Teaching Implications

Counselors and teachers can be aware that, although there are common characteristics in this population, Hispanic- Americans are a very diverse group and include distinct subcultures that differ significantly as to custom, values, and educational orientation. It is also important to recognize the limitations of research. Demographic variables other than gender and ethnicity that impact on learning style may not be isolated in studies. These variables include socioeconomic class, geographical region, primary language, religion, family structure, and number of generations in the U.S.

Schools can provide Spanish-speaking teachers, counselors, and educational assistants. This is especially true in areas where there are many first-generation Hispanic families.

For immigrant Latino adolescents, identity formation and individuation can be especially challenging and problematic. This is because their cultural values include strong family loyalty and allegiance, values that are in conflict with the behavioral styles of mainstream U.S. adolescents who strive for self-expression and individuality. For Hispanic adolescents with identity-related problems, group counseling with peers who are experiencing similar conflicts can be helpful. Referral for pastoral counseling may be indicated for Roman Catholic youths, because there is usually trust and respect for priests. Educators need to be aware of self-image problems of Hispanic-American students that may result from a rejection of their ethnicity and from attempts to conform to the larger Anglo culture. To address these problems, educators can plan interventions that acknowledge and celebrate cultural diversity when teaching and counseling Hispanic youth.

Based on the research examined above, teachers and counselors should expect larger numbers of Hispanic students to prefer: (1) a cool environment; (2) conformity; (3) peer-oriented learning; (4) kinesthetic instructional resources; (5) a high degree of structure; (6) late morning and afternoon peak energy levels; (7) variety as opposed to routines; and (8) a field-dependent cognitive style. Teachers and counselors should be aware of cultural group characteristics; for the most responsive teaching and counseling strategies, however, they should emphasize the learning style strengths of each individual and try to match instructional resources and methods to individual environmental, emotional, physiological, and psychological preferences.

Adapted from: Griggs, Shirley, and Rita Dunn. (1995). Hispanic- American Students and Learning Style. Emergency Librarian 23(2, Nov-Dec): 11-16. Adapted with permission of Emergency Librarian and the authors.