Linguistic, Cultural, and Resiliency Processes Among Migrant and Seasonal Farmworker Children and Families

• In Event: Language, Culture, and Resiliency in National Participatory Studies with Young Indigenous Children and Families

Abstract

Introduction: Mexican migrant and seasonal farmworker (MSFW) children represent various cultural backgrounds and over eighty-five languages, including Spanish and indigenous languages (Casanova et al., 2016). Indigenismo denotes the rich cultural and linguistic heritage of indigenous groups (Casanova et al., 2016), and is of important consideration given the threat of language loss or shifting to Spanish or English in the child’s household or school (Mines et al., 2010; Smith & Johnson, 2019). Limited studies have examined the early linguistic and cultural experiences of young MSFW children (infants, toddlers, and preschoolers), along parental practices and sources of resiliency. The current study uses a strengths-based approach in exploring linguistic, cultural, and resiliency processes among MSFW children and families enrolled in the Migrant and Seasonal Head Start (MSHS) program across the United States.

Methods: The MSHS Study is the first nationally-representative study of its kind. It was created with advancements in culturally- and linguistically- grounded research in close partnership with families, staff, and other key stakeholders. Its Classroom, Family, and Child Component utilized random sampling with a multi-stage cluster design stratified by region in the country and size. Measures included developmental reports of infants/young toddlers (n=161), direct child assessments with older toddlers (n=260) and preschoolers (n=452), parent interviews (n=640), teacher and assistant teacher surveys (n=119), and other sources. Research questions included 1) What are the linguistic and cultural heritage and experiences of young children and families in MSHS? and 2) What are the sources of resilience among young children and families in MSHS? The nationally-representative estimates below were created using weighted analyses and further associative analyses are underway.

Results: Dynamic linguistic, cultural, and resiliency processes were identified across the nation’s MSHS children and families. The vast majority (99%) of MSHS parents reported Spanish proficiency, with indigenous languages (such as Mixtec, Zapotec, and Kanjobal) additionally described by thirteen percent (13%). In parent-child communication, MSHS parents reported speaking Spanish (98%) and English (45%) with their children, and fewer reported speaking indigenous languages (5%). In child-child communication within households, dialogue was less inclusive of indigenous languages (1%), with equivalent use of Spanish and English (81% and 79%). (See Figure 1). Direct assessments and child development reports also revealed linguistic variations among MSHS infants, toddlers, and preschoolers. The incorporation of singing, books, and storytelling with children was described by a majority of MSHS parents across the nation (90%, 90%, and 85%), along with espousing child, familial, and spiritual foci as sources of resilience (100%, 97%, and 100%).

Conclusion: The MSHS Study provides a critically-needed national lens on the linguistic, cultural, and resiliency processes of MSFW families. These include shifts in indigenous language practices, dyadic interactions (such as at the parent-child and child-child levels), familial engagement, and the role of children, families, and spirituality in parental resiliency. In addition, the study underscores the utility of a strengths-based research approach, while acknowledging the tremendous challenges faced by MSHS children and families across the nation (Parra‐Cardona et al., 2006).

Group Authors

Sandra Barrueco, Michael López, Erin Bumgarner, & Haregnesh Haile

Authors

• Sandra Barrueco, Catholic University of America
  Presenting Author

• Michael L. Lopez, NORC at the University of Chicago
  Non-Presenting Author

• Erin Bumgarner, Abt Associates - Massachusetts
  Non-Presenting Author

• Haregnesh Haile, Catholic University of America
  Non-Presenting Author