pride and accomplishment for even the youngest children in a migrant family. A Look at Education highly valued by many Education is migrant families. It is seen as a ticket to the future, providing the possibility of a career that is not subject to the whims of the weather. 3 4 Although many migrant parents may not Parents may not fully comprehend the have had the option of attending much significance of decisions and actions that schooling traditional themselves, they weigh heavily child's on potential a firmly believe the of importance success in school, such as starting school in are and education convinced that on the first day, daily attendance, following offer education their will children proper withdrawal procedures, or having opportunities that they did not have. parents attend conferences. What may seem like a lack of support for a child's education, may, in fact, reflect more a lack (Education is highly valued of or information understanding. In by many migrant families. addition, parents who have little schooling, or may who have negative had believing However, the value of experiences with educational institutions in education, and actually providing ongoing may be hesitant to become involved. In support for the pursuit of education may general, educators are revered, and result in two different realities within the parents may fear migrant that their Because the nature of migrant home. attempts to be involved in their children's migrant work presents the challenges of academic/school affairs will be perceived mobility and limited peak earning times, as meddling teacher's the in realm. daily attendance at school may sometimes Another unfortunate reality is that many become When "luxury." parents survival are uneducated or a illiterate, necessitates that all who wish to eat must resulting in low self-esteem when it comes work, or when work comes to an end and to academic matters. stakes must be pulled up yet again, education may become secondary to What may seem like a lack of survival. support for a child's education , may, in fact, reflect more a lack ( Due to poor nutrition, ventilation, and lack of information or understanding. of access to affordable medical resources, many of these children suffer with chronic health problems. They often miss school, A clear understanding of the rights and or come to school too sick or too tired to responsibilities of students and parents, As responsible members of the learn. along with the requirements and benefits family, children are often called upon to of the educational system, is imperative if adult roles such as fulfill babysitting, migrant families are to have equal access translating, or transporting a parent to an to education in this country. The workings appointment. These responsibilities would of the pupil progression plan, special be considered necessities and viewed as educational programs, extracurricular just as important as attending school. activities, post-secondary and options must become a working part of migrant Having little formal had education families' knowledge of the school system. themselves, or experience little with Parents must be made to feel that they many migrant educational institutions, are valuable partners in their children's parents may not be aware of policies and education, the school system, and their procedures that may affect their children's community as a whole. enrollment, withdrawal, or promotion, retention. 4 Recommendations for Parent Educators CI Establish contact with migrant [21 When sending information home families quickly, as they may only be in in writing, translate the information the area a short time. into the family's home language, but be aware that some parents are illiterate in their native language. B Make personal contact, a home visit if possible, since many migrant families do not have telephones and are more Encourage parents to contact you to receptive face-to-face with questions or needs, as they are communication. generally proud people and would not want to be a burden. B Plan home visits when both parents are available, and be prepared to stay a El Be aware that many migrant while and to accept offers of food or parents consider their job to be drink. feeding, clothing, and housing their children, and believe that the role of educating children lies the with yourself as a valuable 12) Establish schools. resource person be providing families with information about your program, as well as other services and programs parents as El Enlist partners in available in the community. education, emphasizing their important roles as support systems, teachers, and role models. B Be prepared to do an informal needs assessment and make appropriate referrals. B Understand that migrant parents may be uncomfortable in a school setting or trying to their help a, Offer to assist families in making children, that and they consider contacts initial with schools and educators to be the experts. or agencies, accessing needed in resources, if they are new to the area. Establish a personal relationship with migrant parents through home families build community E1 Help visits prior to inviting them to support networks so that their children organized school functions. are able to attend school, rather than miss valuable class time in order to assist with family needs and business matters. 5 Recommendations for Parent Educators (cont.) B When planning home visits, D Instill in migrant parents that they do parent meetings, or other have the right to challenge and/or consider activities, question the educational system, and scheduling the activities during evenings that their children will achieve more by or times of the year when migrant workers having informed, involved parents. are not working late. ID When planning parent meetings or D Recognize that some homes do not have access to educational resources. activities, extend invitations older to Provide the family with such resources members of the immediate or extended and instructions for their use, when family living in the home, as well as to the possible, in addition to introducing the parents, and plan to offer transportation family to free local resources such as and babysitting, and to have meeting the public library. activities translated. Assist families with seeking D Stress the importance of educational resources through using the Internet continuity, and provide families with and available agencies. information regarding the school local district's calendar, policies, and regulations. Promote family literacy to making families aware of available literacy programs or providing family literacy parents specific with 121 Provide activities in the home. information about their child's progress in school, and suggest ways parents or other family members can assist the child. CI Educate parents about appropriate child developmental stages, and assist them with identifying concerns in this 2 Offer practical suggestions regarding area. alternatives to physical discipline, appropriate bedtimes, study times, and the use of television. CI Recognize that some parents see physical or mental handicaps as acts of fate and may be reluctant to seek D Be sensitive to the fact that difficulties assistance for these conditions. with educational or disciplinary issues may be cause for great emotional displays within the family. ID Offer help discreetly to the family of a child who is poorly clothed or has personal hygiene problems. Many migrant homes do not have proper and many children ready facilities, themselves for school in the morning. 6 7 S Y For Additional Information Call the Region XIV Comprehensive Center at ETS 1-800-756-9003 BEST COPY AVAILABLE 8 U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Edueollonul Resounes Inhuman Coles Educational Resources Information Center (ERIC) NOTICE Reproduction Basis This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket"). EFF-089 (1/2003)